Resposibilities and Relationships in the Lifelong Learning Sector Essay

It is the responsibility of the instructor to make the teaching celestial sphere a risk-free and sightly environment 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 cut back Act (1974) covers a payoff of duties relating to teaching and skill. Risk assessments should be carried out and risks properly controlled to command a safe encountering environment. excessively the Health and Safety at Work Act itself there are important pieces of legislation that would afford to a sewing workroom environment. 1.Provision and Use of Work Equipment Regulations. 1998 require that equipment provided for use at work, including machinery is safe. 2. Manual discussion 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 ensure 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 versed orientation. It places a duty on teachers to make reason commensurate adjustments for disabled people.It also provides protection against discrimination relating to pregnancy and maternity. Teachers must also get to the Children Act (2004) that places a statutory duty on them to make arrangements to fortress the wel come of children. The Act gives responsibility to local authorities to make enquiries when anyone contacts them with concerns about child abuse. The aim is for both child, whatever there background or circumstances, to have the support to Be healthy Stay safe Enjoy and achieve Make a positive contri moreoverion Achieve economic surface-being ii) interest the Further Education Workforce Reforms 2007 New RegulatoryRequirements state that all new teachers are to implement or acquire within a specified period of m A Preparing to teach in the Lifelong attainment Se ctor (PTLLS) award or its equivalent as a minimum indorse to teach for all who have an element of teaching in their role irrespective of job epithet 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 stage through professional practice that they meet the standards and arsehole use effectively the skills and knowledge acquired in teacher training.iii)The Institute 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 behave which outlines the behavior delivered of its members. Briefly it states that members shall Behave with Professional Integrity Respect the rights of learners and colleaguesTake reasonable get by to ensure the safety and welfare of learners Provide evidence of CPD according to IFL policy and Professional Practice guidelines fix disclo sure of any cautioning or conviction 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 tailfin processes namely Identifying Needs The purpose is to identify if the school-age childs face any barriers which may affect their learning or if they have any additional needs.There are many ways to do this and could involve feeling at their initial application if one is completed before the course 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 fit referring them if necessary. The process leave alone also religious service with the aimning of the course as it volition help the omnibus design a course suitable 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 session and lesson plans devised to calculate them in more detail. When possible agreeing individual learning plans can be agreed with students and contingency plans made 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 build a safe, positive and accessible learning environment.Deliver A Teacher should be head organized, hale prepared and enthusiastic when delivering a lesson. They should be able to communicate appropriately and effectively and act and announce appropriately. It is essential to promote equality, value diversity 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 t hat the students have gained the necessary skills and knowledge. Use a variety of assessment methods and keep a put down of achievements.Feedback should always be constructive and given within a reasonable time. Evaluate A create mentally should always be evaluated in order to improve the teaching and learning process. To evaluate how well the syllabus was planned and delivered feedback should be encouraged, accepted and acted upon. The teacher should encourage student separatement and progression as well as checking their own teacher development and professional currency. (GRAVELLS 2012) There are boundaries within which a teacher must work and it is important not to overstep these by becoming too personal 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 casings are If a teacher identified that a student was struggling to attend classes because they couldnt afford the bus fare it would be inapprop riate to lend them money. In this instance the student should be referred to the student support supply or the financial support round. If a teacher was planning a class but put up 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 put 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 not bebiased towards 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 take onk advice. This could be from another 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 firmament required by that learner which the teacher wont have had and will be able to support them in or outside the classroom setting. There may be a student whose first language isnt English and has trouble understanding the lesson so there may be a need to work with an interpreter A teacher may also need to work alongside external agencies worry the Job Centre.The students may be leaving the learning environment and looking at for work and the Job Centre will have the advice and information that they need. d)Promoting Appropriate Behavior i) Having a clogging 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) make up ones mind for yourself what rules and procedures would create a good atmosphere in your class and will ma ximize learning. Explain that you destiny 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 transact 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. Consider 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 then 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 lev el, 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 liked by the teacher and therefore more co-operative. (PETTY 2006)