Assignment on Preparing to Teach in the Lifelong Learning Sector (PTLLS)
Understand own role, responsibilities and boundaries of role in relation to teaching.
Review own role and responsibilities, and boundaries of own role as a teacher.
Role, responsibilities and boundaries are evolving qualities within the teacher which are assessed and reflected upon using the teaching/training cycle; a cycle of assessment, planning and review. The main role of the teacher is to facilitate communication in such a way that all students are encouraged to enter into a wider debate surrounding the topic they have chosen. To ensure sessions’ aims and objectives are meaningful and applicable to students the teaching role incorporates ongoing administration and assessment. My role is to create a safe learning environment to establish open and trusting relationships.
The main responsibility of the teacher is to continually reassess development and change during the course and create a seamless transition to ensure smooth delivery. Completing attendance record, maintaining records of learner’s progress, attending meeting includes my daily responsibility. It is my responsibility to monitor, evaluate and improve the quality and effectiveness of my delivery by taking into account learners changing needs.
Boundaries ground our ethics; they are core to recognizing our limitations and realizing when changes may be needed. Being open to change and incorporating others’ input involves recognizing when boundaries must be revisited. Understanding when a student requires further help beyond your remit is a boundary which should be effectively utilized.
Summarise key aspects of relevant current legislative requirements and codes of practice within a specific context:
“You need to be aware of key aspects of current legislation and codes of practice relevant to your subject and organization “(Ann gravells, 2008, p19)
As an IT teacher in further education sector I have to be aware about “the Equal Opportunity Act (2006), The Commission for Racial Equality (CRE) and Disability Right Commission (DRC).They aim to eliminate discrimination, reduce inequality, protect human rights and to build good relations , ensuring that everyone has a fair chance to participate in the society. Apart from that, I have to be aware about Disability Discrimination Act (2005), Sex Discrimination Act (1975), Race Relation Act (1976), Data Protection Act(1998). As most of my students need a VISA from UKBA, I have to be aware about the UKBA rules and regulations as well. To work as a teacher in UK, I have to follow the code of conduct from LLUK.
Review the points of referral available to meets the potential needs of learner: For students to effectively participate in learning any barriers or boundaries must be initially identified and then continuously monitored throughout the course. This promotes a sense of inclusion, equality and diversity at an individual level, which translates to a more beneficial group learning experience during the course. Financial pressures, reluctance to train, learning difficulties, travel issues, access to resources and cultural or peer pressure can all contribute to learners boundaries; however access to the course should be open to all regardless of race, religion, age, disability, gender or special needs. Collecting this data also helps identify areas that may require referral to scribes, counseling, crèche facilities, health advice or a basic skills tutor in order to overcome obstacles.
Discuss issues of equality and diversity, and ways to promote inclusion
All learners are entitled to equal opportunities, and any communication with students should reflect this. Reece and Walker, (2000 p379)
Promoting inclusion by identifying variation in needs ensures that learners have equality throughout their learning experience. Data collection through assessment etc is useful when analyzed, acted upon and...
Bibliography: Reece I & Walker, S. (2000) Teaching, Training and Learning; a practical guide. 4th Ed. Business Education Publishers.
Reece I & Walker S (2002) Teacher Training and Learning Fourth Edition Business Education Publishers Limited.
Ann Gravells (2008) Preparing to Teach in the Lifelong Learning Sector , Third edition, Learning Matters Ltd.
Armitage et. al. (1999) Teaching and Training in Post-Compulsory Education. Open University Press
Minton, D. (1997) Teaching Skills in Further and Adult Education. 2nd Ed. City & Guilds.
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