Pttls_-_Roles,_Responsibilities_and_Relationships_in_Lifelong_Learning_(7)

Unit title: Roles, responsibilities and relationships in lifelong learning. URN: M/503/1232 1.1 In summary, describe the key aspects of generic and specific legislation, regulatory requirements and codes of practice, in lifelong learning. In my role as a mentor it is vital that I adhere too many of the regulations and legislations in place. This I believe is to ensure not only the safeguarding of my mentees but also myself. This responsibility is one that should be at the forefront of our minds at all times, it should not be tampered or ignored. It would be fair to say that many of the legislations could be classed as generic, with some being specific to my role. The Human Rights Act 1998 states ‘The Freedom of thought, conscience and religion’ (HMSO, 1998). This basic right would apply to each and every one of my mentees and should be promoted. I consider this to be generic as such legislation applies to each and every individual no matter what the situation. Such legislation is vital in my role as it promotes the mentees freedoms in aspects that would be very important to them. I encourage such mindset as it helps build rapport and thus promote confidence between the mentee and mentor. The Children Act 2004 states that ‘Arrangements to safeguard and promote welfare’ (HMSO, 2004). This would ensure that relevant schools and local authorities are putting in place regulations that adhere to this legislation. Mentees and all other children within the school/establishment can hold confidence knowing such provisions is available. If a mentee is not aware or holds confidence in such issues it is important that I reassure them and guide them to school safeguarding policies and the above mentioned Act. The Freedom of Information Act 2000 confirms that there is a ‘Right to Information’ (HMSO, 2000). This right is available to everyone; such information could be requested by a mentee. Taking such rights into account it is fair to say that what is written should be done so in a professional manner and by doing so you do not leave yourself open to difficulties in the future should such a request come in from a mentee. Above I have listed 3 very important pieces of legislation all of which I consider to be generic. Below I have listed one that I feel would be very specific to me as a mentor in a school environment. The Code of Professional Practice 2009 (IFL) asks that its members do the following ‘act in a manner which recognises diversity as an asset and does not discriminate in respect of race, gender, disability and/or learning difficulty, age, sexual orientation or religion and belief’ (Learning, 2009, p. 4). This in my opinion would be at the forefront of my mind at all times. Neglecting such regulations like this would have a detrimental effect on the mentor/mentee relationship. Rapport is extremely important between the mentor/mentee and should I or any other mentor not act in the manner quoted above, building a rapport I believe would be at best difficult and more than likely impossible. Following the above and many other legislations and code of practices will help to ensure that I as a mentor become and effective and professional person. 1.2 Consider own responsibilities for promoting equality and valuing diversity. My responsibility in ensuring my mentees are able to work/talk in an environment that won’t discriminate or alienate them is immeasurable. I believe that the best way to teach such a mentality and aura is by personally behaving in a manner that adheres to The Equality Act 2010. ‘Equal opportunity is a concept underpinned by legislation to provide relevant and appropriate access for the participation, development and advancements of all individuals and groups’ (Gravells, 2006, p. 53) is a statement that for me envelopes the above question. The above can be achieved in many ways. A popular theory is ‘You should demonstrate your commitment to equal opportunities through everything you say and do in your work with adult students.’ (John Daines, 1993, p. 13). Although this says adult I believe the principle is one that is adaptable to children and young people too. It is vital then when mentee sessions are planned that all considerations have been thought through, be that access for people who may be wheelchair bound to resources available, example bi lingual books, books privy to various faiths etc, etc. Furthermore I would place great importance on challenging any behaviour that contravenes The Equality Act 2010 be that in the classroom, playground or in our personal lives. Young people seeing such challenges will learn to understand there is no place for such mindset and this will help cement inclusion for all and exclusion for none to them. One could also negate having to challenge such behaviour by having a visible and access sable barriers so young people are always aware what is and is not acceptable. 