Pttls_Unit_401_Question_1

1 - Understand you own role and responsibilities in lifelong learning Introduction The teaching environment that is being taught in is technical side of construction. It is a level 3 qualification and the aim is to provide the leaners with the knowledge for some of the office based construction careers. From this qualification the learners can either progress on to HNC/D or to university depending on what they would like to do. Personal attributes to this cohort of learners extends from having 14 years’ experience from dealing with the construction industry and designing buildings. The cohort of learners varies in age ranging from 16-18 year old to 35-40 year olds. Some are already working in the construction industry and some are just starting to explore what is available. Because of this large age range and experience the teaching style has to vary to make sure it can accommodate the different learning styles of the students. The role of the teacher can implement various methods to engage learners and move away from a pedagogical to an andragogical approach. Reece (2000) describes pedagogy as a teacher dominated learning situation. Often the teacher does all or most of the talking, dictates the pace of learning and the students bare passive. Whereas an andragogical approach is much more suitable for leaners as it focuses more on what they are doing. Knowles (1970) stated that adults prefer to learn in a different way to children and prefer to be self-directing rather than being totally dependent on a teacher. 1.1 - Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities. First is the need to make the difference between a piece of legislation and a code of practice. Legislation – places a duty to act according to the law as defined in an Act of Parliament and is usually enforceable through the courts. Code of Practice – is a set of rules outlining how a person in a particular profession or situation is expected to behave. Statutory Code of Practice – is a Code of Practice approved by Parliament and admissible as evidence in any legal action. There are various different pieces of legislation and codes of practice that cover the teaching profession: Health & Safety at Work Act 1974 Disability Discrimination Act 1995 & 2005 Equality Act 2006 Special Educational Needs and Disability Act 2001 Data Protection Act 1998 IFL Code of Practice for Teachers (2008) Protection of Children Act 1999 Every Child Matters In addition to these there are some specific regulations that need to be followed regarding construction, they are: Building Regulations 2010 Construction & Design Management Regulations 1992 1.2 - Analyse a teacher’s responsibilities for promoting equality and valuing diversity Doncaster College has an extensive equality and diversity policy that is there to make sure that everybody (staff, learners and visitors) no matter what their background is are treated the same. Equality as it applies to my role as lecturer in construction and the built environment means non-discrimination of learners wishing to join the course achieve the qualification regardless of gender, ethnicity, disability, religion or culture. Diversity is an important consideration within my role as a lecturer in terms of the diverse background the learners may have.it is important to identify that all learners are different and not the same and may encounter social exclusion due to any personal problems they may have, e.g. unemployment or poor educational attainment. Acknowledging that no student is the same means it is important to identify individual learning styles in order to effectively plan differentiation in terms of teaching and learning strategies implemented within the planned activities. Armitage (1999:91) highlights the role of the tutor to be paramount in actively promoting equal opportunities within the teaching and learning environment. Nuttall (1988) states that it is argued that such values are ‘caught, not taught’ and this is probably a more appropriate way of viewing the promotion of equal opportunities. The task of the tutor therefore is to ensure that various aspects of classroom behaviour and activity reflect positive attitudes to equal opportunities and where appropriate to challenge students in a consideration of their values, both individually and as a group. Armitage (1999:92) further states that derogatory remarks about ethnic origin or gender often reflect deeply embedded ideas and prejudices which tutors can find embarrassing and difficult to approach. Reece (2000:389) states that most of us become teachers because we enjoy helping others to learn, we agree that all students must have a fair and equal chance to learn. It is important to ensure that tutors effectively consider the level of language being used verbally in addition to the design of learning resources to ensure all learners understand. Hand outs and worksheets should also incorporate non-discriminatory language and should reflect images that reflect a range of cultures values and ethnic origins. There are a range of referral methods available to meet learner needs and promote inclusion. Additional learning support and Learning Support Assistants (LSA’s) provide classroom support for individual learners to assist with reading, writing and to maintain appropriate levels of attention. Learning difficulties or disabilities such as dyslexia are effectively supported by the learning support team and have access to learning aids such as audio tapes, imagery, coloured hand outs/backgrounds etc. Welfare and counselling services are also available to students that require referral sue to personal or financial issues relating to travel. Career and guidance services are available to provide students with information relating to future career opportunities or education and training programmes.