Identifying needs – finding out the organization’s, own, and potential earners’ needs, carrying out initial assessments, agreeing individual learning plans. Planning learning – preparing a scheme of work, session plans and teaching and learning materials to ensure the requirements of the syllabus are covered, liaising with others. Facilitating learning – using a variety of teaching and learning approaches. Assessing learning – checking learners have gained the necessary skills and knowledge, giving feedback.
Quality assurance and evaluation – obtaining feedback from others, evaluating yourself and the programmer in order to make improvements for the future.
Evaluation should also be an ongoing process throughout all stages of the cycle. My role as a teacher would be the above and to ensure all learners are treated equally and fairly at all times, regardless of race, gender, age, culture, religion and disability. In addition, my responsibilities include ensuring the safeguarding and wellbeing of all individuals that I teach.
My ‘role as a teacher will usually follow the training cycle and involve the following;’ (Gravels 2008:28) Following the organization’s policies and procedures Following relevant legislation and codes of practice Creating a scheme of work and session plans Keeping a record of attendance Maintaining records of progress Maintaining own CUP Explain how your role will involve working with other professionals and give some examples of who they might be and why.
What are the boundaries between your own teaching role and other professional roles? . 1, 3. 2 Some examples of other professionals that I will liaise with as a teacher include: OFFSET – Office for Standards in Education, Children’s services and Skills. They inspect and regulate services that care for children and young people, and services providing education and skills for learners of all ages. External Quality Assure – Conduct visits to centers to monitor the centers processes and practice to ensure compliance with qualification and regulatory requirements.
Giving advice to help centers improve. Internal Verifiers – Monitor the work of all assessors. Form the link between assessors and external verifiers and acts as the centers quality assurance agent. Boundaries are set out in the learning environment by way of rules, regulations and codes of conduct. Wallace and Gravels use a diagram to demonstrate the process of coaching and developing boundaries with mutual agreement and respect.
The boundaries of a teaching role relate to limit of expertise, organizations, policies, procedures and administrative requirements. Knowing how and when to refer is an important part of setting boundaries between their role and the role of other professionals such as colleagues, superiors, local services, social workers, etc. So for example if I suspected that a learner could be a drug addict or have problems with alcohol addiction, I would report to the appropriate services.
Find out and summaries the key aspects of legislation, regulatory requirements and codes of practice which relate to your roles and responsibilities as a teacher/ rainier Apprenticeships, Skills, Children and Learning Act 2009 Various details are taken from the learner, which we need to keep records of, this includes name, address, date of birth, National Insurance number. This information is entered onto our database. As A Gravels says in APTLY 2011 p. 13: ‘Data is also useful to the organization for purposes such as accidents, appeals, equal opportunities and funding purposes. Within the LIP, we explain that the information provided is passed to the Chief Executive of Skills Funding and when needed, the Young People’s Learning Agency for England (the HAPLY) to meet legal duties under this particular Act and for the Agency’s Learning Records Service (LARS) to create and maintain a unique learner number (ULNA). The information the learner provides may be shared with other partner organizations for purposes relating to education or training, but only if they agree to it in the LIP. Also as referred to in the quote by Gravels (2011), we do use this information if the learner suffers from an accident in the workplace.
This would be reported to the Skills Funding agency using the correct paperwork and channels of communication. Health & Safety at Work Act 1974 – The hues. Ova. UK website says: ‘The Health and Safety at Work etc Act 1974 , also referred to as HAS or HAS, is the primary piece of legislation covering occupational health and safety in the United Kingdom’. Under the Health and Safety legislation, guidance and standards we accept our responsibilities to acknowledge the requirement to ensure that the health, safety and wellbeing of staff, learners and others working our premises or to those affected by our activities.
We ensure standards are observed, monitored and recorded, both at Entraining and at each of our learners’ place of work. As I am suitably qualified to carry out health and safety checks in the workplace, during the initial assessment I will complete a form called a ‘Initial Health and Safety Appraisal’ with the learners’ Employee and also a ‘WWW Appendix B- Individual Risk Assessment’ form with the learner. And only if the environment is suitable will continue with the placement of the learner.
Codes of Practice – The ‘Lifelong Learning Sector’ set the standards for all tutors working in the sector. There is a variety of resources/information available on their website: wavy. Luck. Org such as: Support for Improvement, with subheadings eating to more information including ‘Learners and Learning Support’, ‘Teaching and Learning’ and ‘Sector Support Organizations’, such as CAB and ‘The Institute for Learning (Fill), all of which details professional values and practice that are followed by all teaching professionals, including myself.
Explain how you would maintain a safe and supportive environment, and why it is important to promote appropriate behavior and respect for others. (2. 1 , 2. 2) In my role, learners are employed by a business and I go to their place of work to teach and assess them. As I go into different business areas and buildings it is important to ensure that the learner and the teacher are in a safe environment and not put in any unnecessary risk. I do this by completing a full Health and Safety Risk Assessment, highlighting any areas of concern.