1.3 Evaluate own role and responsibilities in lifelong learning. It is important that during the learning cycle each step is utilised to its fullest, this will benefit not only me as a mentor but the mentee and relevant organisations. Identifying Needs: As a mentor I need to not only obtain the needs of the mentee but also the school and relevant heads of departments. These needs at times could differ so it would be vital to balance this by ensuring both parties have their needs considered. This could be done by way of motivational interviewing or by reading ILM’s. It is also important that during this process confidentiality is adhered too. Planning Learning: Once needs have been obtained and agreed we could then move onto planning learning – a scheme of work would be drawn up and I as a mentor would have to look for a suitable environment for the mentoring to take place. I also need to ensure I liaise with other departments within the school and put in place realistic aims/targets. Lastly within the planning stage I would confirm that what I am teaching the mentee is suitable to the aims/targets he and the organisation have. Facilitating Learning: Moving onto the facilitating learning phase I need to ensure I engage the mentee in various ways, not only by means of audio but visual and kinaesthetic. I need to engage as many senses as possible so the mentee can fully benefit from our sessions. I need to promote appropriate behaviour at all times. I believe it would very important not to force my own attitude, values and beliefs upon the mentee. Assessing Learning: Assessing the journey of the mentee can be done by reviewing previous sessions weekly with the mentee. This can be done simply by talking to each other openly and in confidence. Quality assurance and evaluation: Ending this cycle would be quality and assurance as well as evaluation, I keep a log of each session and I could have these reviewed by a more experienced mentor who can help me see things that may not be visible to myself. I can also review after a period of time which gives me the opportunity to see long term improvements or in fact things that are not working for me, mentee or organisation. 1.4 Review own role and responsibilities in identifying and meeting the needs of learners. I believe at the very beginning of the process it is important to understand how the mentee works, what suits their personality and how they take on board information. Not knowing this could mean that I as a mentor could waste my time as well as the mentee and schools. Simple tests are available to determine if the mentee utilises Visual, Auditory, Reading or Kinaesthetic techniques, knowing this allows me to tailor the session accordingly thus ensuring the needs of the learner is met fully. All the above will be done during the initial assessment, it is important that all assessments are done equally and that we allow for differentiation at all times. During this initial process all barriers need to be removed, this allows the mentee open access to not only me, but documentation that is relevant and other members of staff. Lastly ensuring session times are suitable to the mentee but also teachers within the school, at times it may be difficult to meet the needs of both parties but consideration has to be given. Taking the mentee out of his favourite subject would be counterproductive and potentially produce a negative response. 2.1, 2.2. Consider other points of referral that will assist you to meet the needs of your learners, taking into account any boundaries between your teaching role and their professional role. ‘You will have professional boundaries within which to work and it’s important not to overstep these by becoming too personal with your students. Boundaries are about knowing where your role as a teacher stops and working within the limits of that role’ (Gravells, 2006, p. 14) whilst working with young people in a mentoring role there is every possibility that we will need to at times pass on information or even the mentee themselves to someone who can deal with them more adequately due to the boundaries of our role as a mentor. Referrals for the mentee could take place internally or externally and could involve a number of people. Being aware of our boundaries and theirs allows us to meet the needs of the mentee greatly and will benefit them in the long run. Should certain issues arise from a mentoring session then it may be that we have to pass on the information to a Child Protection Officer, Behavioural Manager, SENCO or even the Head of Department/Year. Having such internal referrals helps the fluidity of the mentoring process as these can be done relatively quickly, again benefiting the mentor. Should other issues or needs arise that fall out of the boundaries of all internal departments then we can look at other bodies outside (external) that could help. Should safeguarding issues arise then we have referral options like the Police, Social Services or even NSPCC. It may well be that an external referral is used to help the progress of the mentee i.e. they are a keen footballer and would like to build on their confidence, we could refer them to the local football team who could help develop their hobby but potentially their confidence too. There are many forms of boundaries that could be met, distributive pupils could be difficult in allowing the facilitating of learning of the mentee – we may well have the potential of unsupportive colleagues. Such boundaries may take place and it is up to us to remain professional and have due diligence at all times to overcome such things. 