Ptlls

Task 2 – Background reading notes: It is estimated that more than a billion people are in the process of learning English - the global language. English is the main language of books, newspapers, airports and air-traffic control, international business and academic conferences, science, technology, diplomacy, sport, international competitions, pop music and advertising. It is also the language of media and business - with more than 80% of international companies using it for communication worldwide. No matter what your students' motivations and learning styles are, it is down to you to keep them interested and help them learn the language. Aim to establish a good rapport with your students. When asked about the qualities of a 'good teacher', students' responses are fairly consistent. When teachers were asked "What makes a good teacher'", the list was (unsurprisingly) longer.  Show your personality  Be patient  Know your subject well and be clear  Stay organised  Keep your sense of humour  Adapt and make the most of your resources  Use your imagination Roles and Responsibilities In the classroom you will need to play many different roles. Here are some of them. From http://www.tefl-training.com website * Controller – control of classroom * Assessor - deciding when and how to give feedback, especially with errors * A resource –For TEFL you may be the only living resource for the student’s particularly if the women the ‘teacher’ was teaching are isolated, for English may not be their first language. (Fit things about Equality and diversity legislation). * Coach –For shy students, the teacher could encourage for women where English is not their first language to participate in the classroom. * Tutor: For one-to-one teaching, giving individual attention, guidance and helping the student to learn more efficiently. * Organizer: Telling students exactly what they need to do, and how they should do it. * Facilitator: Encouraging students to communicate with each other. Boundaries. Boundaries can also be ethical and sensitive to students’ needs. They are essential to recognising our limitations and realising when changes may be needed. Being open to change and including others’ input involves recognizing when boundaries must be revisited. Obvious boundaries are the appropriateness of the teacher/learner relationship and disciplinary procedure. They should aim to keep their relationships focused only on commitment to their studies and not to show favouritism or prejudice. Understanding when a student requires further help beyond your job description is a boundary. A teacher must be able to recognise when additional help is required .They should also ensure that everyone is equally heard and that their own opinion is not imposed. So, communication should be open and encourage a healthy debate of topics. Above all, they should attempt to maintain a safe, healthy and enjoyable learning environment and not use their power in an authoritative way in order to impose their own personal beliefs. Record keeping (From Karen’s Essay) The teaching role also incorporates administration and assessment. Record – keeping is an essential part of the teaching role. This involves taking registers, keeping records of achievement to monitor progress. Being aware of key legislation and how it is important to your role could be general or specific. E.g. Data protection and Health and safety are examples of general legislation. Specific legislation may be determined by a governing body e.g. the British Wheel of Yoga would decide its code of practice for Yoga practitioners affiliated to their organisation. Additionally, the teacher should provide educational support and guidance and act as academic consultant by undergoing regular training and continuous professional development G, Petty identifies following Record Keeping: * For class teaching whereby all students are taught under a similar environment and where the same body of knowledge is passed on to all. Working towards a syllabus, lesson plans. * The teacher will divise lesson plans schemes of work test results and so on o meet the objective of the syllabus and the teacher assesses and tracks the student’s progress through out the course. * Petty (p.431) Records kept by the teacher would include lessons plan yet importantly marks for each students in a mark book. * Monitoring copies of handouts and worksheets are annotated with suggested improvements during the course. * Keeping attendance records. * A positive justification for keeping records for classroom assessments it monitors what teachers have passed on in terms of knowledge of a subject and whether their feedback on workbooks or assignments is in keeping with the syllabus set. * The above bullet point is further justified as petty (p.432) the content and the delivery of the course is not in the student’s control with the class teaching. * With Resource based learning students with different experiences of a particular subject enter the terrain of learning. To identify learning and are here. The learner’s needs analysis assesses the student’s prior learning to ensure each student starts the program at the appropriate point. The following Competences, devised by the tutor for which the student’s provides evidence * Individual record sheets which record previous