Ptlls_Q1

George Hill Theory Assessment Q1_Roles, Responsibilities and Boundaries as a Teacher in terms of the Teaching/Training cycle. This response is based on the PTLLS Systematic Teaching Cycle in conjunction with guidance on teacher roles from Lifelong Learning UK (LLUK). My main teaching area is First Aid in the Workplace and I will include aspects of how the roles, responsibilities and boundaries are specific to the organisation I work for. Teacher roles and Responsibilities: Identify Needs and Planning – Although my training courses are designed to cater for all learners having no previous knowledge or experience of the subject, I verbally ascertain the degree of experience that each attendee has during the induction period in order to assess the level and pitch of delivery of the lessons. This also enables me to identify whether any individuals require specific or personalised learning to assist with physical and/or learning difficulties. There may be extraneous needs such as core skills or financial difficulties and my role in this would be to advise the learner where to get support and/or assistance as I am not responsible for solving these. In North Glasgow, the Rosemount Lifelong Learning Centre provides an excellent source of learner support activities. Designing Learning – 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 life support activities. The learning environment is an important factor that requires careful consideration. I always arrive about an hour before start time to set up the class (resources and seating arrangements) and assess matters such as temperature, ventilation, lighting and noise for their potential impact on the learning and address any unsatisfactory aspects. For instance, if the room was too warm then I would look at improving ventilation and having the temperature controls lowered. Assessing Learning – I use Question and answer sessions and sample test questions to identify that the learning outcomes are being achieved during the course – formative assessment and provide positive feedback to the learners. At the end of the course (summative assessment), there is a multiple choice examination to cover the theoretical element of the course and a practical assessment conducted by an external assessor basing the students’ practical skills against the assessment criteria (measurable outcomes) laid down by the Resuscitation Council UK. Evaluating Learning – The test results and Practical assessment sheets in addition to the end of course feedback forms completed by the learners are evaluated by the company training manager for both QA and course improvement purposes. This also enables the training manager to monitor individual teacher’s performances. In addition; since commencing this course, I will be incorporating a reflective journal and self evaluation form to evaluate my own performance and identify the good points and any areas for change or improvement that can be made. Responsibilities embedded within teaching cycle include: Maintaining a safe and positive learning environment and ensuring there is no bullying, harassment, discrimination or other inappropriate behaviour. Induct learners into the organisation and course. I keep an accurate attendance list mainly for the business purposes but also for safety reasons in event of emergency evacuation. Negotiate Ground Rules with the Learners. Provision of course materials and marking tests and exams Professional consistent approach and standard working practices. I belong to the Association of First Aiders and follow their guidance in addition to observing the HSE Approved Codes of Practice for First Aid Instructors. I have a duty of care for my learners. Teacher Boundaries: The boundaries are where my role as a teacher stops and is essentially the professional relationship between me and the learners. It is important not to get too personal in conversation or contact as it can easily be deemed inappropriate and blurs the teacher / learner rapport. Learner confidentiality is an important bond that must be upheld and is a key requirement in the organisation I work for. Contact with learners outside the course is normally referred to the admin staff or a third party as I have a simplistic view that the boundaries end outside the training venue. Word count: 700 Words.