1: Summarise key aspects of legislation, regulatory requirements and codes of practice that directly impact on your teaching and on your learning environment.
2: Evaluate own roles and responsibilities in the lifelong learning sector. Review your roles and responsibilities in identifying and meeting the needs of learners.
3: Analyse the boundaries between the teaching role and other professional roles. Evaluate own responsibilities in relation to other professionals.
4: Explain how to establish and maintain a safe and supportive learning environment. Explain how to promote appropriate behaviour and respect for others. Explain how to establish ground rules with learners to promote respect for others.
5: Create a plan for a 15 to 30 minute session keeping in mind the needs of your learners.
6: Explain the need to keep records of assessment of learning. Summarise requirements for keeping records of assessment in an organisation?
Teachers must obey various types of legislative requirements and variations of practice in our environment. The honorable Parliament has been defined the form of legislation as an Act. In addition, the statutory codes of practice should be applied by every teacher (WASC Capacity, 2007). According to the codes of practice the expectation of teacher is present, as well as it is also observed how an individual within a profession is expected to react, as example teaching profession. First of all we need to understand the basic difference between a legislative requirement and code of practice.
Legislative requirement: this act is defined by Parliament and it is usually enforceable through the order of courts and a teacher must do its duty according to law.
Code of practice: the code of practice involves some rules that draw an outline how a person is expected to behave in a particular profession or situation (Kirova and Penkin, 2013).
Statutory code of practice: in any kind of legal action this statutory code of practice is approved by honorable Parliament as important evidence.
There are various types of generic legislation and codes of practice that must be followed by teachers such as
Health and Safety at work Act 1974
Special Educational Needs and Disability Act 2001
Data Protection Act 2006
Safer practice, Safer learning 2007
On the other hand, some major health and safety codes of practice can create an impact on the teaching role such as followed:
Manual handle situations, control of substances hazardous to health and work along with equipment of display screen must be applied by teachers (WASC Capacity, 2007). Moreover, we should aware about risk factors also such as electricity cables, fire exits blocked, bags should not be kept under the table (Editorial Board, 2012).
As a trainer, I will evaluate my role and responsibilities. In order To meet the needs of my learners I have to plan some adequate resources, approach style of teaching and operational activities. According to being attached to lifelong learning sector I need to upgrade my knowledge about my specialist subject (A. Hunt, 2012). In addition, I need to improve my teaching practice regular basis. I’ll have to maintain the attendance record of my learners, and I’ll write the individual action plan, learning plan in the record book because it is a vital responsibility as a teacher in lifelong learning sector. I’ll have to use different types of technical software such like MS-Excel, MS-PowerPoint to teach better, as well as to improve my teaching skills I’ll adopt various teaching approaches like interactive teaching for better demonstration and explanation (N. Harris, 2008). On the other hand, I’ll plan different approaches to meet the requirements of my learners. I will always encourage my learners for collaboration for better group performance. In addition, to that, I will use a systemic improvement strategy and regularly monitor the performance of my learners (A. Hunt, 2012). After that, I will analyze a sampling of student work to plan the progress report of my learners.
According to the researcher, the interdisciplinary is very complicated study, and it is very difficult to achieve and sustain. In order to work and across several disciplines the students are faced with serious challenges (Editorial Board, 2012). On the other hand, the VARK questionnaire took the responsibility to clarify these problems, as well as it would help the students to become more self-aware. I can review my role with the help of VARK questionnaire to meet the requirements of my learners and according to individual needs and interest; I will provide the assessment plan. For an example, the common way to exchange information is speech and this information received by the Ear of students. For those students with aural attachment VARK questionnaire provides a set of strategies for ‘learning by ear’ (N. Harris, 2008). On the other hand, some students can learn better by a display and called visuals. With the help of graphs, charts and flow diagrams they can learn effectively.
The teaching role includes some several boundaries such as telephones calls to learners but harassing them is not a good thing at all. Also getting to close or informal and getting personal with students are main boundaries of the teaching role. The teachers should not emotionally involved and maintain a relation only on a professional level (Roberts, 2012). Moreover, teachers and other professionals have their own part on the sides of their boundaries such like administration, IT, and other support staffs have their individual role to play in the training center. If you have any assured problems with your laptop, projector or any other IT equipment within the organization, you will not repair it yourself, but you must report to an IT expert within the organization (Roberts, 2012). On the other hand, health and safety issues should be forwarded to the Health and Safety Executives or Fire officers. You may teach your learners but do not allow them to access the objectivity and impartiality of assessments. In addition, you might access, but you cannot verify your own measurement in both ways internally and externally. However, the inclusion determines the requirements of learners but according to teachers always it is impossible to do this without support themselves. Moreover, you always aware of your limitations and responsibilities to provide support both for yourself and your learners in exact areas (Penn, 2008).
It is very significant to build and agree on roles and responsibilities with other professionals. In order to inform everyone about the roles and responsibilities the professionals including me should introduce themselves at the first meeting. Different types of problems can arise if my roles and responsibilities are not defined correctly to other professionals and a lack of understanding about what they expect from me. To be able to access any help and any kind of advice I need for work together to meet common objective it is very imperative to know where my roles lie with external professionals. In a teaching center everybody wants to improve the future of a child. With the help of regular meetings with other professionals everyone can be up to date because it is important to agree on similar objectives, working phase and interact with other professionals (Flaherty, Gay and Semler, 2013).
