Roles,_Responsibilities_and_Relationships_in_Lifelong_Learning

Roles, responsibilities and relationships in lifelong learning. Understanding own role and responsibilities in lifelong learning In understanding my own role and responsibilities in the lifelong learning sector it is essential that I first establish what is meant by role and responsibility and to distinguish any distinct differences between the two. The dictionary definition of role is “the function assumed or part played by a person or thing in a particular situation” whilst responsibilities is defined as “a thing which one is required to do as part of a job, role, or legal obligation” It is quite apparent that responsibilities fit within roles with the main distinction being that a “role” is a perceived responsibility whilst a “responsibility” is very often determined by rules, regulations and legislation. There is a coherent legislative framework which, if followed correctly, means that I deliver a safe, equal and structured learning experience. I am also morally and contractually bound to deliver the same by promoting equality and encouraging diversity and following approved codes of practice (ACOP) and contractual obligations. Some of the more pressing legislation is set out in the following acts; The Special Education Needs and Disability Act (2001) (1) made it law that learners must be given the reasonable and necessary adaptations needed to allow them to participate fully in learning The Protection of Children Act (1999) (2) which is designed to protect children - and is why I need a CRB check if I am working with children / young adults / vulnerable adults The Data Protection Act (1998) (3) which regulates the kind of information I am allowed to obtain, hold, use or disclose about other people, and the ways I am allowed to store and work with this information. Health and Safety at Work Act (1974) (4) was established to secure the health, safety and welfare of persons at work. One of my primary responsibilities is to ensure the moral and physical welfare of the learners under my guidance. And, The Equality Act (2011) (5) provides a legislative framework which protects the rights of the individuals and advances equal opportunities. In education and training it is a key part of the legislation that learning and assessment must be accessible to all. This by no means an exhaustive list, and as a teacher it is my duty to keep up to date with amended and/or new legislation which will have an impact upon my students and me. With regards to ACOP, although not legally binding, I am still expected to demonstrate that I have standards which meet, and hopefully exceed the competencies and practices expected of someone in my profession. Contractual obligations fall into two categories, direct and implied; direct obligations are laid down through statutes, directives and legislation and are often covered within the confines of one’s employment contract. Implied obligations are regulations which, although not laid down in a contract of employment, should be followed as good practice, and example being setting and upholding fair and equal ground rules which should protect and look after the moral and physical welfare of the individual. By combining legislative obligations, ACOP and contractual obligations I will be able to create a learning environment which is safe, equal and conducive to all. Understanding and embracing equality and diversity is not only a legal, and more so moral requirement, but is vitally important for creating a rich, mixed and inclusive teaching and learning environment. As a teacher I will adopt the REGARDS acronym and treat everyone as an individual and develop learning styles which do not discriminate in anyway, regardless of Religion, Ethnicity, Gender, Age, Race, Disability or Sexual Orientation. If a learner perceives that a teaching style has been adapted for their particular needs then they will feel more involved, more likely to contribute and ultimately lead to a more successful learning outcome. Teaching is not simply a role which means that I impart my knowledge and expertise upon others; it is paramount that I am aware of the fact that we never stop learning, even as a teacher. The Continuing Professional Development (CPD) program is a combination of strategies, ideas and methods which helps me to manage, progress and update my own learning and development. It helps me to demonstrate and improve my knowledge and skills and is an indication of my professional development. One of the main processes in a CPD plan is a SWAIN analysis, which enables me to highlight my Strengths, Weaknesses, Aspirations, Interests, and Needs. By giving oneself a thorough, honest and critical self- appraisal it will mean that I can continually improve as a professional teacher and this can only serve to benefit the learners under my guidance. One of the most important things in any aspect of teaching is to understand and identify how individuals learn differently. I must understand that each and every learner is different and as such learn in different ways, called learning styles; the three main