2.3 Evaluate own responsibilities in relation to other professionals you have worked with. The responsibility as a mentor is to can be summed by using this statement ‘You should always remain professional when in contact with others and not overstep the boundary of your role’ (Gravells, 2006, p. 16). Having such standards can build up respect amongst professionals and help develop relationships. Having such professional relationships can help when reporting up issues or communication with internal/external departments. The list of people or departments we may need to speak to is vast and each one may have a role to play in the development of the mentee. We may have to speak to the mentee’s parents, support workers who could be working closely with them during lessons or maybe teachers within the school. As well as behaving in a professional manner we must remain understanding, impartial and non-judgemental – having any of these traits could hinder the relationship with other professionals and in turn and more importantly effect the progress of the mentee. 3.1, 3.2 Explain how to establish and maintain a safe and supportive learning environment, including how you promote appropriate behaviour and respect for others. To establish a safe environment for the mentee to work in it is important that we carry out relevant risk assessments prior to each session. This should be done as at times it could be beneficial to the mentee to walk around the school playing fields as opposed to sitting in a classroom or the library. We also need to take on board any medical issues the mentee may have. If we were to use any form of equipment then an awareness of relevant health and safety regulations are needed. Knowledge of school policies relating to where sessions are conducted and what equipment can be used is advantageous also. In supporting the learning cycle the learning environment needs to be given great consideration. This can be obtained by determining the learning methods of the mentee, their needs and the use of ILP/tests etc, etc. Obtaining feedback from the mentee and other professionals will also allow us to ensure support is offered to the learning process. I consider the best way to promote appropriate behaviour and respect is by my own personal examples. There are many aspects that can be included in this, trust being one of them. By offering trust to the mentee one hopes that it is returned. I believe that people inherently want to be treated with respect, and a good way of getting this is by offering it. Being punctual to sessions and offering positive and non-judgemental first impressions also build a strong example to the mentee. I also believe by demonstrating a positive attitude this can rub off on the mentee and give them a ‘can do’ attitude. Moving away from my own personal example I believe the introduction of ground rules can cement the importance of having appropriate behaviour in sessions and allowing each mentee or member of staff a high level of respect. To ensure ground rules are known I would look to get the mentee to take ownership of any agreements we agree too, this should be well documented and on display for them and me at all times. These agreements should be flexible and when behaviour warrants the removal of certain ‘rules’ we can do that and target any behaviour that may have crept in. Ownership of these agreements gives them more chance of success as the mentee has chosen them and agreed to them. Boundaries should also be highlighted, what is acceptable and what is not i.e. language, mobile phones etc, etc. These need to be implemented at the start so at no point can the mentee claim they were ‘unaware’ of such agreements. Lastly I believe that challenging poor behaviour or the lack of respect is equally if not as important. This shows the mentee that the behaviour is not tolerated and by doing this we enforce our own example. Reference List Gravells, A., 2006. Preparing to Teach in the Lifelong Learning Sector. 5 ed. London: SAGE Publications Ltd. Gravells, A., 2006. Preparing to Teach in the Lifelong Learning Sector. 5 ed. London: SAGE Publications Ltd. Gravells, A., 2006. Preparing to Teach in the Lifelong Learning Sector. 5 ed. London: SAGE Publications Ltd. HMSO, 1998. Human Rights Act. London: HMSO. HMSO, 2000. Freedom of Information Act. London: HMSO. HMSO, 2004. Children Act. London: HMSO. John Daines, C. D. &. B. G., 1993. Adult Learning, Adult Teaching. 4 ed. Cardiff: Welsh Academic Press. Learning, I. f., 2009. Code of Professional Practice. 2.0 ed. London: IFL.