Module_1

Module 1 I have been in the hairdressing industry for 30 years, having worked in salons for most of this time and for the last five years I have been self-employed. In 2004 I was employed by Bedford College as an Associate Lecturer in Hairdressing and in June 2009 I became a permanent full time member of staff. I appreciate the need to remain up to date within my industry and to this end I am a practising hairdresser in my spare time. I am currently teaching Hairdressing to two key age groups. I predominately co-ordinate and teach the14-16 Level 2 Hairdressing programme. This is a VRQ qualification and the awarding body is VTCT (Vocational Training Charitable Trust). This qualification enables students to acquire basic skills in hairdressing. Students attend one day per week over years 10 and 11 (key stage 4). I have over 50 students and deliver the programme over 3 days per week. One evening a week I teach a group of mature students (17) on a NVQ leve1/2 Hairdressing course. This course covers the range of hairdressing skills needed, to enable the students to enter and work independently within the industry. This assignment is has two key parts. In part one I have outlined my understanding and reviewed my teaching role. The responsibilities and boundaries that I work within and what is required of a professional teacher. In part two I have demonstrated that I have an understanding of teaching and learning approaches in my area, and have up to date knowledge in current legislative requirements and understand the need for record keeping. 1.1 As an experienced Hairdresser, associate lecturer and also as a newly appointed full time member of teaching staff at Bedford College. I have a good understanding of my roles and responsibilities. Most importantly, my role is to plan and prepare the lesson and promote teaching and learning so that the students achieve their learning aims in line with college policies and procedures. It is an important responsibility for tutors to have a duty of care, ensuring a safe working environment, good subject knowledge, check learning is taking place by monitoring the progress of the student and be a responsible role model for the learners. As a tutor, professional boundaries should not be crossed these include personal relationships, personal friendships, favouritism. “If an issue discussed is beyond your knowledge, experience, accountability or responsibility you should refer to your mentor, manager or student support services” (Wilson 2008 pg24). Being a tutor for the 14-16 age groups can be more diverse and demanding, often these learners look upon you, as more than a teacher by wanting to share issues that is not course related. As these students are classed as minors I find that the role and responsibilities are much bigger especially when working in the salon environment. Health and Safety is a key issue within the salon the students have access to electricity, water and chemicals. I do not have a T A to assist me therefore I have to be extra vigilant within these sessions. My learners have a range of issues and often come into college with some sort of problem. These include exclusion from school, behavioural problems such as ADHD, problems in their family home life, and Child Protection orders. As tutors we are informed of these issues and it is my responsibility to approach each student accordingly. Any problems that I encounter have to be dealt with in partnership with the school. Concern slips are used so that and where necessary; the disciplinary procedure is implemented, therefore a paper trail is made for each student. I Ensure I teach what is on the syllabus and I am professional in my area. I relate every lesson to the to the real working environment. As Parnell (1999) suggests connecting learning to the working environment outside college enables the learners to excel within their chosen subject. I think it is important to be consistent, and use differentiation skills to meet each student’s abilities. I try to ensure the delivery of each lesson is clear and concise. Regularly revisit aims and objectives. I regularly check learning is taking place by questioning and answer. Above all I try to keep my learners motivated particularly by encouraging them to research work using different resources i.e. books, computers, videos etc. Child Protection Act. All colleges and schools working with students up to the age of 19 must be aware of this act. I ensure all students are aware of every child matters. (ECM) This includes being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving skills needed for employment. Within one of my 14-16 age groups one particular learner is significant to my understanding of this act. The learner has been placed under a Child Protection order due to personal problems that are affecting her welfare and ability to perform within a controlled environment. The key contact from the school where the learner attends gives me guidance and advice in supporting the learner to achieve the qualification. Health and Safety at Work Act. Prior to the start of the course the tutor must carry out risk assessments for the learning environment. Equipment must be safe to use and students must be correctly trained how to use it for example hairdryers, steamers, straightners and tongs Resources are suitable for use. During the induction my learners were made aware of the fire evacuation procedure. The first unit that we cover is about Health and Safety, and we cover the key components related to hairdressing, COSHH, Electricity at Work Act, RIDDOR, etc. The surrounding environment is safe and healthy. Data Protection Act. This is a comprehensive act relating to personal information. At the college any information that is gathered about individual students must remain confidential. All information is securely locked away, and