Unit ability and aspirations to learn. However, I

Unit A: 1.1 Explain the teaching role and responsibilities in education and training.Being a teacher/trainer, involves delivering, facilitating and, motivating learners, to develop their ability and aspirations to learn.

However, I believe that the focus should be to inspire learners to change and develop their personal, social, and professional skills to the best of their ability. This is with the aim of enabling them to understand how to take responsibility for their own development. This can be achieved by planning and preparing teaching and learning activities that take account of the needs and well-being of individual learners as well as groups of learners. Key aspects of the role include:• Carrying out initial and /or diagnostic assessments.• Clear communication with learners and other professionals.• Promoting appropriate behaviour and respect for others.• Identifying and meeting individual learner’s needs.• Being aware of the support available.

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!


order now

• Being organised.• Being reflective.The teacher/trainer’s responsibility is to ensure that learners are enrolled on the correct course that is suited to them and to make sure it will be meeting their needs and abilities. There is also the need to ensure that it is the appropriate course to meet their award, career and organisational requirements.

The teacher/trainer is also responsible for:• Promoting a safe and supportive learning environment.• Promoting equality and diversity• Adhering to legislation, regulatory requirements and codes of practice.• Maintaining professional behaviour/boundaries.1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.

Legislation are laws passed by Parliament; regulatory requirements are industry specific and codes of practice vary depending upon the organisation you are working in.The key aspects of legislation, regulatory requirements and codes of practice that relate to my role and responsibilities will include the following:Health and Safety at Work Act 1974 – this is to ensure the safety of learners, colleagues, myself and any person that comes into the training environment. Risk assessments will be carried out where necessary. Freedom of Information Act 2000 and Data Protection Act 1998 – both Acts deal primarily with our freedom and rights regarding how we use and protect private information. Learners have a right to request to see the information that public bodies hold about them. Equality Act 2000 – this act makes sure that everyone is included and catered for without discrimination or prejudice, irrespective of their race, disability, age or gender.

Some of the regulatory requirement are:The EU General Data Protection Regulation (GDPR) is the most important change in data privacy regulation in 20 years. The regulation will fundamentally reshape the way in which data is handled across every sector, from healthcare to banking and beyond. This came into force on the 25/05/2018.Control of Substance Hazardous of Health (COSHH) (2002) – are applied if the organisation works with hazardous material.Food and Hygiene Regulation (2000) – applicable for farming, manufacturing, distribution, retail and any place where food is sold, prepared and/or served.Codes of Practice:Most large professions/organisation have a code of practice that included: their expectations on their members/workers standard of behaviour, dress code, time keeping and disciplinary. Teachers always have to protect themselves and the best way to do it is to follow the rules of the code of practice.

The Prevent duty is the duty in the Counter-Terrorism and Security Act 2015 on specified authorities, in the exercise of their functions, to have due regard to the need to prevent people from being drawn into terrorism, radicalisation or modern slavery.1.3 Explain ways to promote equality and value diversity.Equality is ensuring individuals or groups of individuals are treated equally and fairly, regardless of their age, beliefs, disability, gender, race, religion or sexual orientation.

Practicing and actively promoting equality will remove discrimination and embrace and value diversity in our society. Bullying, harassment or victimisation are also considered as equality and diversity issues, these should be dealt with and actively discouraged.Diversity aims to recognise, respect and value people’s differences, to enable them to contribute and realise their full potential by promoting an inclusive culture for all learners.

We can promote equality and diversity by treating all learner equally and fairly. Ensuring equal access to opportunities to enable all learners to fully participate in the learning process. Creating an inclusive culture for all learners.Enabling all learners to develop to their full potential, equipping learners with the skills to challenge inequality and discrimination in their work or study environment. Making certain that any learning materials does not discriminate against any individuals or groups and ensuring policies, procedures and processes do not discriminate, either overtly or indirectly.1.

4 Explain why it is important to identify and meet individual learner needs.Teachers/trainers have a duty of care towards the learners attending training. Identifying and understanding the needs of the individual learners will help to ensure that practice is effective, and learning can take place.

Identifying any individual needs prior to commencement will help to plan the teaching to meet those needs. Learners may have cultural/religious, physical disabilities, mental/psychological, financial or environmental issues which may affect the learning experience. All learners have their own unique learning style, and this must be considered when planning and delivering the teaching. Learning styles have been classified with the following terms in the Honey and Mumford’s model, which is based on Kolb’s work. (‘activist’, ‘reflector’, ‘theorist’, and ‘pragmatist’).

