Ptlls

Roles, responsibilities and relationships in lifelong learning As a teacher/tutor it is most important that I have the current knowledge of all legislation, regulatory requirement and code of practices, relating to Beauty Therapy. Health and Safety is the primary piece of legalisation for my area. The Health and Safety Act (1974). This Act provides a framework for ensuring the health and safety of all employees in any work activity. It also provides for the health and safety of anyone who may be affected by work activities in eg pupils/students and visitors to educational sites, including parents and contractors. (www.atl.org.uk). Keeping up to date is crucial with health and safety matters, these are easily obtainable from the Health and Safety Executive Office. I would review Health and Safety by completing a risk assessment of my work area, this would show any areas that need attention, including all electrical appliances that have to be legally PAT tested once a year. The Provision and Use of Work Equipment Regulations 1998 (PUWER) requires, every employer to ensure that work equipment is suitable for the purpose for which it is provided, only used in the place and under the provisions for which it is provided. (www.pat-testing.info). I would provide my learners information on safety, including fire exits and emergency fire procedures. Learners must cooperate to provide a safe and healthy work area. Observation is key in salon areas, such as reporting obstructions and spillages, covered by The Management of Health and Safety at work Regulations (1999); to maintain and improve safe working conditions. This includes training to ensure competency and the monitoring of risk (including product use) that could cause harm on an on-going basis, known as risk assessment. (Nordmann 2011:106). Training would be given on correct use of protective clothing and equipment. In my industry, all leaners must wear a uniform, closed shoes, no jewellery and hair away from face and to adhere to, The Personal Protective Equipment at Work Regulations (PPE) 1992, This legislation requires employers to identify through a risk assessment activities which require special protective equipment (gloves, aprons) to be worn or used. (www.salonstrategies.net). Adhering to The Control of Substances Hazardous to Health Regulations 2002 is very important, this is designed to consider the substances used and access possible hazard to risk. In Beauty Therapy we use many substances; an assessment on products would be carried out and all substances have to be labelled, stored and handled correctly. These regulations (often known as the COSHH regulations) require employers to assess and prevent (or at least adequately control) the risks to health from the use of any hazardous substances used in the workplace. A hazardous substance is one which has, by law, to be labelled as 'very toxic', 'toxic', 'harmful', 'irritant' or 'corrosive'. It therefore includes many chemical substances. (www.atl.org.uk) Other legalisation beneficial to me; The Data Protection Act (1998), this governs the protection of personal data. When the learners are carrying out their final exams, we have an open salon to the public: ‘Confidential information on clients should be available to persons to whom consent has been given. All client records should be stored securely and be available to refer to at any time as required’. (Nordmann 2011:527). Manual Handling Operations Regulations 1992; to prevent skeletal and muscular disorders. RIDDOR Regulations 1995 (reporting of injuries, diseases and dangerous occurrences regulations) - relates to injury at work. H&S (First Aid Regulations) 1981 - all workplaces must have first aid provision As I would also deal in customer service, I would have to keep up to date with the following acts…, Consumer Protection Act, Trades Description Act 1968, and Sale of Goods Act 1979. I would also ensure any hand outs I use for teaching are legally distributable, and not classed as plagiarism. Teaching in different establishments, I would also have to adhere to Codes of Practice as well as the Beauty Codes of Ethics. I agree with the Tomlinson Report 1996, ‘A good education system is not merely about offering access to what is available, but also the making of what needs to be available accessible: the moulding of opportunity’. (www.tandfonline.com). Another act to follow is The Equality Act 2010, this provides the right for everyone to have the opportunity to reach their potential regardless of many factors: gender, race, disability, age, religion, sexual orientation. No students would be excluded for any reason, I would respect any needs of the learner, offering my full support. Within my role as a Beauty Therapy tutor, I would have great responsibility to equality and diversity. I would make sure every student had their say, would not judge anyone by their differentiation, and treat everyone with respect and include everyone in each session. I would be aware of student needs and individuality, some may be obvious, some may not. I would remain professional at all times, which would gain their respect. When I am writing my lesson plans, I would make sure that I completed the equality and diversity section. I would use the Teaching/Training cycle, by identifying my learners needs. Finding out what your organisations, your own, and potential students’ needs are, carrying out initial assessments, agreeing