Resposibilities and Relationships in the Lifelong Learning Sector Essay Example for Free

Resposibilities and Relationships in the Lifelong Learning vault of heaven EssayIt is the responsibility of the teacher to return the teaching area a safe and fair milieu to learn in and teachers should be aware of, and keep up to date with key legislation relating to this. The health and Safety at usage make up (1974) covers a number of duties relating to teaching and education. danger assessments should be carried break and risks properly learnled to ensure a safe working environment. Besides the Health and Safety at piss execute itself there are important pieces of legislation that would apply to a sewing workroom environment. 1.Provision and character of Work Equipment Regulations. 1998 require that equipment provided for employment at work, including machinery is safe. 2. Manual Handling Operations Regulations 1992 cover the moving of objects by hand or bodily force. 3. Electricity at Work Regulations 1989 require people in control of electrical systems to ens ure they are safe to use and in a safe condition. The Equality Act (2010) aims to eliminate discrimination based on age, disability, race, religion, belief, gender and sexual orientation. It places a duty on teachers to make reasonable adjustments for disabled people.It also provides protection against discrimination relating to pregnancy and maternity. Teachers must also adhere to the Children Act (2004) that places a statutory duty on them to make arrangements to safeguard the welfare of children. The Act gives responsibility to local authorities to make enquiries when every sensation contacts them with concerns about child abuse. The aim is for every child, whatever there background or circumstances, to have the avow to Be healthy Stay safe Enjoy and achieve Make a po poseive contribution Achieve economic well-being ii) Following the Further Education Workforce Reforms 2007 parvenue RegulatoryRequirements state that all new teachers are to hold or acquire within a specified pe riod of time A Preparing to teach in the Lifelong Learning Sector (PTLLS) dirty money or its equivalent as a minimum license to teach for all who have an instalment of teaching in their role irrespective of job title and either A diploma in teaching Level 5 status for those in a teaching role or A Certificate in Teaching in the lifelong learning sector at Level 3 or 4 All new teachers must demonstrate through professional person practice that they strike the standards and can use effectively the skills and knowledge acquired in teacher training.iii)The make for for Learning (IFL) is an independent professional body for teachers, trainers, tutors and trainee teachers across the FE and skills sector. It has a code of conduct which outlines the behavior expected of its members. Briefly it states that members shall direct with Professional Integrity Respect the rights of learners and colleaguesTake reasonable care to ensure the safety and welfare of learners yield evidence of CPD according to IFL policy and Professional Practice guidelines Ensure disclosure of any cautioning or credendum of a criminal offence Be responsible for acting in accordance with the conditions of membership and assisting the Institute with any investigation. b) Boundaries The Teaching or Training Cycle consists of five processes namely Identifying Needs The purpose is to point if the school-age childs face any barriers which may affect their learning or if they have any additional needs. in that location are many manners to do this and could involve looking at their initial application if one is completed before the rail starts, an informal discussion, observation during a class activity or by an initial test or assessment. It is also important to ensure that the student is on the correct course and to offer any advice perhaps with funding or travel referring them if necessary. The process bequeath also military service with the be afterning of the course as it result hel p the Tutor design a course fit for the skills and experience of individual class members.Plan and Design Learning This stage involves the planning of the content of the course. A scheme of work will be designed to plan the content of each seance and lesson plans devised to set them in more detail. When possible agreeing individual learning plans can be agreed with students and contingency plans make to take into account different needs of the learners. This would also be the opportunity to prepare learning resources and activities. Risk assessments need to be carried out and all attempts made to create a safe, positive and accessible learning environment.Deliver A Teacher should be well organized, well hustling and enthusiastic when delivering a lesson. They should be able to communicate appropriately and effectively and act and speak appropriately. It is essential to promote equality, value miscellanea and teach in an inclusive and engaging way with a good sense of humour. Assess Work needs to be assessed within a reasonable time to check that the students have gained the necessary skills and knowledge. map a novelty of assessment methods and keep a record of achievements.Feedback should always be constructive and condition within a reasonable time. Evaluate A programme should always be evaluated in mold to improve the teaching and learning process. To evaluate how well the programme was planned and delivered feedback should be encouraged, accepted and acted upon. The teacher should encourage student cultivation and progression as well as maintaining their own teacher development and professional currency. (GRAVELLS 2012) There are boundaries within which a teacher must work and it is important non to overstep these by becoming too ain with the students.It is also important to know where the role of teacher stops and to work within the limits of that role. Some examples are If a teacher identified that a student was struggling to attend classe s because they couldnt afford the bus fare it would be inappropriate to lend them money. In this instance the student should be referred to the student support staff or the financial support staff. If a teacher was planning a class but found the room had insufficient access to equipment or resources it would be unacceptable to voice their concerns to the students.This would be unprofessional, they should address it to the organization, or change the lesson plan to accommodate the resources available. Students may choose to confide in their teacher about personal issues and, although a teacher should be understanding and sympathetic, it is important that they maintain a professional role. The student could be referred to a councillor, pastoral staff or support staff depending on the issue concerned. They should avoid getting involved in the personal lives of their students.When assessing students it is important that teachers are fair in their judgments. They should non bebiased to wards or against any one student. When evaluating the teaching and learning programme the teacher should be able to listen to and react to feedback in order to improve. If in doubt about the boundaries of their role a teacher should seek advice. This could be from other teacher, a colleague, their line manager or their mentor. c. Points of Referral A teacher may encounter learners with varying degrees of needs.They may be able to deal with some of these needs but some may need the support of other professionals. A Support Worker will help a learner with additional needs. They will have had special training in the particular field required by that learner which the teacher wont have had and will be able to support them in or extracurricular the schoolroom setting. There may be a student whose first language isnt incline and has trouble understanding the lesson so there may be a need to work with an vocalization A teacher may also need to work alongside external agencies like the logical argument Centre.The students may be leaving the learning environment and looking for work and the Job Centre will have the advice and information that they need. d)Promoting Appropriate Behavior i) Having a preventative strategy is a good way to promote appropriate behavior in a lesson. Be prepared and waiting for the learners in the classroom so you can take control of the space and organize it as you wish. Getting the students attention with an interesting starter activity shows that you are in control of the class. Present the aims and objectives and share the session plan explaining the purpose and reason for studying it.When planning a lesson ensure there is plenty of variety as students are more likely to behave well if they are stimulated and are not bored. You should have realistic expectations of your class for example, dont expect a room full of teenagers to sit still through an hour-long power point presentation quietly. ii) Decide for yourself what rules and pr ocedures would create a good cash machine in your class and will maximize learning. Explain that you want an effective, fair and happy classroom and discuss the rules with the class.There will be rules that are non negotiable for example regarding safety or turning up on time but be prepared to negotiate and compromise to get commitment on others. Encourage the learners to contribute to the rules and procedures. Students are more likely to adhere to rules they have been instrumental in creating. tip over asking the class to devise their own rules and if you reject a popular suggestion be prepared to explain why to justify your decision. The aim is to get the students onboard with the rules and procedures and see them as their own they will thus see them as worth keeping and enforcing.iii) It is important to develop a good rapport with the students as this creates a more positive attitude towards the teacher and to learning. It will also turn the classroom into a co-operative team and reduce antagonism. Get to know the students on a personal level, learn their names and use them. Learn something about each student like what they like to do in their spare time, their hobbies, interests or work and refer to it in conversation. These small details will make the students feel noticed, valued and wish by the teacher and therefore more co-operative. (PETTY 2006)