Preparing_to_Teach_in_the_Lifelong_Learning_Sector

Element 1 Roles Responsibilities and Boundary’s Author If I can talk about my own learning experiences first, most of my learning while I was at school took place in a sterile environment sat in front of a blackboard franticly trying to write down what the teacher was saying and copying from the blackboard. Most of the teaching fell into this category the so called chalk and talk method. Within this method some teachers captured your attention and engaged you some didn’t just luck of the draw. Personally I’m very interested in history but I didn’t take it as an option because the teacher made the subject so boring. Assessment of competence was always in the form of an exam at the end of a year and if you did good you must have listened. And it has to be said that if you were good at exams then this method worked for you. Of course all the people who panicked and found exams very stressful could often be left behind. 1.1 Understand own role, responsibilities and boundaries of role in relation to teaching. As I work in the adult work based training environment, my approach must be slightly different to that of a school teacher. All the people I teach are already adults and have gone through the school system with varying amounts of success. A teacher’s role must be to impart knowledge to a person, how this is done is the art of being a good teacher. Lesson plan’s need to be devised and written to clearly define the aims and objectives of each course in order to facilitate effective learning akin to the Collins dictionary definition of “knowledge gained by study, instruction or scholarship”. Students often attend courses under instruction from their employer, some delegates are keen to attend and learn whilst some attend in order to ‘tick a box’ or may have negative experiences from previous courses or their time at school. Such negativity may be from poor previous course delivery by other teachers or through a lack of use of an effective learning cycle which may inhibit full comprehension and knowledge retention of the subject matter. In addition, the varied backgrounds and experiences of the students may, at times, make the group non cohesive and secular. An activity which may be utilised to overcome such fragmentation is an icebreaker. Such an activity may produce “a relatively permanent change in behaviour”. (Reid and Barrington, 1999). This can be in the form of some fun activity to bond the group. Care must be taken that the activity is not too embarrassing or intrusive and not too frivolous as to make the learners think that the activity is wasting their time. In all cases of learning the initial assessment of learner’s current skills and knowledge is essential. But often the point that is most overlooked in an adult environment. Boundaries to learning can be anything that stops effective interaction between teacher and learner and subject. Common barriers include Language, literacy cultural, financial, and fear of learning. Once the barriers have been recognised, strategies can be devised for minimising them, or, even better, removing them altogether. With them out of the way, more effective learning can take place. 1.2 Summarise key aspects of relevant current legislative requirements and codes of practice within a specific context. One of the main aspects from current legislation is the requirement, from 1 September 2007 under the Teacher Training Reforms, for all new teachers to achieve a new qualification to teach and support learning in the lifelong learning sector. This is referred to as 'Qualified Teacher Learning and Skills' (QTLS) status. The aim of QTLS is twofold, firstly it aims to create an environment for pupil learning and secondly, to incorporate teacher professionalism through continuing Professional Development (CPD). "To achieve QTLS status, teachers must study and demonstrate knowledge of the following key elements, Professional Values and Practice, Specialist Area and its Pedagogy, Planning for Learning, Learning and Teaching, Assessment for Learning and Supporting Access and Progression and this will be what my assignment is based on." 1.3 Review other points of referral available to meet the potential needs of learners. The main point of further reference for modern learners is the internet this has become more and more accessible over the last 5 years no longer even needing a computer to stream information as new phone networks replace the local library as the first point of reference. Unlike libraries where data is published in book form and has some level of quality assurance the internet is an open forum where anyone can publish anything. This means learners and teachers must be vigilant to only access accurate data and information from reliable sources. 1.4 Discuss issues of equality and diversity and ways to promote inclusion. The makeup of today's classroom is much changed from even 20 years ago, the diversity and cultural backgrounds of learners has to be taken into account when planning teaching activities. It is therefore necessary to be aware of the principles of equality and diversity and to ensure your delivery incorporates them. Let’s try first to identify exactly what these terms mean and what the principles of them are. Equality is ensuring people are treated fairly and have the same opportunities to fulfil their potential. Diversity is about valuing individual difference. Equality and Diversity are backed by legislation designed to address discrimination and fall into six categories: • Gender • Age • Race • Religion or belief • Disability • Sexual Orientation These are covered by individual Acts or Laws that govern how you should treat people in relation to these topics Most teaching organisations and institutions will have their own policy guidance literature or booklets concerning these issues, but, will be derived from current legislation cited above. It is of upmost importance to recognise that as well as looking into teaching people like individuals that you also make sure learners are safe from bullying and harassment of any sort of activities that would be unfavourable to the learning environment. 1.5 Justify the need for record keeping. At all times records of the learners must be kept. Learner’s records fall into one of two main categories personal information, address, telephone, national insurance number , Age, Ethnic origin, and Sex this information must be stored securely in whatever format it is recorded on. All teaching organizations must adhere to the Data protection act 1998. The second type of data is that of the learner journey, these include plans, reviews, test scores and course work. All Data on an individual must be kept securely for no longer than is needed and when not needed destroyed in an appropriate manner.