individual plans. (Gravells, 2012:11). There are many ways of assessing the needs of my learners: application forms, interview, observation, tests. This will help me to find out if the leaner needs extra support, for example, learning difficulties, disability, and visual. By observing my students and if any needs arise, I could asses this and cater for their individual needs. Once I have gained the individual needs of my learners, I would plan my course outlines, room layout, materials and resources. Preparing a scheme of work, session plans and teaching and learning materials to ensure you cover the requirements of the syllabus, liaising with others. (Gravells, 2012:11). To keep my learners motivated I would use many different activities; demonstrations, books, power point. Teaching and facilitating learning using a variety of approaches. (Gravells, 2012:11). I would also consider differentiation when planning my lesson and would create hand outs and activities to suit all learning needs. To assess the learners, I would ask questions, discuss the previous lessons. Set up tests, quizzes, word search, informative written and practical sessions, and observe. Tutorials are another way of assessing students. A tracking grid can be used to track student progression. Checking your students have gained the necessary skills and knowledge. (Gravells, 2012:11). It is important to review my own performance and identify my weaknesses, as well as the learners. This could be achieved by general feedback throughout the course and at the end of the course via a questionnaire. Obtaining feedback from others, evaluating yourself, and the programme in order to make improvements for the future. Evaluation should also be an on-going process throughout all stages of the cycle. (Gravells, 2012:11), I would refer to refer to Kolb’s (1984) Learning style. Concrete Experience, Reflection, Abstract Conceptualisation, Active Experimentation, which then leads in turn to the next Concrete Experience. As a professional it is very important not to get involved personally with my learners. Favouritism should never take place and I would use careful consideration in order to remain within the boundaries. For an example if a Learner came to me and said they had financial problems, and could not afford to get to college. I would direct them in the right direction/department so they may be able to receive help with their travel costs. I would respect my boundaries and be professional at all times, and not get personal with them regarding the matter. From time to time I would be expected to work with other professionals and would remain professional at all times. Within my role I may be expected to attend meetings and other events. If I am unsure of anything, I would liaise with my colleagues, for further information and/or assistance. To establish and maintain a safe and supportive learning environment I would always adhere to the Health and Safety Act 1974, and make sure there were no potential hazards, carrying out a visual risk assessment before, during and after each session. All learners would help with this process and made aware of this with the learning agreement. The room layout would also have an impact on learning. There must be sufficient space around each working area, so the learner can move around with ease and feel comfortable within their stations. Ground rules are boundaries, rules and conditions within which students can safely work and learn. (Gravells, 2011:91). Setting a learning agreement on the first day of the course is most important, this can ensure good behaviour and respect for each other. A ‘reversal’ learning agreement is very constructive; this is an open discussion by the learners on what is ‘expected’. I find this method works as it’s the learner’s rules and it is down to them to adhere to them. I would also have a display of the learning agreement for the learner to refer to. An icebreaker is a good way for the learners to get to know each other and feel more at ease. I would form the learners into groups of pairs and ask them to talk about each other, and then in turns introduce each other to the rest of the class. In summary my role as a tutor involves many factors, I would be responsible to work constructively with my learners, give positive feedback, and always point them in the right direction. I would adhere to all aspects of legislation, regulatory requirements and codes of Practice. I would make my class a safe, learning environment, build good relationships, and give the best opportunity for my leaners to achieve their best potential on their chosen course. The Health and Safety Act (1974) http://www.atl.org.uk/health-and-safety/legal-framework/health-safety-legislation.asp Retrieved 25 June 2012 http://www.pat-testing.info/responsible.htm Retrieved 28th June 2012 Nordmann, L (2011), Professional Beauty Therapy, The official Guide to Level 3. http://www.salonstrategies.net/index.php/business-resources/health-and-safety/29-a-brief-guide-to-health-and-safety-legislation-in-the-salon retrieved 28th June 2012 The Control of Substances Hazardous to Health Regulations 2002 http://www.atl.org.uk/health-and-safety/legal-framework/health-safety-legislation.asp Retrieved 25 June 2012 Gravells, A (2012), Preparing to teach in the Lifelong Learning Sector: The new Award. Tomlinson Report 1996 from http://www.tandfonline.com/doi/abs/10.1080/0885625970120302 Retrieved: 25 June 2012