Pttls

Introduction These are prisoner-orientated courses that prepare the prisoner in relation to their offence, for working towards his release date. Initial Assessment The teaching/training cycle starts with an initial assessment of the candidates starting a course. In the case of a prisoner wanting to start an education course an assessment of written English and basic mathematics would be established to ascertain whether the appropriate course they have chosen to be enlisted on is suitable, having the functional skills necessary to understand the course. Preparation and Planning A suitable classroom for the course is needed; taking into consideration accessibility with regards disabilities, heating, lighting, fire exits, toilet facilities and refreshment breaks. Seating arrangements are usually taught in a “semi-circle” layout with the aim to give the teacher the best view of all the students and the student’s best view of the teacher, encouraging individual participation to the whole class. The right physical appearance when presenting a course, although in uniform shows a professional approach. The preparation and planning would incorporate the use of pre-prepared material on Microsoft PowerPoint software. These are short courses confined to a particular subject relational to working within the prison environment. Preparations for work with prisoner groups have pre-prepared guidelines but the courses are adapted to specific criteria for the individuals needs. Prison service courses are designed internally but the use of outside material must comply with the Copyright Designs and Patents Act as this includes material from websites as well as written documents. Delivery A teacher will have understanding of the course being presented and be able to communicate verbally in a manner clear and concise for example, not mumbling, loosing words or speaking in a monotone manner, too much technical or specialist terms and speaking too quickly. A teacher should keep wording simple, extending gaps between points but continue at a reasonable pace. By overcoming these inhibitions, the teaching and learning loop is more likely to function effectively. Positively speaking, these improve communication: Grammatically simple presentation Appropriate language Avoid padding language Brevity, appeal and coverage Main points early unless building up Use analogy and metaphor [note: this can conflict with avoiding padding] Repeat Keep fluent Emphasise and pause Child. (1997, 236-237) Assessment Teaching is a continual assessment of the prisoner and their ability to understand and remain attentive during the course. A way to gain verbally the points have been understood would be getting the prisoner to repeat a point or ask some questions to the individual, as it would be brave for that individual to say they do not know anything, hopefully answering what they think is correct. Continually keeping records with reference to each prisoner forms a log ascertaining over a period of time what the level of progression has been, so an assessment of the course can be made to increase or decrease to the prisoner’s ability. The questions may lead to developing answers or where homework could be initiated for each prisoner to come back with their version or understanding. Having a broad knowledge of the subject is essential to enable the teacher a sufficient depth and breadth for questions that can come from outside the learning material. “Staying current” and up to date with Prison service orders and course topic. Evaluation Obtaining feedback from the prisoners and evaluating in order to modify or make changes in the future. Whether it is the final stage of the course where prisoners take exams, finish their designated course or the end of a section and the start of the next section, evaluating concludes any areas for addressing before assessment in the cycle continues again. The Role of a Teacher Teaching in the lifelong learning sector values all of the prisoners individually and equally. They have to create a stimulating and effective approach enabling the progression of all prisoners. A plan has to be made of all sessions, preparing material whether it is pre-prepared or additional, assessing the prisoner group as learners and to evaluate themselves and their delivery. Attendance has to be monitored, as courses can be constructive to their progression through their sentence. Maintaining records of progress made, writing reports, interviews and feedback sessions with the individuals. A duty of care is required for the prisoners and the Prison, being professional, acting and speaking appropriately and standardizing your practice with others. A duty of security and discipline has to be maintained being in the Prison environment. Responsibilities of a Teacher In the lifelong learning sector gaining the skills required for the subject in which you intend to teach. To make sure they have relevant literacy, numeric, I.T skills and preferably qualifications. As a professional working in the sector it is their responsibility of making sure handouts, lesson plans, presentations or written information are always spell checked as any spelling mistakes will reflect on the prisoners learning. Attributes should include being empathic, confident, competent, communicative, committed, determined, patient, positive, realistic, reliable, trustworthy and supportive. Boundaries of a Teacher A prisoner can get over friendly with someone in a role deemed to help them