Ptlls_Q1_Teacher's_Role_Reponsibilities,_Boundaries

Describe what your Role, Responsibilities and Boundaries as a Teacher are in Terms of the Teaching/ Training Cycle Describe what Role, Responsibilities and Boundaries would be as a Teacher in Terms of the Teaching/Training Cycle. The Teaching Training Cycle - The teaching/training cycle comprising five distinct stages : - Identifying needs - Plan and design learning - Delivery - Assessment - Evaluation. To achieve effective teaching/training the facilitator must have comprehensive knowledge about his role, responsibilities and boundaries throughout the whole cycle. I will discuss this topic in light of my subject which is NVQ Level 2/3 in Health and Social Care. The process of training towards achieving NVQs differs from any formal education and training as it is based mainly on the assessment process hence the assessor's role, responsibilities and boundaries trough the teaching/training cycle are quite specific. My role as an assessor when identifying students needs is to carry out initial assessment by recognising, identifying and action students' previous achievements, to help them to make informed decisions whether the course is relevant to their needs and expectations and most important to be related to their current job role. Also my role is to identify candidates functional skills such as numeracy and literacy and to refer them elsewhere if they need to developed their skills. I conduct initial assessment and planing&delivering NVQ training frame work in line with the candidate's Company Policies and Procedures such as Health and Safety at work etc. Act 1974, Data Protection Act 1998 and Equality Act 2005 . It is my responsibilities to conform my work to the requirements of NVQ Standards an Awarding Bodies legislative requirements and codes of practise in term of delivering professional and effective training. Planning &Delivering After identifying my students' needs my role is to plan and design my first training session by confirming the subject, date, time, place and length of the appointment. Prior the appointment I always discuss and agree with the candidates any problems which may rise during the appointment such as confidentiality in terms of service users' records or obtaining permission from the Company's Manager to conduct the session within candidate's work place. Planning and designing my training session thoroughly provides effective assessment of the candidate and quiet, relaxing atmosphere. Assessment To deliver successful NVQ training as an assessor I need to have comprehensive knowledge of NVQ Standards and very good practical skills related to them. I strive to keep up to date my knowledge and practical skills by Continued Professional Development which give me confidence when I assess learners' competence, when I answer their questions or give them an advice. My role is to use agreed assessment methods for assessing candidate such as direct observations, questioning, examine their portfolio of evidence and knowledge questions. I conduct the session with friendly manner and always spend the first 5-10 minutes to make informal conversation with the candidate which I find is a good ice-breaker. My responsibility is to keep good record of the candidates assessments using different methods. Nowadays most acceptable method is audio recording as it is more reliable and can be used as a physical evidence of the candidate's performing and competence. After each session I provide feedback of students' performance, stressing on the good points of their competence to encourage their learning process and achieving better performance at the next session. When students do not meet the requirements of performance criteria I discuss it with them in appropriate way and give them advice how to achieve good results until next appointment. Assessors' responsibility is to be professional, friendly, dedicated, patient and responsive etc., but there are some boundaries which should be followed therefore I try do not be over friendly, but to keep my relationship with students on a professional level. I can mention the boundaries when I try to keep my session according to the agreed date and time with a candidate because time keeping is my responsibility. I usually send a polite reminder to the student 1-2 days before the session and if I do not have an answer I make a call. If even after the call I am not able to find the student I do not harassing him/her , but leave it to discuss this problem during the next session. In the publication of WASH / Women Against Harassment/, Psychology Department, University of Rode Island is pointed the use of Professional behaviour is a priority: Your personal/professional values, rights, and responsibilities are more important than any sense of needing to be liked by others, needing to please others, or needing to make a "good impression." Don't be afraid to correct inappropriate behaviour: Your responsibility as a professional is to model and teach appropriate boundaries. As an Assessor/ Trainer I am open to change my attitude towards obvious boundaries in term of appropriateness of teacher-learner relationship or any other ethical issues which rise during the teaching/training cycle. Appropriate, well balanced teacher-learner relationship facilitates teaching and learning process. At the end of each training session I ask learners for feedback in terms of my teaching and assessment methods, planing and designing the course and their satisfaction of my judgement. Knowing learners' opinions is very important to me in regard my work evaluation hence improving my teaching skills and achieving better learning outcomes. Work Cited Psychology Department, University of Rode Island, Women Against Sexual Harassment ( WASH)