Ptlls_1

PTLLS Assignment 1 Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. I am an NVQ Assessor with an independent training provider delivering apprenticeship programs to students aged 16-24. In this assignment I will discuss my roles, responsibilities and boundaries as an assessor in relation to the three stage teaching cycle as defined by Dewey's theory of experience which is based on three key areas, planning, doing and reviewing. (John Dewey 1938/1997) My main role as a teacher/trainer is to follow the teaching cycle. ‘The learning process is cyclic, and can go on and on indefinitely. Whether consciously or not, virtually all successful learning from experience follows the cycle’  (G. Petty, 2009) Planning When I begin working with learners I establish ground rules, conduct learning styles activities and conduct a full induction to their course involving an initial assessment to ascertain current previous learning and qualifications, literacy and numeracy skill levels and to identify whether the learner has any learning or support needs. If such needs are identified I can provide more one to one support and signpost the learner to resources such as the BBC Skillswise website. If the learner needs support beyond what I am able to give, I can refer to a local college who can provide specialist tutors or foundation learning courses. It is my responsibility to ensure that I challenge the learner and provide training and assessment at the level suitable for the individual. The assessments are carried out at the learner’s place of work and where possible I book a room at the venue to ensure comfort and privacy for the learner. As illustrated by Maslow’s hierarchy of needs, It is my responsibility to ensure the layout, equipment and facilities are suitable and conducive to learning and to provide the learner with a positive, professional, safe learning environment free from discrimination, bullying, offensive and inappropriate behaviour. This will in turn help to give the learners the motivation they need to respond positively to my assessment sessions. The assessment structure is flexible to accomodate learner’s needs. I do not step over the teacher - student boundary. I keep all contact with my learners professional and do not discuss personal information in any depth. I treat anything learners discuss with me confidential however if I feel there is cause for concern over the safety of the learner I will discuss further support I may be able to give. I treat all learners with the respect and dignity that they deserve. In April, 2008, a Code of Professional Practice was introduced which set 'ground rules' governing the actions and activities of teachers/tutors in the Lifelong Learning Sector. Doing My role as the teacher/trainer is to share my knowledge and inspire learners to learn and develop in their chosen subject. I follow session plans and schemes of work as closely as possible however my sessions can be flexible if the learner’s progress requires it. I always ensure I prepare resources needed for each session before I arrive. The objective for the session is discussed at the start and as learners provide me with evidence for their NVQ portfolio, I confirm that learning has taken place and confirm that they have sufficient knowledge and understanding of the workplace. By putting the learner at ease and identifying appropriate activities for the learners learning style I encourage the learner and help build their confidence and overcome this barrier to learning. If a learner is falling behind I try to overcome these barriers by accepting learners work to be submitted by email, extending their programme and offering support. If I find a learner is repeatedly missing appointments or not completing work, there may be other issue that the learner is having to deal with outside of the working environment. If this proved to be the case I would refer the learner to local organisations that could help them. It is also my responsibility to keep a log of my learner’s attendance at my sessions. Reviewing At the end of each session I discuss with the learner whether the objective for the session has been achieved. I assess the work that has been achieved and set a new plan for the next session. I feel it is important for me to reflect on my sessions so that I can continuously improve my content and delivery skills. I need to establish that the learners have been educated and if the content of the lesson can be improved for future learners. I always aim to develop the content and design of my sessions while keeping to the required course standards. References Abraham Maslow (1943) A Theory of Human Motivation G. Petty, 2009 (4th edition) Teaching Today. Nelson Thornes) John Dewey (1938/1997) available at: http://wilderdom.com/experiential/elc/ExperientialLearningCycle.htm