Pttls_Q3

Question 3 An integral quality to being an effective teacher is to promote inclusion, equality and diversity. “All students must have a fair and equal chance to learn. This essentially is embodied in equality of opportunity” Reece & Walker 2008 (p. 294). As a teacher I must ensure I value and respect all learners, providing equal opportunities to learn in a safe and healthy environment. To ensure all learners have equality in the classroom I must ensure that all learning styles are addressed in the teaching methods used and that all students have equal access to learning resources and tutor support. Learners who experience learning difficulties will be identified at the point of application, this will ensure the relevant support is in place before the course commences. For example, in the event that a learner has dyslexia it may be that using different colours and a larger font would be beneficial to their learning. It is also the responsibility of the teacher to ensure all students are not subjected to discrimination in any way from their peers and this can be achieved through setting ground rules early on at the start date of the course. It may be necessary to reinforce ground rules in the incidence of discrimination by verbalising to the perpetrator that their language or comments are not acceptable. I would also speak to the victim during the next break and check they were ok. It may be necessary for the perpetrator to be removed from the course should they continue with the behaviour. This is something that would be out of my boundaries as a teacher and a responsibility of my line manager to deal with. However, it is my responsibility as a teacher to ensure equal opportunities at all times and report any incidence of discrimination. Reece & Walker 2008 (p. 297) state “it is crucial to point out that not only is equality of opportunity a matter of legal rights and responsibilities, it is a question of removing all possible barriers to access aspiration and achievements for everyone regardless of sex, gender, sexual orientation, age, race, religion, culture, differently abled, marital status, relationship or health”. Inclusion can be achieved through implementing a student centered approach to teaching. This will increase participation for all learners in all activities regardless of social background, race, culture, gender, differences in ability and disabilities. By adopting a student centered approach will create a valued learning environment leading to greater achievement in all learners. Blooms taxonomy of learning (1956) highlights the importance of using the affective domain in teaching strategies. “. Attitudes are learned and may have roots in the emotions but may also have a major element of knowledge”, Reece & Walker 2008 (p74). As a teacher I need to incorporate teaching strategies in the affective domain involving pair/group work providing opportunities for learners to share, challenge and promote professional attitudes. “The most effective technique for the teaching of attitudes is to set up a discussion (that is discussion itself, or case study, role play and so on, all of which involve students discussing with each other) where students can learn from each other. Examining attitude through being critical is an excellent way to understand why students think the way they do, and can help to change deep seated feelings and motivations” Reece & Walker 2008 (p.14). One particular teaching strategy I currently use in my teaching is that of role play, where instructors are asked to act out teaching different dance moves on each other, giving clear instruction with effective teaching points. “Role play helps students to feel the influences and pressures in their role. It is suggested that role play is particularly effective with attitudinal issues” Reece & Walker 2008 (p.127). It is important for me as a teacher to be aware of referral routes for my students. This may be for an overseas student that may need help with English and could benefit from enrolment on to the English as a second language course (ESOL). Some students may encounter difficulties in basic Math and English skills, in all instances students can be referred to a training provider for the level 2 skills for life programme. WORD COUNT - 696 References Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Reece I, Walker, S (2008) Teaching, Training, and Learning. A Practical Guide. Tyne and Wear: Business Education Publishers Ltd.