Ptlls_Assignment_Roles_and_Responsibilies

Assignment 1 Explain my role, responsibilities and boundaries in your specific role (300-500 words) Identify Needs and Planning – Although my training courses will be designed to cater for learners possibly not having previous knowledge or experience of the subject, I will determine any experience if any that each learner has during the induction period so I can ensure the level of delivery of the lessons is in line with that. This will identify whether any learner needs individual or personalised learning to assist with physical or learning difficulties. There might be needs such as reading, writing or mathematical difficulties and I can advise the learner where to get support and assistance as I am not responsible for solving these. Designing Learning – I will need to plan and prepare the training in detail and in a timely manner. The nature of the training uses prepared session plans and resources with different learning activities to be utilised dependent upon the group make up and background. The courses are frequently delivered at clients premises with little knowledge of the training environment and delivery facilities. Therefore there is considerable contingency built into the session plans to enable delivery from IT equipment or paper based worksheets or flipchart and marker boards. Delivering Learning – The key teaching techniques I deploy are facilitating (organising group work and group discussions), dialogue and lectures (to convey theoretical content) and practical demonstrations for basic... In my current role as an NVQ trainer/assessor there are certain responsibilities that I am obliged to undertake in order to maintain the quality and the teaching methods expected from the training provider I work for and the governing bodies involved, such as the LSC, Train to Gain, OFSTED and the MATRIX quality standard for information, advice and guidance. I’ve been made aware of the teaching cycle in the past but never really given it too much attention other than making sure I’ve met the criteria by populating the required paperwork supplied by my employer. More often than not it seems to be a case of ‘ticking all the right boxes’ rather than actually taking on board the values behind the structure of the cycle and putting it to use. When I read through section one of the PTLLS course material my initial reaction was to say, ‘well most of this is done for me!’ It’s true that lesson plans, course materials, attendance records, feedback and evaluation records and even self-reflection documents are already supplied for me to use. However, after reading through the section about the teaching cycle and the responsibilities and boundaries outlined for the teacher/trainer role it began to dawn on me that in actual fact, I do take things a step further then just careful planning and structure. I’ve begun keeping individual records of my learners and the progress they make over the period of the course. The records tell me what initial literacy and numeracy scores where achieved and this gives me an indication of the level of support required during the course. I am also able to conduct one to one conversations with the learners and discuss learning requirements. The training I conduct sometimes requires class members to... Identify keys aspects of current, relevant legislation and codes of practice relevant to own work area (150 -250 words) Health and Safety at Work etc Act (1974) Within every workplace the Health and Safety at work Act is applicable - All learners have a right to be trained in a place where risks to their health and safety are properly controlled. I see my responsibility in this area is to ensure a safe and healthy training environment. Control of Substances Hazardous to Health (COSHH) In my work sector the learners will be exposed to potentially hazardous substances such petrol, diesel, vehicle cleaning products etc. Within my training in these areas it is important that I cover in detail how to use these substances in a safe manner. The Working Time Regulations (1998) Working Time Directives Regulations will be very relevant in my sector as the learners would be driving for long hours and I must ensure in my training that they understand the importance of keeping within these regulations so as to keep themselves and other road users safe at all times and risks associated with tiredness whilst driving. Sexual Discrimination Act-Makes it illegal to treat men or women less favourably dependant on their sex Race Relations Act-makes it illegal to discriminate on the basis of colour, race and nationality, ethnic or national origins. RIDDOR- Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (214 words) Explain how you establish ground rules with your delegates that underpin behaviour and respect for others (150- 250 words) Following group introductions I would then divide the group into pairs or threes and invite them to discuss group rules that they would like to see within the group. When the students reconvene as a group we would discuss all proposals and make decisions on which rules the group wants to keep. I would actively encourage students to explain why a rule has been suggested, if it is viable and how it can be adhered to by the group as a whole. As the Teacher of the group I have a responsibility to ensure that the rules decided upon create safety, individual responsibility and do not marginalise or isolate any individuals. They must also encompass all relevant regulations that apply. I also have the responsibility to ensure the rules are adhered to enable trust and respect for myself as Trainer and each Learner. Once the ground rules have been decided and agreed by the group they would be posted on the wall. If there is more than one session I would print them up between sessions and keep them posted on the wall. A smaller version would be made available for students to take with them if they wish or have on their desk to refer to throughout the training session. Breaking the ice by introducing myself and doing the ‘air hostess bit’ i.e., where toilets are, fire precautions, handbags out of walking areas etc... I then go through the one rule that I insist on confidentiality. (Confidentiality is very important within the context of my work to protect students that may also be survivors, and because by the nature of the sessions a disclosure may be made.) 1st ASSESSMENT PAPER ANSWERS Assessment As teachers, we are committing to a lifetime of personal and professional learning and development. I remember a conversation that I had with my son when he was about six. I told him that nobody knows everything. He replied ‘What, even teachers'’ I laughed at the time but it made me think about the fragility of knowledge and how it has to be constantly updated. According to popular educational theory, there are five stages in the cycle. Identifying Needs and Planning. The first question you must ask is what the aims and objectives of the course are. What is the expected level of achievement' You must then work out what level your students are currently working at, are there any additional needs identified' In my organisation each student must undergo initial and diagnostic assessment. This helps Review what your role, responsibilities and boundaries (where your job starts and ends) as a teacher would be in terms of the teacher/training cycle The training cycle consists of the following phases; identifying aims and objectives, planning, delivering the course, assessment and evaluation. The cycle can be started at any phase but should be followed all the way round for it to be most effective. The trainers role is to identify the aims of the course as defined by the examining board or syllabus in order that objectives can be set . Gravells (third edition,p 42) defines aims and objectives in the following way “the aim is the what and the objective is the how” .As the trainer becomes familiar with the learners and repeats the training cycle the needs of the learners should be considered at this phase for example physical disabilities or dyslexia which the trainer may not have been aware of initially. During the planning phase the trainers role is to prepare a lesson plan which With today’s rapidly evolving society the roles, responsibilities of teacher have been challenging than ever before. As teachers are the one who shape the future generations of the society, their knowledge to deliver effective teaching is very much essential. Teaching cycle can be used as a very good instrument to review the roles, responsibilities and boundaries of a teacher step by step. Identify Needs: At this initial part of teaching cycle the role of teacher depends on what the individual want to teach taking different names like assessor, counsellor and presenter etc. The responsibility of the teacher at this stage is to identify the needs of learners usually based on their social, religious, cultural backgrounds and previous experiences. Teachers should also have an eye on any physical and behavioural disabilities of their students. Teachers may find extremely hard to identify needs of the learners because of their unwillingness to disclose needs and sometimes even to find out at what levels they are. Plan and Design the course: At this stage of teaching cycle teachers take up roles as planner, designer, organiser, scheduler, reviewer, etc which basically reflect the organising skills of the teacher. The responsibilities of the teachers are purely dependent on the role they take up depending upon the requirements. It is the responsibility of the teachers to plan and design the course based on factors like course length, syllabus, session length and size of the group etc while considering resources available, teaching methods to be adapted and ensuring they meet the needs of the learners and requirements of the course. Teachers are usually faced with limitations in resources available and conditions to...