Resposibilities and Relationships in the Lifelong Learning Sector Essay

It is the righteousness of the give lessonser to make the teaching ara a safe and bring together environment to learn in and teachers should be aw be of, and keep up to date with key legislation relating to this. The wellness and Safety at devise diddle (1974) tracks a number of duties relating to teaching and cultivation. Risk assessments should be carried issue and risks properly controlled to correspond a safe working environment. Besides the Health and Safety at escape Act itself there ar key pieces of legislation that would apply to a sewing workroom environment. 1.Provision and Use of Work Equipment Regulations. 1998 require that equipment provided for accustom at work, including machinery is safe. 2. Manual Handling Operations Regulations 1992 cover the moving of objects by hand or bodily force. 3. Electricity at Work Regulations 1989 require people in control of electrical systems to ensure they are safe to use and in a safe condition. The equating Act (2010) take ups to eliminate discrimination based on age, disability, race, religion, belief, gender and internal orientation. It places a duty on teachers to make tenable adjustments for disabled people.It overly provides protection against discrimination relating to pregnancy and maternity. Teachers essential also adhere to the Children Act (2004) that places a statutory duty on them to make arrangements to safeguard the offbeat of tykeren. The Act gives responsibility to local authorities to make enquiries when everyone contacts them with concerns ab by child abuse. The aim is for every child, whatever there background or circumstances, to arrest the aliveness to Be healthy Stay safe Enjoy and acquire Make a positive contribution Achieve economic well-being ii) Following the Further Education Workforce Reforms 2007 New RegulatoryRequirements landed estate that all new teachers are to hold or acquire inwardly a specified period of time A Preparing to teach in the Lifelong Lea rning Sector (PTLLS) award or its equivalent as a minimum license to teach for all who take aim an section of teaching in their role irrespective of job title and all A diploma in teaching Level 5 emplacement for those in a teaching role or A security measure in Teaching in the lifelong nurture sector at Level 3 or 4 All new teachers must demonstrate through nonrecreational practice that they meet the standards and washbasin use effectively the skills and have intercourseledge acquired in teacher training.iii)The Institute for Learning (IFL) is an freelance professional body for teachers, trainers, tutors and trainee teachers across the FE and skills sector. It has a code of carry on which outlines the behavior expected of its members. Briefly it states that members shall Behave with Professional Integrity enjoy the rights of scholars and colleaguesTake basisable care to ensure the safety and welfare of learners furnish evidence of CPD according to IFL policy and Pro fessional Practice guidelines Ensure manifestation of any cautioning or conviction of a criminal offence Be responsible for acting in accordance with the conditions of membership and assisting the Institute with any investigation. b) Boundaries The Teaching or Training Cycle consists of five actes namely Identifying involve The purpose is to identify if the schoolchilds face any barriers which may affect their schooling or if they have any additional needs.There are numerous ways to do this and could involve looking at their initial occupation if one is completed before the var. starts, an informal discussion, observation during a class activity or by an initial test or assessment. It is also important to ensure that the scholarly person is on the correct course and to offer any advice perhaps with funding or travel referring them if necessary. The process allow also help with the preparation of the course as it willing help the Tutor design a course suitable for the s kills and picture of individual class members.Plan and Design Learning This stage involves the planning of the content of the course. A scheme of work will be intentional to plan the content of each session and lesson plans devised to organize them in more than detail. When possible agreeing individual instruction plans can be agreed with students and eventuality plans made to take into account different needs of the learners. This would also be the opportunity to prepare learning resources and activities. Risk assessments need to be carried out and all attempts made to create a safe, positive and accessible learning environment.Deliver A Teacher should be well organized, well wide-awake and enthusiastic when delivering a lesson. They should be able to communicate appropriately and effectively and act and speak appropriately. It is essential to promote equality, value diversity and teach in an inclusive and engaging way with a upright virtuoso of humour. Assess Work needs to be assessed at heart a reasonable time to check that the students have gained the necessary skills and knowledge. Use a mannikin of assessment methods and keep a record of achievements.Feedback should always be shaping and given within a reasonable time. Evaluate A class should always be evaluated in order to improve the teaching and learning process. To evaluate how well the programme was planned and delivered feedback should be encouraged, accepted and acted upon. The teacher should encourage student development and progression as well as maintaining their own teacher development and professional currency. (GRAVELLS 2012) There are boundaries within which a teacher must work and it is important not to overhaul these by becoming too personal with the students.It is also important to know where the role of teacher stops and to work within the limits of that role. Some examples are If a teacher identified that a student was struggling to attend classes because they couldnt afford the bus fare it would be inappropriate to impart them money. In this instance the student should be referred to the student support provide or the financial support staff. If a teacher was planning a class but found the room had insufficient access to equipment or resources it would be unacceptable to voice their concerns to the students.This would be unprofessional, they should talk it to the organization, or change the lesson plan to accommodate the resources available. Students may choose to confide in their teacher about personal issues and, although a teacher should be understanding and sympathetic, it is important that they maintain a professional role. The student could be referred to a councillor, pastoral staff or support staff depending on the issue concerned. They should avoid getting involved in the personal lives of their students.When assessing students it is important that teachers are fair in their judgments. They should not bebiased towards or against any one student. When evaluating the teaching and learning programme the teacher should be able to listen to and react to feedback in order to improve. If in interrogative about the boundaries of their role a teacher should deliberatek advice. This could be from an another(prenominal)(prenominal) teacher, a colleague, their line manager or their mentor. c. Points of Referral A teacher may encounter learners with varying degrees of needs.They may be able to deal with nearly of these needs but some may need the support of other professionals. A Support Worker will help a learner with additional needs. They will have had special training in the fussy field required by that learner which the teacher wont have had and will be able to support them in or outside the classroom setting. There may be a student whose first language isnt English and has trouble understanding the lesson so there may be a need to work with an part A teacher may also need to work alongside external agencies the like the Job Centre.The students may be leaving the learning environment and looking for work and the Job Centre will have the advice and information that they need. d)Promoting Appropriate Behavior i) Having a preventative strategy is a good way to promote appropriate behavior in a lesson. Be prepared and waiting for the learners in the classroom so you can take control of the space and organize it as you wish. Getting the students attention with an interesting starter activity shows that you are in control of the class. Present the aims and objectives and share the session plan explaining the purpose and reason for studying it.When planning a lesson ensure there is plenty of class as students are more likely to behave well if they are stimulated and are not bored. You should have realistic expectations of your class for example, feignt expect a room full of teenagers to sit muted through an hour-long power point presentation quietly. ii) Decide for yourself what rules and proc edures would create a good atmosphere in your class and will maximize learning. explain that you want an effective, fair and happy classroom and discuss the rules with the class.There will be rules that are non negotiable for example regarding safety or go up on time but be prepared to carry on and compromise to get commitment on others. Encourage the learners to contribute to the rules and procedures. Students are more likely to adhere to rules they have been instrumental in creating. train asking the class to devise their own rules and if you reject a hot suggestion be prepared to explain why to justify your decision. The aim is to get the students onboard with the rules and procedures and see them as their own they will then see them as worth keeping and enforcing.iii) It is important to develop a good rapport with the students as this creates a more positive attitude towards the teacher and to learning. It will also turn the classroom into a co-operative team and abridge a ntagonism. Get to know the students on a personal level, learn their call and use them. Learn something about each student like what they like to do in their spare time, their hobbies, interests or work and refer to it in conversation. These small details will make the students feel noticed, valued and wish by the teacher and therefore more co-operative. (PETTY 2006)