Ptlls_1_&_2

Review your role, responsibilities and boundaries as a teacher in the terms of the teaching cycle. Summarise key aspects of the current legislative requirements and codes of practise relevant to your subject and type of organisation within which you train/teach. I work in the Sport, Leisure and Vocational Studies (SLVS) department of Swindon College as a part time teacher and technician. As a P/T teacher my roles, responsibilities and boundaries are as follows: When students are accepted into college they will have to undergo diagnostic assessment to determine their learning needs so any special or learning support can be put in place while they are on there course. I am not responsible for these assessments but I am responsible for ensuring that their needs are met by the college during their course also ensuring that the students have a safe, healthy and secure time at college. I am responsible for planning, designing, assessing and evaluating my own lessons which I achieve by producing a scheme of work (SOW)/ lesson plans, this sets out my aim for the lesson, what I want my students to learn, different learning objectives, what students should learn by the end of my lesson (all will be able to do, most be able to do, some will be able to do). I also have to assess my students learning using a variety of methods namely, observation, individually and as part of a group, questions, activities, tasks and puzzles. During my lesson I have to ensure that I embed equal opportunities and equality and diversity by making sure that all students are treated fairly. In my lesson I do not have a very diverse group (8 male, 1 female), but I always make sure that discrimination does not take place towards people of different gender, ethnic origins or religions. I have to be fair and make sure that I do not single out any one student when teaching. After a lesson I evaluate by looking back over the afternoon to see what went well and what went not so well, how I could do things differently and maybe improve next time, this I then record on my lesson plan/SOW. To guide me with this I follow the teaching cycle: Identifying needs and planning, designing, facilitating, assessing and evaluating (Watts, 2007). The relevance of the teaching cycle is to show how the process of teaching/learning is always improving, it can be used by teacher and learner and you can start at any point as long as you complete the cycle to make it effective. I am restricted by boundaries set down by the awarding body, also a legal document, a code of practise, which I must follow along with all college policies, procedures and codes of practise, I also have professional boundaries as a teacher, and these include no personal or social contact as well no physical contact between myself and any person in my care, it is understanding where your role as a teacher stops and when you have ask for assistance from different sources. The issue of boundaries involves the students as well in the form of ground rules, these would be set out in the first lesson and it might be helpful to get the students to work together and include their ideas in the overall ground rules for your lesson, if the students feel they have taken ownership of their rules they are more likely to stick to them. As I teach motor vehicle, Health and Safety is a major consideration for my students as a work shop is a dangerous place, and the main areas of legislation are, RIDDOR (reporting of injuries, diseases and dangerous occurrences regulations, 1995). COSHH, (control of substances hazardous to health, 1999) And PPE (personal protective equipment at work regulations 1992). The RIDDOR regulations means that if there was serious injury or a near miss (a narrowly avoided accident, usually by luck) it would be reported to the Health and Safety Executive (HSE) were it would be investigated and changes made so hopefully it does not happen again. The COSHH legislation states that all activities that involve the use of substances that could be hazardous must be risk assessed before use and must be monitored throughout there use. As a teacher I would be responsible for the risk assessment and make sure any students are aware of the risks and the appropriate PPE is issued and used. The PPE regulations means that equipment must be used where one or more risks are present, in the motor vehicle workshop PPE is paramount; the minimum requirement is overalls and steel toecap boots but also barrier cream, safety goggles and ear defenders. PPE is one of my major responsibilities and I have to ensure that all students understand and comply with its use. As I work with young people I must follow ‘every Child Matters’ this means that I must consider the following five aims: * Be healthy * Stay safe * Enjoy and achieve * Make a positive contribution * Achieve economic well being (DCSF 2005) This is done so students not only enjoy their time at college but also achieve to the best of their ability. Due to the relative high risk in the motor vehicle workshop and to be able to teach to the correct standards in the correct manner it is important that all aforementioned guidelines are followed to ensure that my roles and responsibilities are not compromised. References * Department for Children, Schools and Families (DCSF) 2005 Aims and Outcomes, Available online: www.everychildmatters.gov.uk/about/aims * HSE, (2009) www.hse.gov.uk/ * Swindon College, (2005), Institutional Policies and Procedures www.swindon-college.ac.uk/docdownloads/equality/equaloppertunitiespolicy.pd