Roles, Responsibilities and Relationship in Lifelong Learning
Understanding own role and responsibilities in lifelong learning. In my experience, the teacher is the key figure in making the learning process a success for the learner. We are a guide to the subject, responsible for creating a structured experience for the learner to navigate allowing for individual learning styles and methods to flourish. 1. 1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.
Examples of legislation and codes of practice are; Children Act (2004): Every Child Matters provided the legal underpinning for the Every Child Matters: Change for Children programme. “Well-being” is the term used in the act to define outcomes, which are being healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. Other examples include Code of Professional Practice (2008) introduced by the Institute of Learning to cover the activities of teachers in the Lifelong Learning Sector.
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Copyright Designs and Patents Act (1988) relate to the copying, adapting and distributing of material, which includes computer programs and martial found via the internet. Data Protection Act (1988 amended 2003) made provision for the regulation of the processing of information relating to individuals, including the obtaining, holding, use or disclosure of such information. Disability Discrimination Act (1995 amended 2005) required that all learners must be given necessary adaptations to allow them to fully participate in their learning.
Education and Skills Act (2008) aimed to increase participation in learning for young people and adults. Equality Act (2006 and 2010) aims to eliminate discrimination, reduce inequality, protect human rights and to build good relations. 1. 2 Explain own responsibilities for promoting equality and valuing diversity. I consider being a role model as a key responsibility, which would include being ethical and setting a good example through actions and words.
Teachers must manage learning, providing the appropriate support which may include one to one tutorials, setting individual learning plans and implementing systems to monitor students progress. It is also good practice not to have any favourite learners as it can cause other learners to feel as if they are underperforming if seeing the learner praised highly. I believe it is essential to challenge and discrimination, bullying and stereotypical behaviour from the start. Every Learner should feel safe and comfortable in their learning environment.
In my experience bad attitude or a lack of enthusiasm from the facilitator immediately creates the wrong atmosphere in the classroom and has an effect on the group, similarly the facilitator must be aware that bad attitude from the group will have the same effect, therefore they should be adept at dealing with any confrontational issues which may arise and will try and keep up the spirits of the group with their passion for the subject. “As facilitator your words, actions, and gestures will all have an impact on the group with which you are working.
For example, lack of enthusiasm on the part of the tutor is contagious. Students are sensitive to a tutor’s disinterest and disengage” (http://www. ucd. ie/adulted/resources/facil_role. htm) The teacher is expected to behave professionally and boundaries between teacher and pupil should be clear. ‘You will have professional boundaries within which to work and it’s important not to overstep these. ’ (Gravells, 2010: 11) 1. 3 Explain own role and responsibilities in Lifelong learning.
The teacher’s role is an information provider, imparter of knowledge and most importantly a facilitator of learning for the student. They must be able to communicate information clearly and concisely both literally and practically, plan and develop resources that can be drawn upon to enhance different peoples learning styles and reinforce learning. Responsibilities of the teacher are numerous and include keeping mandatory records such as registers, and records of students progress, attending meetings, marking, preparing and reviewing work. . 4 Explain own role and responsibilities in identifying and meeting the needs of learners. Identifying variation in needs ensures that learners have equality throughout their learning experience. Planning and implementing various strategies throughout the course to support learners with various learning requirements such as VAK style or learners with dyslexia may benefit from having different colour and bigger fonts on the teacher’s projector screen can help tackle exclusion and inequality.
If there is wheelchair users on the course the appropriate venue for teaching should be considered. For students that have a disability (such as being blind or deaf, etc. ) it may be useful for the student to have learning support whilst attending the classes. Carefully prepared resources can also help with inclusive learning e. g. handouts should be in a font size which is big enough for partially impaired vision learners. Any resources need to be in simple English (i. e. avoid unnecessary jargon). A good layout combining colours and pictures for easy reading.
Using non-discriminating language, resources that echo the diversity of the group and that are adaptable to meet the needs of the learners can be a conscious, active and constant way of tackling exclusion. 2. Understanding the relationship between teachers and other professionals in the Lifelong learning. 2. 1 Explain the boundaries between the teaching role and other professional roles. The boundaries for a teaching role are in place to protect both the teacher and the learner and to provide a structured system that can deliver a regulated course through awarding bodies.
It is important that checks and verification processes are put into place when working with young people, such as CRB checks and internal vetting processes. All material to be taught derives from an approved syllabus and has regular internal verification and OFSTED intervals. As well as regulatory bodies tutors and teachers are restricted to budgets which entails on the teaching they can provide to their learners. 2. 2 Describe points of referral to meet the needs of learners. It is important to ensure that courses takes into consideration the individual needs of the learner.
The referral to meet the needs of the learner can happen in forms of direct contact such as; accommodation officer, colleges, careers advisers, examination officer, learning support worker and many other direct face to face contact. Points of referral can also happen prior any direct contact from the learner. This can be through information, such as application forms for courses, Q&A for course material and general enrolment paperwork that asks about any special needs or requirements.