Responsibilities,_Referral,_Respect_and_Rules

This assignment is about my work experience as induction Tutor at Metropole Learning (ML). According to my role, my responsibility is to establish a safe and secure learning environment where learners feel confident and valued throughout a week-long session of induction. (CETT, 2010) As induction Tutor, it is my responsibility to welcome trainees and give them general information about their learning journey including their induction week timetable, the development of their personal qualities, and their need for a positive attitude for their skills to be able to develop. I would conduct them on their tour of ML, showing them the offices, staff, facilities and support available and explaining when and how to access them. I would also inform them about different qualifications they can achieve at the end of their programme. To create a friendly atmosphere, I would get to know the trainees by calling them by their preferred name in order to get them trust me. “This is important as the trust is at the centre of my role” at the start of their learning process (Marshall, 2010, p. 15). My responsibility is to deliver an induction programme that prepares trainees for their learning process also, get them take personal responsibility for their own learning aim and goal. To be effective, I would help them to understand the importance of their ongoing training, I would explain them the significance that being trained and having qualifications makes within the job search process. Also, I would assist and support trainees following an Equal Opportunities Policy in doing their induction assessments so as to assess their ability on all levels. I would then agree their Individual learning and progression plan (ILPP). This would be summarised in their induction assessment and diagnostic results. I would clearly define their aims and goals, taking into account their strengths, areas of necessary improvement and any needs. On the last day of induction programme, I would explain the ILPP to each of them for a better understanding of their plan. I would then hand this out to the classroom teacher for any further learning plan and support required. I would then deliver an effective induction programme that should encourage the trainees to ask questions so as to promote effective participation of all, to give extra support to ESOL and Literacy Lower Levels as needed (such as one to one sessions) creating a safe and trusted environment where their peers can help each other. Thereby ensuring that they achieve the best results, both academically and with a demonstrable development of personal and social skills (Metropole Learning, March 2009). However, my areas of responsibility do have limitations, such as effective communication with the Pre-Entry ESOL learners. Despite one to one support available, I would not be able to establish any Special Learning if their understanding of English is non existent. I would then endeavour to obtain the help and assistance of someone who could more readily communicate with them in their own language/tongue. To help and support learners without discrimination, and taking into account their differences and needs, ML has established a system of referral in what I am involved and committed to on order to ensure a safe learning environment. Referred learners are those who need professional help from a person or place that can provide it’’ (Oxford dictionary, sixth edition). It might be because of “Dyslexia, Learning Difficulties that acute while doing Induction Assessment” or other safeguarding issues. (www.uea.ac.uk) As their Induction Tutor, I would need to be aware of any signs that might require referral. I would firstly identify these cases when doing the learning differences checklist in order to assess ant trainees with learning difficulties. At this stage, my role is to explain what the learning checklist is, to give a clear explanation about how to complete it, ice-break any barrier that might prevent them from trusting the process, and also to reassure them about all the referral process itself. If there are indications of a SpLD case, I would then complete the learning support referral form and hand it over to the Learning Support Specialist for specific diagnostic and support required. Secondly I actively participate in the safeguarding process which aims to promote the welfare of learners by protecting them from sexual, physical, discriminatory, financial, neglect or emotional harm. As safeguarding looks at preventative action, not just reaction, within my role and responsibilities I do endeavour to inform trainees of areas of possible abuse and explain Metropole’s Safeguarding Policies. In fact, I would raise their awareness of safeguarding concern. To make it effective, I would teach them: • To know what abuse is. • The different kinds of abuse. • To say “no” to possible abuse. • How to protect themselves and report abuse. • Places where abuse might happen. • Who to tell if they become victims of abuse. • The support services available. In purpose, to create an agreeable atmosphere, manage and maintain discipline and respect within the induction session I would apply Metropole Learning’s rules. On the first day of induction, I do presentations of basic rules that all trainees have to follow while on their training programme. I do use PowerPoint projection and handbook to enable all trainees to participate in the discussion by asking and being asked questions, to clarify their understanding of basic rules such as: • The need to be on time; • The importance of attending all their classes; • The need to work hard to find a job; • Respect of other students and staff; • Switching off their mobile phone (s); • Not smoking within the college buildings; • That drugs and alcohol are strictly not allowed. I would encourage and motivate trainees to follow Metropole Learning’s basic rules which stand for trainees’ code of conduct that: *develop and manage behaviour which promotes respect for and between others and creates an equitable and inclusive learning environment. •Establishes and maintains procedures with trainees "which promote and maintain appropriate behaviour, communication and respect for others while challenging discriminatory behaviour and attitudes". (Teaching Observation Form, http:www.plymouth.ac.uk/files/extranet/docs/EDU/CETT%20Lesson.pdf (accessed June 11, 2010) . •Establishes trainee involvement in their learning process. The trainee who has completed their induction session, watched presentations about rules is more likely to show a good attitude and contribute to the well-being of their learning environment. Over all, it is evident from the above that the induction programme is vitally essential to prepare for their learning journey within the College. My induction role and responsibilities are crucial for both the trainee and their classroom-teacher. The importance of this is evidenced when learners, having completed their induction, show a higher understanding of the referral process, respect and obedience of the rules, and then go on to achieve their aims and goals academically and also demonstrate the personal and social development skills they have been shown. BIBLIOGRAPHY: Marshall, B. (2006) Preparing to Teach in the Lifelong Learning Sector, London: Edexcel Limited. Metropole Learning Employee Handbook, (March 2009), London. Metropole Learning, guidance for staff, (2010), London (1*)New professional standards for teachers, tutors, and trainers in the lifelong learning sector, p.6, LLUK (http://www.uea.ac.uk/services/students/disability/disability_SPLD'mode=portal) Lesson Observation Training Form for DTLLS Mentors, (2010), Centre for Excellence in Teacher Training (www.plymouth.ac.uk/files/extranet/docs/EDU/CETT). 1ornby, A S. (2000) Oxford Advanced Learner’s Dictionary, Sixth edition, Oxford: Oxford University Press. Metropole Learning Employee Handbook, (March 2009), London. Metropole Learning, guidance for staff, (2010), London. (1*)New professional standards for teachers, tutors, and trainers in the lifelong learning sector, p.6, LLUK. (http://www.uea.ac.uk/services/students/disability/disability_SPLD'mode=portal) Lesson Observation Training Form for DTLLS Mentors, (2010), Centre for Excellence in Teacher Training (www.plymouth.ac.uk/files/extranet/docs/EDU/CETT).