only accessed by permitted staff. All companies must be registered with the Data Protection Agency. The Disability Discrimination Act. This act requires all employers not to discriminate against employees with a disability. For example, all buildings must be adjusted to suit disability needs. Work places to provide a reader or interpreter, equipment and written documents such as instruction manuals should be modified to suit the need of an individual. Race relations Act Under this act the law requires people not to discriminate either directly or indirectly on racial grounds, this includes Promoting Equal Opportunities, Promote understanding of cultures, beliefs and religion and using appropriate language and terminology Sex Discrimination Act Under this law it is illegal for an employer to discriminate against you because of your marital statue or your gender. This law covers all working men and women and it includes the following; Pay and benefits, employment terms and condition, training and opportunities involving transfer and promotion. It is a legal requirement for all schools and colleges to keep records for each student. Under the Data Protection Act All paperwork must be completed appropriately and be up to date and accurate. 1.12 When writing the scheme of work the tutor must make sure that it is in a logical order it should include consistency, by ensuring the methods and levels are at the standard required, for example if the tutor is delivering a level 1 course then the scheme of work must be written to the criteria required for that level and ensuring the outcomes are constant. The scheme of work will have an order to it for example if the tutor is delivering sessions that are work based, Health and Safety would be the first unit covered. Equality and inclusion should be recorded within the scheme of work; this includes any religious holidays, accessibility should be included enabling all learners to gain any assessments. The scheme of work should be detailed ensuring that the criteria and ranges meet the curriculum or unit ensuring that it is fair and even and making sure everything is covered. There should be detail within the scheme of work including any exams that take place in certain weeks, whether the session is practical or theory based, record any Hair and Beauty shows and competitions that take place. The planning of the scheme of work should have a continuous flow starting with the easier units first and working toward the hardest at the end of the course. There should be learning support recorded in your scheme of work this includes key skills, and extra weeks allowed for workshops. The awarding body will influence the amount of guided learning hours that is recorded into the scheme of work; this also determines the amount of weeks required for the delivery of each unit. The scheme of work is a working document and can be changed or moved around if necessary to ensure the learners are achieving their goal. The session plan is written according to the scheme of work that details what we are going to deliver, and the session plan dictates how we are going to deliver the session. The session plan will have more detail contained within it this includes, timings next to different activities this is to ensure that the learners do not spend too much time on one activity and to keep them engaged throughout the session The room the session will take place in, and the needs of students with a disability is recorded on the session plan so any differentiation strategies can be applied. All of the activities within the session plan will meet the needs of all of the learners these include visual, auditory and kinaesthetic learning. 1.6 The initial assessment of each learner is carried out before the start of the course, this identifies whether or not the learner meets the entry requirement for the course they have applied for or if they should be advised to follow an alternative route (i.e. different level course). A variety of assessment methods are used to indicate the level that the learner is currently working at, it recognises skills, language barriers, personalities, ambitions and support needs. Overall the initial assessment process is aboutunderstanding and getting to know your learners so that you are able to support them within the learning enviroment appropriately. Initial assessment methods are used as appropriate during recruitment and induction,. The methods vary depending on the age of the student, application forms are the starting point of the initial assessment process. For adult and post 16 learners they have an initial 1:1 interview with the tutor, the tutor has a check list that is which explores key areas during the interview which to identify if the learner is suitable for the course. The interview covers attitude, personal appearance, and whether they are generally intersted in the course. The validity of the interview is not very good, as the student could be portraying a image and attitude that is not always the way that they behave alsoduring the interview each learner will be require to write a short essay either about themselves or “Why do you think that this course is suitable for you'” After their 1:1 interview the learners are required to sit a BKSB literacy and numeracy assessment, this along with the essay enables the tutor to recognise the level the learner is working at. This method has been very successful in determing the level of programme the learner should be working on. This assessment has resulted in students starting their studies at an appropriate point and therefore there has been a decline in early withdrawals and non completion. During induction the learners are required to complete a learning styles questionnaire, this enables the tutor to plan their sessions according to the group of learners needs, to ensure that