experience on entry to the course, progress throughout the course and test results. JUSTIFICATION Sometimes feedback is shared to fellow students to encourage motivation. Petty p332. * In RBL and other learning methods, it is justifiable for teacher to keep records to assess their student’s progress in learning. * In Self Directed Learning, is whereby students with teachers produce a learning contract and is commonly used in teaching and training. The contract is vitally important in this instance, as sometimes a topic by the student could be vague or too defined therefore the contract enable tutor to observe the intentions of the student. Thus being person centered rather than ‘subject centered’. Old learning contracts are also useful for new students. Geoff Petty, p 438 -439. Record of achievement: Legislation: * Disability and the Equality Act 2010 * Race relations and equalities act 2010 (This is good for your TEFL) Although gender equality has significantly improved in the UK over the last 100 years, there are still many challenges in ensuring women have the right to improve their lives, with access to good quality learning opportunities. * There is still a 17% gender pay gap between full time working women and men. * 1 in 5 women are acting as unpaid carers for adult family members. * The educational achievement of women prisoners is lower than that of male prisoners. Just 39% of them have any qualifications, compared to 82% of the general population. * Following the General Election in May 2010, only 143 women MPs were elected out of a total of 650 MPs (22%). (reference www.niace.org) * race relations and Equality Act 2010 (reference class notes) * Tummons (p97) Identifies that ‘while provision of opportunities for learners with disabilities or learners from deprived socio-economic backgrounds is undoubtedly improving, participation in formal education and training is still far from equal, and those learners who come from more disadvantaged backgrounds still access education in greater numbers, and with greater chance of success, than those from poor or minority ethnic backgrounds’. It is therefore necessary to adopt and all inclusive approach to teaching. * Health and Safety Act (1974) - I would have a duty to ensure the room I teach in is safe from dangers, and suitable for the purpose of teaching / learning. I would be responsible for my own health and safety and also my learners whilst in the classroom. I would make the learners aware of emergency procedures, fire drills early in the course. If a Health & Safety hand- book is available from the educational establishment, this could be provided to all learners during as part of the induction. Areas of guidance outlined could be reporting accidents, violence to staff, whether smoking is allowed on the premises, HIV and AIDS. * Data Protection Act (2003) (Fair processing) * It is a right of a student that they are sure about it that their data is well protected and in any circumstances teacher will not lose their information. * 14- 19 Education and skills reform - Tummons (p101) cites that ‘Further education: raising skills improving life chances (pubished 2006) set us an agenda for reform of the 14-19 vocational curriculum, including the creating of new qualifications in the provision of free level 3 to all learners aged between 19-25.’ (p101) * Enhanced Criminal Bureux check if we are teaching Vulnerable Adults For (e.g. Adults with learning difficulties, Adults at risk ie. Mental health) * Child Protection & Every child matters * If we are teaching parents with children together * If I deliver classes at an establishment where learners may fall in the 16-19 age-group then the Children’s Act would apply as a safe-guarding and well-being issue. * There are five key elements of the ‘Every Child Matters’ policy. The outcomes for children which need to be achieved are; Being Healthy, Stay safe, Enjoy and adhere, Make a positive contribution and Achieve economic well being. * A CRB clearance form will also have to be carried out on a teacher working with any students under the age of 19. This form means that I would have been checked by the police through the Criminal Records Bureau. * Finally, the Award in Preparing to Teach in the Lifelong Learning Sector (PTTLS) is now an essential qualification for any teacher wanting to teach the post - 16 age-group. The requirement was made effective from 2007. (Karen’s essay) Codes of Practice Tummons, in his book qttls (p24); cites the codes of practice from the institute for leaning code of practice (and website) and identifies these as: * Recognize that learners and learning are our core responsibilities ,and act appropriately. * Recognise and respect the uniqueness of each individual . * Be honest, clear and open in all communications, acting with integrity and fairness, and challenging discrimination. * Contribute to the success of the college by actively seeking to develop innovative , effective and efficient ways of achieving the college’s goals. * Be informed about and fulfill our legal responsibilities. * Challenge any abuse of privileged relationships, respecting and protecting confidentially. * Ensure that our work conforms to external and internal quality standards. * Request and use resources responsibility, efficiently and effectively.