Activist – Activists are those people who learn by doing. Hands on, role play, brainstorming, puzzles.Reflector – Reflectors are those that learn by observation of activities, collecting data and thinking about what happened, using questionnaires and paired discussions.Theorist – Theorists like to understand the theory behind the actions, using statistics and background information.Pragmatist –pragmatists find a way of putting ideas into action, using discussion, problem solving and case studies. 2.1 Explain ways to maintain a safe and supportive learning environment.We need to provide a safe place, equipment and environment follow the Health and Safety act, have risk assessment and keep a register for a fire safety.

All the learners must feel safe to express their own opinions without fear.Encouraging learners to work together in pairs, or small groups will help them get to know and value each other’s contribution. They will learn to appreciate what each person brings to the learning environment, they can learn more than just the material that the teacher/trainer has planned but the can learn to respect and share cultural, religious and individual differences.Teachers and trainers must be an example for all the learners, the treatment need to be equal.Listening to the opinion of, supporting the group and showing interest in others are the basis of creating a safe and supportive learning environment.2.2 Explain why it is important to promote appropriate behaviour and respect for others.

Learners need to know what you expect from them and what they can expect from you during the course. They need to know what type of behaviour is expected of them and what will happen if their behaviour falls short of what is expected. Good classroom management depends a lot on how you establish the ground rules at the beginning of a course. Ground rules are a useful strategy to help set the expectations of how a group can achieve an organised and pleasant approach when working together in the class room. When the ground rules have been established and agreed by the group you are working with, this then provides a frame of reference for the future.It is useful for the ground rules to be suggested by the students to give a sense of ownership, however teachers/trainers, might at times, wish to include suggestions in the ground rules if not thought of by the group. This is particularly important for teachers/trainers of adults, as it is an accepted way of looking at how students will agree on what is considered to be appropriate behaviour and being respectful to each other.

If any difficulties arise in the classroom related to behaviour or lack of respect, the teacher can use the ground rules as way to bring order back to the learning environment. Another way of promoting appropriate behaviour and respect is to keep adding to the established ground rules, for the duration of the learning process with the group.One of the most effective ways to promote appropriate behaviour and respect for others is to model the behaviour yourself. Create a learning environment where people feel comfortable in expressing their interpretation of what they believe appropriate behaviour to be. Having ground rules and following them. This may bring up cultural or behavioural differences which can be expressed and may raise issues not previously considered by some.

3.1 Explain how the teaching role involves working with other professionals.”Professionalism requires us to maintain appropriate standards and fulfil our responsibilities to learners, institutions and colleagues” (Francis and Gould, 2009). This can be achieved by setting professional and personal boundaries which will enable us to be clear about what our limits are and what our professional role involves. It is our responsibility to identify areas outside of the professional boundaries of a teacher/trainer, either because of lack of necessary skills or expertise or because it is inappropriate for the teacher/trainer to deal with it. This is when external support from other professionals will be required and it is important to identify the appropriate colleague or profession to refer the learner.3.2 Explain the boundaries between the teaching role and other professional rolesTeachers and trainers should be able to work with another professional roles, don’t try to take too much or carry out something which is part of someone else role.

You will need to find out who these people are at your organisation, it would also be useful to understand a little about their job role, so you can be aware to don’t cross the line of your job and how you can support them3.3 Describe points of referral to meet the individual needs of learners.The teacher/trainer must be very knowledgeable or aware of where to refer the learner to get the get the help they need. This can either be internal or external.

Internal services could include Counselling, Human Resources or Payroll Services.The referral will depend on the nature of the problem and the learners’ circumstances. If the problem involves the training delivery or attendance problems, it may be possible to arrange additional support or attendance on a different day or at a different time.

If it is to do with financing the learning there may be bursaries, charities, Individual learning accounts.There are many external services that could be sourced i.e. transport issues – suggest using bus timetables or local websites, family bereavement – bereavement agency or counselling service, housing issues – suggest local property websites, local council or housing association.Learner’s reflection on completion of the unit: What have you learnt/refreshed from this unit?I have learnt that it is not easy to teach, I have learnt about roles and responsibilities in teaching and educating. It is not just the deliver/imparting of information it is much more, an holistic approach will yield a much better and mutually satisfying result.

This starts from when the learner makes the initial enquiry to the conclusion and certification of the learning.It has also made me more aware that regardless of age, when learners are in the learning environment, one must be aware that there is much more than can be seen on the surface. I will from now on look at learners from a different view point – I will use the holistic approach.