an appropriate range of learning activities are used to meet the student group. The 14-16 learners have a similar initial assessment as the post 16 learners, but they do not sit a BKSB assessment. We rely on the schools to provide the information on the learners regarding abilities of current levels as per key stage results. The planning of learning goals need to be realistic,achievable and measurable within the allocated time. The tutor is to ensure that smart targets are set in place at the beginning of the course. The goal is what the learner hopes to achieve by the end of the course. For the learner to be able to achieve that goal smaller achievable targets are set at different stages within the course to aid the learner in obtaining their goal. Tutorials are set regularly with the learners to discuss their targets and whether the learner can achieve the targets within the set time. Individual learning plans are put into place within the tutorial to guide the learner. Assessments plans are put into place at set times and dates to ensure the learner is fully prepared for the assessment. This process should involve with your learners, is the assessment achievable' if not discuss with the learner how it could be achieved, for example do they want an extension on the time, could the assessment take place in another area if the learner does not feel comfortable within the current surroundings. When negotiating with your learners ensure the outcomes are agreed by both the tutor and student.. The goals and targets are recorded through assessment plans, individual learning plans and tutorial feedback forms. The records are kept by both the learner and tutor, so they can be regularly reviewed and updated to ensure that the learner achieves the goal. 1.9 Communication in teaching and learning can be used in various ways; these include presentations where listening, speaking, writing and reading are all occurring at some time during the session. This form of communication has a good impact on the learners, as they are sharing their work with others, peer work is taking place which is good practise as 90% of learners enjoy being taught this way. During the session the tutor can check learning is taking place, as the learners have to present their own work within the session. Questioning techniques is good practise when communicating with the learners, as this continually checks that learning is taking place, this can be obtained by either written questions where the learner writes down their response, or verbal both tutor and learner have to speak and listen in order to understand and respond to the question. Assignments are a way that learners communicate to the tutor; through their writing they will have gathered information from the communication within the lesson. This written work gives them the ability to express themselves and this is necessary to the development of their language. Feedback is a very important part of communication as this will help to support learners’ needs. When evaluating our own communication skills as tutors, we must ensure the learners understand and receive the information that we give them. The tutor will communicate with the learners through written work, oral questioning, negotiating with the learner, listening skills and emphasise with the learner. These could be improved by enhancement of the learning strategies. When using oral skills encourage the learners to be involved in group work, to discuss topics used in the session and then feedback to the rest of the group, this helps the learner to overcome shyness, improves their knowledge and therefore gaining confidence. Writing skills can be improved by the use of handouts and power point presentations, with words, numbers and pictures missing from the handout, the learner can improve their literacy, numeracy and language barriers. Tutor and learner listening skills can be improved by group discussion role-play and teacher talk sessions. After researching a topic the learners present their own power point presentations then present it to the rest of the group, this encourages listening and questioning techniques, and the learners will improve their comprehension skills and ITC skills There is a team of people that are responsible to monitor the learners progress, these include parents (if student is under the age of 18) other teaching staff if the learner is still in full time education, employers and managers and it is important to communicate with each to ensure the learner has the support and guidance they need and to obtain effective and efficient learning to ensure the learner achieves their goal. 1.4 To motivate and include learners throughout the session; I ensure that the planned activities cover the preferred learning styles to the group. The lesson should be well structured having a start, middle and end to link with the previous session and next session if appropriate. I structure my lessons to include a range of appropriate activities to ensure all learners are active and involved within the session. If one of my learners is particularly quiet and not participating in discussions and activities I will approach them during the lesson activity to check that learning is taking place. I regularly use a range of learning styles including group and paired and individual practical and theory based activities using a range of resources including, power points presentations handouts, books, videos and vocational related resources to enable the learners to have a variation to the session and remain engaged. Before the session is due to commence I prepare the room to suit the session activities, for example I would move the tables in clusters for group work. The learning environment should be adjusted to suit learners with disabilities for example if a student was in a wheelchair I would position