I check to ensure there is a clear Health and Safety Policy that has been communicated to the staff; Risk assessments have been completed for any significant risks and control measures are put into place. I ensure that there are adequate arrangements made for first aid, fire and emergencies and the learner’s general working environment. These Risk Assessments are updated ongoing to ensure that the earner’s environment is always safe. With regards to a supportive working environment, learners are subject to an initial assessment on the first meeting with their teacher.
This is to establish what level the learner is working at already and what sort of support they will need to progress them through the course. It is important to have the learners manager involved from the start to assess who can offer support (if needed) along with their teacher. In addition, this is the time to set out the learning and assessment processes to all parties so that everybody is clear and happy to agree before commencing the course. To maintain a opportune learning environment, I carry out reviews with the learners.
This illustrates to the learner where they are up to with the course and motivates them. This also highlights any other areas they may need further support. To establish ground rules, not just for the learner but for the teacher too. There are a couple of ways in which to complete this such as; the teacher dictating what the rules are or the learners to produce their own rules. In a classroom full of learners, if the teacher dictates the rules, this can often have a negative impact and you could lose the attention of the learners from the start.
Teachers deed to treat adults as adults – they are not children and will not tolerate you treating them as such. They may have had a bad experience at school which have stayed with them and could affect their current learning. Treat them as individuals, using their names and including them all in discussions and activities – (Gravels 2008:6). Where learners create their own ground rules in a classroom environment, for example on flowchart paper, the teacher needs to be aware of not putting any of the learners under the spotlight with regards to literacy skills.
The best way around this is for the teacher to write the learners examples down n front of the class. To be sure that all the ground rules cover everything, the teacher should give examples of these and let the learners discuss their opinions, giving opportunities for everyone to be involved. Examples of these are; be punctual, be respectful to all, mobile phones on silent and establishing times for breaks. The ‘Safeguarding leaflet from ‘Niece’ points out, ‘Discrimination- People should not treat you badly because of your age, disability, gender, ethnicity, religion or sexual orientation. The classroom should be aware of this and questions asked to check their understanding. In my experience, I usually teach learners on a one to one basis, so the ground rules are determined during the first meeting (Initial Assessment), where we discuss the learning agreement point by point so the learner is aware of what is expected from them and what they can expect from the teacher. This is a two way conversation with input from both parties and shows the learner that everyone involved has rules to follow and they are there to ensure the delivery of learning is successful.
I think that by having this conversation with the learner and creating an understanding then they are less likely to break their own rules. Explain ways to promote equality and value for diversity with your learners. Explain why it’s important to identify and meet learner needs. Give three examples of individual needs and describe the points of referral available to meet them. In order to promote equality, having a positive attitude and the ability to be proactive rather than reactive to situations.
Challenge any issues of harassment, discrimination, stereotyping or bullying which might occur within your sessions, as soon as possible. Remind learners that their point of view is not necessarily the same as others (under the Equality Act (2010) learners can claim something is offensive even when it is not directed at them). Know about your organization’s policies and procedures for dealing with your learners’ complaints. This should have been shared with learners during the induction process.
Treat any complaints seriously, regardless of who brings them and investigate the complaint thoroughly. Valuing diversity recognizes peoples differences and acknowledges that these differences as positives. It promotes respect for others. It acknowledges different learning styles. Giving learners choices, time and resources to complete tasks in their own way. It is important to identify and meet learner needs in order to remove barriers and support the learners progression.
Each learner is unique, and brings to the learning situation his or her own different learning style, knowledge set, pool of past experiences, and motivation. In learner-centered instruction, it is important for instructors to consider the level of knowledge and skill development attained by the learners prior to instruction (Dick, Carrey, & Carrey, 2004). A point of referral and liaison that I consult with (when required) is my regional safeguarding support champion. Recently, I felt there was safeguarding issue with one of my learners due to mental illness in their family life.
This learner would confide in me at our visits and I have always followed our safeguarding procedure, which is to tell them that what we have discussed is private. However, if I feel there is something I am particularly concerned about I would have to seek further advice. In this instance I did feel this learner required further support. I referred to the safeguarding champion in my region and completed the correct paperwork with details of issues including exact content of discussions that took place. The learner has been referred to a councilor and they seem to be progressing well.
I am confident that I have taken the correct action to support the learner with their study. Learners with additional needs such as dyslexia. I can refer to my Additional Learning Needs specialists in my region for advice and support. In addition, I would ask them to occasionally visit my learners to give them extra support if I feel it is necessary to ensure my learners are getting the best learning experience during their learning cycle. The following agencies are available in my area for people with other difficulties.
Cite this Planning the Process of Coaching with Mutual Agreement and Respect
Planning the Process of Coaching with Mutual Agreement and Respect. (2018, May 29). Retrieved from https://graduateway.com/planning-the-process-of-coaching-with-mutual-agreement-and-respect/