Ptlls_Assignment_1

Describe/review what your role, responsibilities and boundaries would be as a teacher in terms of the teaching cycle. In my job as a forklift instructor and examiner, I follow the five steps of the teaching cycle. My role is to deliver training to the standard required by Government Legislation. I strive to attain successful outcomes for all students. I also need to ensure that all students are interested and motivated enough to ensure they become competent and safe operators. My responsibilities include maintaining a safe environment, safety of myself and other people who may be affected by acts or omissions (HASAW Act 1974). The boundaries I must follow include work within current legislation, be a friend but not friendly, know the limits of my knowledge, work within those limits and to know where to refer students to for further information. The teaching cycle consists of five elements. 1. Identifying needs. I must consider the needs of students as individuals and as a group, taking into account their learning ability and limitations. I need to consider additional resources that may be required, for example translators/interpreters for students of different nationalities. 2 Planning and Design I need to consider the method of delivery for example power point presentation, flipchart, videos and suitable, safe equipment for practical elements. Presentations need to include motivating slides and pictures, ensuring students’ interest is maintained, it is clear and unambiguous. Planning a course includes talking to employers and managers on site, agreeing a quiet room for theory sessions and a designated area for practical sessions which is safe and away from the normal work activities. 3 Enabling/Delivering Forklift training includes theory and practical sessions. Delivery starts with theory presentation to inform students of obligations under legislation for both employers and employees. I regularly confirm their understanding of the subject by asking questions to each student in turn, giving them adequate time to think before answering. I confirm their understanding at the end of each section by asking questions. My lesson plan includes all elements of training requirements as designated by HSE Legislation. I demonstrate practical lessons before students practice the movements in turn. I ensure all students are included by way of question and answer sessions. Sometimes I need to adapt training methods to suit the special needs of students, ensuring I show no favouritism of discrimination. I motivate students through praise, inclusion and explanation, answering student questions in a clear and concise manner. 4 Assessing I carry out assessments in several ways depending on individual students. Ongoing assessment is carried out by confirming understanding during and at the end of each lesson. Feedback is gained throughout lessons by questioning students to confirm their understanding. A theory test; is normally in written form with twenty multiple choice questions and five that require written answers. Occasionally I have to conduct the theory test in verbally, asking student the question and receive their verbal answer. This is done in the case of foreign or special needs students including those with dyslexia. Practical tests are also required to comply with HSE legislation. (ACOP’s L117) (Accrediting Bodies Forum 2000). Depending on the student, this can be done as an ongoing assessment or a formal test. I have found that students get very nervous when a test is mentioned, so sometimes a formal test is not appropriate. Whichever method of testing I use; students must be up to the required standard to successfully complete their course. 5 Evaluation Verbal feedback is obtained from students at the end of each day as well as throughout lessons. I encourage students to ask questions from the outset of the course, telling them that even if they think the question is silly or that they ought to know already, ask because it is likely that someone else is thinking the same thing. It is better to ask and get an answer than not to ask and never know. I always make it clear to students that constructive criticism is welcome as that is one way we can improve on course content and delivery. I welcome their input and if they think there is anything that can be done differently or added to improve understanding and enjoyment of the course. The teaching cycle can be started with any one of the elements and is a never ending cycle, as soon as you finish all elements, you start over again. In terms of the teaching cycle I feel my role as a teacher is to: ➢ Train students to a standard whereby they are safe competent operators who know their obligations under Government Legislation and can carry out their duties competently with a duty of care to themselves and other people who may be affected by their acts or omissions. ➢ Lead by example and not ask anyone to do something that I could not do or was not prepared to do myself. ➢ Motivate and encourage students ➢ Keep lessons to the scheduled timescales I consider my responsibilities as a teacher to include: ➢ To identify the needs of students as individuals ➢ To plan and delivery training to the required standard ➢ Know and follow relevant legislation ➢ Safety of myself and other people ➢ Ensure a safe working environment ➢ Know my subject well ➢ To be professional at all times ➢ Respect students and colleagues ➢ Support my students, listen to them and answer questions clearly ➢ Inclusion of all students My boundaries include: ➢ To know and work within current legislation ➢ Avoid personal contact ➢ Not to discriminate against race, creed, culture or disability ➢ Know my limits and work within them ➢ Never undermine other professionals ➢ Know where to refer students for help and guidance outside my own expertise ➢ Confidentiality