them at an adjustable bench so that they were able to take part fully. I have one learner with dyslexia, this learner can only absorb any written work on a yellow background, so I make sure all my handouts and other course material are photocopied using yellow paper, the student has been provided with a A4 yellow clear plastic cover in which the student can hold over any written text within her books. I regularly use extension tasks when a learner has finished an activity ahead of time. I strive to make the activity fun and informative and related to the topic covered. Activities include researching extra work using books and the Internet and more technically demanding practical skills. This usually works well in both theory and practical sessions; I always check that learning has taken place at the end of the session by questioning and answering and the feedback that I get from doing this helps to prepare for the next session. The different methods of giving feedback are oral, written and tutorials. Feedback should be delivered in an appropriate environment and be clear and concise to the learner, it must be specific to the assessment, the feedback should be supportive, and developmental. Given directly to the learner after any practical activity has been assessed, or if written work has been assessed feedback should be given no later than a week of submission. Make sure the learner understands the feedback they need to know exactly how their performance was met by the observer. Always start with positive feedback and end with positive feedback. When planning feedback the tutor must ensure the communication is appropriate ensure that there is eye contact between tutor and learner, and the feedback is constructive and encouraging. The feedback should be appropriate to the level of the learner’s confidence. “It is important for the language we use when giving feedback to be clear, concise and easy to follow” Tummons J (pg 62). Within the role of teachers feedback is necessary so as the tutor can evaluate own teaching skills and modify were necessary, these can include training in the latest electronic systems attend teacher training courses. Keeping a diary of teaching sessions throughout the year can help when reflecting on teaching skills, reviewing sessions can help to improve performance by recording what does and doesn’t work within the session, therefore the progress leading to a more effective and efficient tutor. 1.7 For all learners to be able to participate appropriately within the sessions any boundaries or barriers would be identified at the start of the course, and monitored throughout the duration of the course. Before the course starts each learner will have completed an application form, and will have an initial assessment before the start of the course. When the course commences every learner will be required to complete individual forms these include learning styles questionnaire, health forms and special requirement forms. Theses forms will identify the learner’s age, gender, race, religion, disabilities and any special needs. This enables the tutor to be able to plan for his or her sessions to meet every individual’s need. A scheme of work is a working document, designed to support delivery of the programme. The scheme of work must meet the current curriculum. When writing my lesson plan I would differentiate to include all learners participating on the course, within my lesson plan I would include disability needs by selecting the appropriate room i.e. easy access for wheelchair users, I would identify room needs i.e. that are on the ground floor, be aware of disability facilities close by. I would recognise any special needs requirements and add this to my lesson plan, for example a teaching assistant (T A), visual aids for any learners that may be deaf coloured paper for any learners with reading and writing difficulties. I would ensure that the lesson plan contains visual, auditory and kinaesthetic aids to meet the needs of my learners. When planning a lesson plan I refer to the scheme of work and write the session plan accordingly, my lesson plan would include the following: date and time, room allocation, objectives, resources, teaching and learning activities, assessment methods and discussion etc. The lesson plan must illustrate individual needs and promote inclusion by recognising the barriers and boundaries for each individual. When recognising the students preferred learning styles audio, visual and kinaesthetic. I would then be able to identify inclusion and use an appropriate range of teaching methods to ensure that the learners are able to engage in. I also include a range of activities and differentiation methods to meet the abilities of the learner, (low, medium and high abilities). As suggested By Ogunleye j (2007) “The key to students enthusiasm during the session, lie within a good session plan and preparation of the lesson, as the students can easily lose focus and become frustrated if the session is not well structured.”(Pg23) Feedback from the learners is carried out throughout the year, the learners are involved in class meetings twice a year with the class rep who has gathered information from the other learners about the course, and then presents it to the course tutors and managers. Student surveys regarding the course, college facilities and tutors are completed during their time at the college. Tutorials are also held on a regular basis. All of these are opportunities for the tutors and managers to benefit from the learner feedback. 