Roles_and_Responsibilities

City and Guilds 7303 PTTLS Question 1 Role, responsibilities and boundaries It is essential to keep an accurate attendance record and establish ground rules e.g. mobile phones switched off, treat each other with respect, no bullying, violence or alcohol/drug abuse. It is also important to establish break times and finishing times. This exercise works better when the trainees are actively involved in the decision making process. Creating a safe, comfortable, non-threatening environment in a relaxed atmosphere, using carefully arranged seating plans, enables me to control and communicate more effectively with my trainees. I consciously promote equal opportunities for all trainees. If a trainee has special needs or an obvious barrier to their learning, steps must be taken to address the problem. For example, if a learner has eyesight difficulties I would move him/her to a more suitable position in the room without embarrassing the individual or discouraging active participation. I must prepare a lesson plan and plan the teaching session ensuring all visual aids/props/ handouts/ohp/flipchart/question papers/pens and pencils are available and in working order. At the start of each lesson I establish the level of knowledge of the group by asking relevant questions then give a brief introduction to the subject and explain to the trainees what is going to happen during the session, setting out clear aims and objectives. Using a variety of teaching methods (VARK) I encourage active participation from all trainees. I have good subject knowledge and use personal anecdotes and real life situations to interest and motivate the trainees. Breaking the lesson down into manageable stages with regular intervals helps to maintain the trainees’ focus and enthusiasm. A positive attitude, inspirational approach and the ability to explain things clearly, encourages communication with trainees who experience different levels of knowledge and need. During the lesson I ask questions of the group and individuals. I also recap information from previous lessons as this to help reinforce the trainee’s long term memory. I usually issue a short question paper to the trainee that enables me to assess their individual level of understanding. Trainees are then provided with feedback and a review of their progress. If appropriate ask trainees to complete a short critique sheet to help evaluate my performance, enabling me to reflect on and improve my own delivery and development. A major part of my role is to carry out regular reviews with the trainees on a one to one basis and to ensure that records of the trainee’s progress and development are kept up to date and correctly filed. If appropriate I would suggest trainees are referred to other relevant departments and/or agencies i.e. eye test, hearing test or additional key skills, to enable equal learning for all trainees. Confidentiality must be maintained at all times ensuring documents and records are kept in a secure place. I attend regular meetings and relevant training courses to help the development and standardisation of teaching, promoting a high level of quality and consistency within our training centre. Boundaries must be established. At the training centre there are some trainees who have personal problems and they approach the staff for help and advice. Although I try to help as much as possible I am aware I must not become personally involved with the trainees as this could be misinterpreted. If we have a female trainee I ensure that I speak appropriately and try to avoid being alone with her, e.g. never offer a lift home.