learning styles are Visual, Auditory and Kinaesthetic. A visual learner will prefer to read information or look at diagrams and hand-outs and generally. An auditory learner prefers to learn through listening to the spoken word whilst a kinaesthetic learner prefers a physical, more hands-on style. These learning styles are not exclusive, some learners may possess two or even all of the styles; it is important to know which style(s) best suit the individual (or group) as this allows me to create a teaching environment which reflects that style. Once a learning style has been established it is important that I then create, for both myself and my students an Individual Learning Plan (ILP) and Individual Learning Needs (ILN), this is done through assessment. A baseline assessment should be carried out in order to determine both strengths and weaknesses of the learner, the strengths can be highlighted and utilised to assist the learner’s journey whilst the weaknesses will highlight the resources and support which will be required to overcome these, and also areas which need to be addressed. It is important that assessment is determined in a variety of ways, not just written, as this will not discriminate against those with writing problems. It is important to utilize and identify the learner’s strengths and to determine a shared understanding of needs – if one can illicit the learner’s viewpoint of enablers and barriers then it will become more apparent as to how to overcome them. Continual assessment is an important tool which I will use to gauge the progress of my students. This could take the form of an end of term exam, however, I believe that one needs to assess on a regular basis so my method is to follow a chunking method. This involves breaking down the course content into smaller units and allows me to identify any potential short-comings at an earlier stage. Chunking also lends itself to a student experiencing repeated success which in turn instils motivation. Complementary to chunking is the production of SMART targets where assessment should be Specific, Measurable, Achievable, Realistic and Time Bound, this means that the student should be able to achieve the required standard as opposed to missing them, which is often the case when unrealistic targets and timescales are imposed, again, this leads to a motivated as opposed to a demoralized student. The final aspect of meeting the needs of the learner is to be able to instil positive enforcement and give encouragement; however, especially with adult learners it is essential to avoid patronization as this could have the opposite impact. I am always aware of my tone and pitch with learner’s and if I have carried out my ILP and ILN correctly should be able to avoid this happening. Understand the relationships between teachers and other professionals in lifelong learning As a teacher I must be aware of the boundaries between my skills and those of other professionals; many learners will experience problems and issues throughout their learning journey and it is vitally important that these issues are addressed by suitably qualified people. It goes without saying that I need to show active listening and be engaged with the learner however, I must be aware of my professional limitations and not to offer advice above and beyond my own level of expertise. The term for this is “Signposting”, if a learner has a problem beyond my teaching boundaries I must be able to escalate them, through the correct channels, to seek assistance from trained professionals – examples of this could be a bereavement, family break-up or social and housing issues, I would be failing in my role if I failed to do this. That said, safeguarding is paramount throughout the process of escalation and my role as a teacher does not preclude me from further involvement should this arise, I have a duty of care towards my learners which must be upheld. Understand own responsibility for maintaining a safe and supportive learning environment My final responsibility as a teacher is to create and maintain a safe and supportive learning environment. I would do this by continually keeping up to date with legislation, create and/or follow a robust anti-bullying policy, establish a social networking policy to minimise and hopefully eliminate cyber bullying and in general create a set of ground rules which allows the individual to learn in a morally, socially and physically safe environment. References 1. http://www.legislation.gov.uk/ukpga/2001/10/contents 2. http://www.legislation.gov.uk/ukpga/1999/14/contents 3. http://www.legislation.gov.uk/ukpga/1998/29/contents 4. http://www.legislation.gov.uk/ukpga/1974/37 5. http://www.legislation.gov.uk/uksi/2011/2646/contents/made Suggested Reading * Preparing to Teach in the Lifelong Learning Sector, Ann Gravells * Teaching Today A Practical Guide Fourth Edition, Geoff Petty * Achieving Your PTLLS Award: A Practical Guide to Successful Teaching in the Lifelong Learning Sector, Mary Francis and Jim Gould * Practical Teaching: A Guide to PTLLS and CTLLS, Linda Wilson * Teaching in the Lifelong Learning Sector, Pete Scales