1.8 To ensure your session contains strategies to meet individual needs you must get to know the learners first. Some learners have different ways in which they like to learn, these include kinaesthetic, visual and auditory, some learners may be disengaged they are no longer enjoying the course and become detached from the learning, some learners may have support needs i.e. dyslexia, some of the learners may be gifted and talented. As Maslow (1970) suggests all learners’ basic needs must be met to ensure that the learners are engaged throughout the session. Ensure inclusion is taking place within your session, to reduce the barrier to learning differentiation strategies are used, the tutor should select appropriate materials to suit all students learning styles such as books, DVD’s, handouts, coloured paper, magazines these include kinaesthetic, visual and auditory learning. The session should be structured and contain a start, middle and a end, this will enable the students to follow the session at an equal pace and understand what is required of them. Within the session balance the amount of tutor talk and activities, pre and post 16 learners have an attention span of 15-20 minutes and will start to disengage after this time. When presenting a power point have handouts to support the presentation, these can be adapted by missing out words, numbers etc so while following the tutor discussing the power point they have something to do, and this will cover all learning styles kinaesthetic, visual and auditory. When analysing the strength and limitations of a range of resources, the tutor has to take into consideration the environment and the learners within the classroom, and promote equality and diversity. In a small classroom a wipe board is often used, these are good as they are widely available, easy to use; the writing can be colourful, and notes key words and spellings. There are some limitations using a wipe board as they are in a fixed position, so this encourages the tutor to have their back to the learners, is time consuming, as new topics are discussed board has to be wiped clean. Interactive board can be used in a larger classroom as it is twice as big as the wipe board and is placed on the wall in the front so every learner can see. Any written work can be saved and printed, produces its own power point so the tutor can refer back to each slide. However these are very expensive to purchase, not widely available, and training is needed before use. Handouts are readily available, easy to make, wide variety of colour and text and permanent so can take home. Handouts can make the learner lazy so they do not have to do any research, the learners do not always read them and they can get tatty. Internet is a variety of useful websites that provides information on specific subjects that the learner can access anytime, the information can be downloaded to aid learning, and can be displayed in the classroom for the learners to engage in an activity contained on the website. Disadvantages are that not all of the information is correct, copyright laws apply, and there are no guarantees the information is accurate. Virtual learning environment has a large variety of information, resources and sources, this provides alternative learning strategies if the learner cannot attend sessions. The limitations are there is often no validity check, so the quality of information is unbalanced. It can be difficult for the learner to find what they are looking for, as it contains an overflow of information. The tutor must recognise equality and diversity when using resources, all books, media and any handouts must not be biased, any exercises used are not stereo typed and tutors should not make any assumptions toward the learners. The tutor to make sure all learning resources are appropriate and relevant to the session. Within the initial assessment the learners are required to complete a short essay this enables the tutor to assess the literacy and language of the learner, and support is put into place where needed, this can be support from a teaching assistant, or for the learner to attend extra sessions for support in weaker areas. When using resources the tutor should ensure inclusive learning and teaching is promoted. The session should be planned by keeping it simple and interesting, any power point presentation shown to be accompanied with handouts using appropriate font and size, use coloured paper with words, numbers and pictures missing to engage learners. When using power point presentations use bullet or key points avoid using lots of texts. Include pictures to support your presentation so the learners can copy on to their handout. Literacy language and numeracy is being addressed. Encourage the learners to research the work for themselves using the Internet, group the learners so peer learning is taking place, for learners that have basic ICT skills. 1.5 Assessments are used for both the learner and tutor to monitor progress, check that learning has occurred. It aids both the tutor and learner to identify where there are areas for improvement or when they can move on to the next topic. There are various types of assessment these include observation, this is used in practical sessions, the learner performs a practical task while being observed by the tutor. Simulation this is similar to an observation but it is not carried out in natural situations. Project and assignment the tutor assesses a project or assignment with the written work or presentation that the learner has submitted. Written questions can be either multiple choice or questions that require written sentences to check that learning has taken place. Oral questions are used when trying to establish the depth of the learners’ knowledge; this is also useful if the learner cannot write a response to a written question. Observations are considered to be current and authentic and is one of the most accurate of assessments, using this assessment the tutor can have no doubt about the learners abilities and that the learner knows how to do something. The tutor can observe the learner carrying out practical tasks within a realistic