On the other hand, it is very significant to hear other’s point of view; no matters if their ideas are no longer help to the child. In addition, we both have enough time periods to consult each and every matter, so it is very significant to make sure that thing.
As a teacher of a lifelong learning sector the health and safety issues come first, a teacher should take a safety measure of the classroom including air ventilation, classroom temperature, electric wires, laptops, computers, electronic equipment etc (Flaherty, Gay and Semler, 2013). In addition, the teachers should be aware about the information of fire exits, kitchens and toilets also. After that teachers should move forward to the curriculum. There are different types of activities located by a teacher, so a teacher must understand the individual behavior. In order to create a safe, supportive and stimulating learning environment, the learner motivation is very significant. With the help of proper learning environment, a teacher can promote positive social interaction and active engagement in learning. In other words, the teachers can use their professional knowledge and understanding to establish a respectful, positive and safe learning environment where the relationship between students and teacher based on mutual trust, social support and positive attitudes to learning, participation and achievement (Hindman, Grant and Stronge, 2010). As well as teachers should improve the communication and always maintain the learning and behavior of learners and provide the desired feedback on a particular appropriate behavior of a student. The management of learning sector must conduct the behavior management strategy to achieve the best result in a fair, consistent and sensitive manner. Moreover, in order to create and maintain an engaging, challenging, supportive and safe environment of learning, the teachers of learning sector must manage their teaching time, resources and physical space and they should monitor the independent and group work to improve the performance of students (Giannakis, 2008).
In a classroom, the students may come from different culture, religion, custom and background, so it is possible that they have independent thinking and opinion. In order to improve the learning environment, the learners should show correct respect and suitable behavior for each other. In addition, the teachers should maintain some crucial or ground rules for all students such as contact of eye, interaction, relax, respect, attitude and skills. Moreover, the ground rules conclude the appropriate behavior and respect to others (Hindman, Grant and Stronge, 2010). Introducing into a new classroom, the teacher must identify the objectives of the definite course and at the very first meeting the teacher must set the ground rules. The teacher must have a clear observation to those students who can break the boundary rules, but the teacher should give them an opportunity to improve their attitudes towards study. In order to get the more useful result, the teacher should divide the classroom into two groups and each group comes up with individuals sets of rules. However, with the help of this division they can understand the value of teamwork and achievement. After receiving the list, teacher has to focus a balanced view to all identified points, as well as at the time of negotiation with learners the teacher should give them the sense of worth because it will help to gain the trust of learners. Moreover, the teacher must ensure that these rules should be followed by the learners, and they should respond to the policies of the present teaching sector (Giannakis, 2008).
First of all, I have to right down the requirements of my pupil. After that, I will call students at once, and I will listen to him/her needs again. With the help of my interaction skill I will provide the best learning solutions according to my knowledge. At the last stage of the conversation, I will ask again if there any doubt occurs or not (Briefing, 2015).
The assessment of learning should be protected by the learning sector because it concludes all relevant information about both learner and teacher. If it was lost, then it can be misused, and learner security will be at risk. So, the management should take proper steps to protect all assessment of learning such as preserve a record notebook, maintain a hard drive, and store the data in virtual cloud account, for example, GMAIL, GOOGLE (Witte, Harden and Harden, 2009).
A. Hunt, G. (2012). Collected Essays on Teaching and Learning. 1st ed. CANADA: STLHE.
Briefing. (2015). Recruiting & Retaining Adult Learners, 17(5), pp.2-2.
Editorial Board. (2012). Urology, 80(1), p.A2.
Flaherty, K., Gay, P. and Semler, L. (2013). Teaching Shakespeare beyond the centre. Basingstoke: Palgrave Macmillan.
Giannakis, M. (2008). Facilitating learning and knowledge transfer through supplier development. Supply Chain Management: An International Journal, 13(1), pp.62-72.
Hindman, J., Grant, L. and Stronge, J. (2010). The supportive learning environment. Larchmont, NY: Eye On Education.
Kirova, B. and Penkin, I. (2013). The code: the Da Vinci code, TM code, QR code … Journal of Intellectual Property Law & Practice, 8(8), pp.599-602.
N. Harris, (2008). Teacher Training, Teacher Quality, and Student Achievement. 1st ed. Washington: Stanford Universitry.
Penn, B. (2008). Mastering the teaching role. Philadelphia: F.A. Davis Co.
Roberts, A. (2012). The Role of Metalinguistic Awareness in the Effective Teaching of Foreign Languages. Oxford: Lang, Peter, AG, Internationaler Verlag der Wissenschaften.
WASC Capacity, (2007). Using Educational Technology to Enhance Learning and Teaching. 6th ed. UK: WASC Capacity and Preparatory Review.
Witte, A., Harden, T. and Harden, A. (2009). Translation in second language learning and teaching. New York: Peter Lang.
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