Roles_and_Responsibilities

In my current position as a ‘Safety Critical’ Trainer, my passion for ‘Safety Critical Tasks’ fuels my enthusiastic delivery of the course encouraging healthy debate and open communication, but should not impose a rigidity that makes learning difficult. Firstly I would identify learner’s needs, one of the first tasks for me of a class is to discover, validate, and classify the learning needs of the learners including any learning difficulties. I would then plan and design the course, which meets the needs of the learners and requirements of the course. Most tutors will be responsible for designing their own courses. There are some courses, however, which are prescriptive and have to be delivered in a set way; for these tutors, there may be limited opportunities at this stage of the cycle. It is also my responsibility to write the syllabus for the course while ensuring that the learning outcomes, aims and objectives for the course are covered in an appropriate way e.g. length of time allocated to each outcome, order in which outcomes are planned; possible delivery strategies; appropriate resources and assessment methods. For me to deliver the course, which is appropriate for the learners, I must take account of individual needs, which has clear aims and objectives. The activities should be appropriate and varied to appeal to learners with different learning styles. The resources should be well prepared, sufficient for the number of learners and used to support the learning activities. I should differentiate their activities and strategies to ensure all learners can access learning. Learners should be told at the start of each session what the lesson objectives are and how these relate to the overall course outcomes. I must ensure that learner achievement and progression is checked throughout the learning process and at the end of the course. The assessment methods have to be fair, reliable and valid and linked to the planned activity tasks. I will continually review the effectiveness of the course, including the content, delivery methods, resources, assessment strategies, environmental issues and learner satisfaction. I would complete a lesson evaluation after each session; this should include strengths of the session, areas for development and improvements for future delivery. Learners could also be asked to reflect on the success of the sessions; this could be done verbally, through an evaluation form or by an evaluation activity. Boundaries ground our ethics; they are core to recognising our limitations and realising when changes may be needed. Being open to change and incorporating others’ input involves recognising when boundaries must be revisited. Obvious boundaries such as the appropriateness of the tutor/Learner relationship and disciplinary lines for misconduct are strong ethical issues which are at the core of every tutor. We know we are achieving safe learning in our classrooms when learners perceive that they are: • safe from physical & emotional harm • free from intimidation • free to take the risk of answering a question, even if they are unsure of the answer and may get it wrong • free from criticism or ridicule by their peers • free from criticism or ridicule by staff • valued and accepted for who they are • engaged in challenging but achievable tasks • full of potential to succeed at learning