working environment; the two types of assessment within an observation are formative and summative, the learner will complete three formative assessments and the fourth assessment is the summative assessment. The observer has a checklist that follows the criteria required for the assessment. Although as Tummons J (2007) suggests that the reliability of this method is not as valid, as the tutor may not have had any training in the understanding of the performance criteria. Assignment writing develops the learner’s research skills and literacy and language skills. This form of assessment enables the learner to develop creativity, demonstrate their knowledge and show awareness of their understanding in the subject. This form of assessment however questions the validity of the learners work as most of it is completed in own time at school, or home. Can also be time consuming. The initial assessment of the learner is reliable authentic and valid as the learner has to complete any assessments with the tutor present; this helps the tutor to point the learner in the right direction in relation to the course. As the course progresses so does the learner needs and learning styles may change, so continuous diagnostic assessments will take place over the period of time the learner is on the course. A variety of records are kept for the 14-16 learners; these include application forms containing information provided by a third party (the school). Enrolment forms, registers, tutorials, assessment and assignment achievement, disciplinary issues, medical forms, learning styles and awarding body registration numbers. Collectively information enables effective teaching and learning and communication between work colleagues, schools, students, parents/carers and college to monitor the student’s progress, attendance and issues throughout their programme of study. The records kept for the mature students are much the same but the college deals directly with the students and therefore the students’ provide any information held. All information about the learners must be securely stored away and remain confidential. 1.10 Applying minimum core within our own practise is important to both the learners and tutors as this enables us to understand the importance of basic literacy, language, numeracy and ICT skills required for us to participate in the public sector. In every session the tutor will embed literacy, language, numeracy and ICT practises. Literacy skills are embedded by a range of questioning techniques verbal and non-verbal, this shows active listening and response by the learners. Reading skills the tutor is aware of different approaches these include paper based and computer systems, the learners to recognise and understand written text. A wide range of relevant sources of information should be used to meet the differentiation needs for each learner. The writing skills should show spelling, grammar and punctuation to be accurate, the size of text and font size is appropriate and easily read. Embedding language skills require the tutors to express themselves clearly, and use a range of communication techniques to help the learner understand what is required of them. Within the language use a logical sequence that make a connection to the subject being taught. Tone and style should be used in a way that is recognised by the tutor and learner. The tutor and learner require numeracy skills, this is embedded into the session by the use of diagrams, graphs and charts, within our own practise the learners have to know the strengths of peroxide using percentages and how to reduce the strength, and this is carried out by the use of measurement. ICT is used to aid the learning of tutor and learner; it can enhance the learning for literacy, numeracy and language skills. Interactive boards are used to enhance teaching and learning using power point presentation, handouts can support this, and each point can be regularly revisited to check learning is taking place. The presentation can be saved so the learner can have access at any time. Using the Internet helps the student to research different subjects; it is used to exchange information and can be easily accessed at home. 1.11 1t is good practise for tutors to have regular assessments this can be done in various ways, self-assessment, peer assessment, performance assessment and student feedback, where feed back is given to help improve the tutors performance within the classroom. Self-assessment is done every time we teach, by adding to the scheme of work the changes of areas that did and didn’t work, or changing the units around to suit the learners needs. Amendments can also be added to the session plan to aid the teaching and learning for the following week. This helps the tutor to improve the delivery of each session. Peer assessment is very good for tutors, as they receive constructive feedback from their peers by giving the tutor ideas and suggestions which helps to improve and change some of their teaching skills, this is “not to judge each other or score points but to learn from each other” Scrivener J pg376 (2005) Performance assessments are carried out by an organisation that is not directly connected to the college; this is a graded observation that highlights strengths and weaknesses of the teaching and learning skills within the classroom. Student feedback is probably the most important, as this reflects on our teaching and if learning is taking place within the session, this is carried out through questionnaires or interviews with a student representative. To improve and modify the tutor’s performance, a reflective log is written for a period of time within the course, so the tutor can reflect and improve own practise, the tutor will record a critical evaluation of an observed session as this will high light strengths and weaknesses. .