so it’s essential to not get emotionally involved and keep contact to a professional level. Working within a Prison has its own boundaries, discipline, security, intelligence and time constraints. Classes can be interrupted at any given time and from an empathic caring role have to change to a discipline side. As an officer teaching the prisoners we have mandatory training know as ‘challenge it change it’. This covers our professional boundaries with regards to equality, diversity and respect and taking every prisoner individually without prejudice. The Prison Service has a positive duty, and is committed, to: eliminate unlawful discrimination; promote equality of opportunity; and promote good relations between people of different racial groups. Unlawful discrimination on the basis of colour, race, nationality, ethnic or national origin, or religion is prohibited, as is any racially abusive or insulting language or behaviour on the part of any member of staff, prisoner or visitor. Action will be taken against anyone who contravenes this policy statement. HMP PSO 2800 (2006) Race equality [online] available at…pso.hmprisonservice.gov.uk/PSO_2800_race_equality.doc#Ch_8…(accessed on 23/10/2010) These boundaries are also identified within the Institute for Learning (IfL) code of professional practice as shown below: Code of Professional Practice The Institute for Learning’s code of Professional Practice came into force on 1 April 2008. The Code was developed by the profession for the profession and it outlines the behaviours expected of members – for the benefit of learners, employers, the profession and the wider community. • Integrity • Respect • Care • Practice • Disclosure • Responsibility BEHAVIOUR 1: Professional Integrity The members shall; 1. meet their professional responsibilities consistent with the Institute’s Professional Values. 2. use reasonable professional judgement when discharging differing responsibilities and obligations to learners, colleagues, institution and the wider profession. 3. uphold the reputation of the profession by never unjustly or knowingly damaging the professional reputation of another or furthering their own position unfairly at the expense of another. 4. comply with all reasonable assessment and quality procedures and obligations. 5. uphold the standing and reputation of the Institute and not knowingly undermine or misrepresent its views nor their Institute membership, any qualification or professional status. BEHAVIOUR 2: Respect The members shall at all times: 1. respect the rights of learners and colleagues in accordance with relevant legislation and organisation requirements. 2. 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. BEHAVIOUR 3: Reasonable Care The members shall take reasonable care to ensure the safety and welfare of learners and comply with relevant statutory provisions to support their well-being and development. BEHAVIOUR 4: Professional Practice The members shall provide evidence to the Institute that they have complied with the current Institute CPD policy and guidelines. BEHAVIOUR 5: Criminal Offence Disclosure Any member shall notify the Institute as soon as practicable after cautioning or conviction for a criminal offence. The Institute reserves the right to act on such information through its disciplinary process. BEHAVIOUR 6: Responsibility during Institute Investigations A member shall use their best endeavours to assist in any investigation and shall not seek to dissuade, penalise or discourage a person from bringing a complaint against any member, interfere with or otherwise compromise due process. BEHAVIOUR 7: Responsibility to the Institute The members shall at all times act in accordance with the Institute’s conditions of membership which will be subject to change from time to time. All decisions are taken by disciplinary committees, comprising lay and professional members, who sit with independent legal advisors. The procedures are administered by the Professional Practice Team. There are four sanctions which can be applied to members who breach the Code of Professional Practice: • A reprimand • A Conditional Registration Order • A Suspension Order • An Expulsion Order The nature of the sanction imposed will depend upon the circumstances of the case. IfL has issued Indicative Sanctions Guidance to the Professional Practice Committee. Any disciplinary order imposed by IfL relates only to a member's class and status within IfL and bears no connection to relationships outside of that, such as membership of another organisation or employment. IfL Code of professional practice (2008) available at…www.ifl.ac.uk/membership/professional-standards/code-of-professional-practice…(accessed on 23/10/2010) Summary The teaching / training cycle is a continual assessment of learners and of the teaching by the teachers in a professional manner. Keeping integrity, equality and diversity for them, the prison service and education bodies and using personal skills and knowledge to aid the learner. Appendix Books Childs (1997, 236-237) Gravells, A. (2008) Preparing to teach. Exeter: Learning Matters. Williams, J. (2010) Study Skills for PTTLS. Exeter: Learning Matters. Websites http://www.hmprisonservice.gov.uk/resourcecentre/psispsos/listpsos/ http://www.ifl.ac.uk/membership/professional-standards/code-of-professional-practice ----------------------- Initial Assessment Preparation And Planning Evaluation Delivery Assessment Illustration of the Teaching / Training Cycle