Dawn Muscroft Essay

The purpose of this report is to show an analysis of the use and responsibilities of instructors, incorporating more or less research topics including codes of practice, and also the boundaries and relationship between the training role and separate professional roles. The report will also show the roles of initial and diagnostic judgings.My own role and responsibility in education and procreationBlatchford (2013) identifies that regarding professional conduct, a teacher is expected to show high standards, uphold public trust, act inside the statutory frame hits, and restrain a proper and professional regard for ethos, policies and practices within the establishment in which they teach. As an Employ might Skills Tutor, my roles and responsibilities can vary from session to session, although the fundamental rules apply daily. These include carrying out initial diagnostics, supply lessons, and preparing resources. Machin, Hindmarsh, Murray and Richardson (2013) refer that sc holar should be motivated by the teacher or tutor to develop both their ability and their aspirations to learn. Person aloney, I believe that my role is not just nigh the direction of the subject matter. It goes a portion deeper into promoting favorable inclusions, working together, steering and supporting each other(a)s ideas, and identifying individual deprivations. These be shown in the Teacher development cycle identified by Ann Gravells (2012)Identification of needThe need of the scholarly person is often gained by means of discussion, and through initial diagnostics relating to maths and English capabilities. The discussion between the learner and the teacher helps both parties to create whether this is the right product line, with the right materials and resource to succeed. Planning and DesignOne the identification of needs has been identified, then the supplying and design of the individuals acquirement can begin. It is often a beneficial exercise to issue a larn style questionnaire suck as VAK, in order to identify the strongest learning styles and plan lesson to match those styles, much(prenominal)(prenominal) as kinaesthetic which is translated into touching and doing.Delivery/FacilitationOnce a teacher is aw are of the variation of learning styles with a class setting, then the delivery can be adapted to meet those styles to suit the lesson. If or so learners prefer to be holds on, then a simple flipchart exercise can be agreed. This will also assist those who visual learners, as the flipchart can be presented back and also fix on display, and these learners who are auditory learners can listen to the information presented back to them. judicial opinionThroughout the course, the teacher should be continually assessing the learners to view full at a lower placestanding of the subject and the course work involved. This can be done in a number of ways, including small written work, looking at grammar and punctuation skills.Eva luationThe teacher should also be continually evaluating the standard of the lesson, to see whether they are world successful in their approach to the class style of learning. Again, this should be adapted to reach all of the students.My learners curb come onto the course as they have been unemployed for some time, and have often lost their presumption in their abilities and strengths. It is part of my role to instil those characteristics back into the learners, and guide them into the interview process. There are of courseboundaries that are in confideBoundariesAs a teacher or tutor, you must always adjudge your boundaries. If learner sees you as more of a friend, then they may feel that they can push those boundaries with regards to lateness, contrasted language, or general inappropriate behaviour. The boundaries between the teaching role and other professional roles are mingy together. For instance within other professions such as youth worker, the role becomes that of a mentor, guide and numeric counsellor, and often learners can express themselves in a more open manner. Within the nursing profession, the role becomes more of an observer for vital signs, listener, and carer. However, within the teaching role, there must be a understand boundary regarding the relationship. You are the leader, the one with the knowledge of the subject matter. Therefore, you should be entery to teach all students, and become involved in their study life sentence whilst maintaining and appropriate distance from their out of study life.RelationshipsThe relationship between the teacher and the learner should always remain professional. In the world of technology such as Facebook, it would be unsuitable for the teacher and the learner to become involved in each others personal lives, as this can impact into the teaching or any potential corrective processes than may need to be addressed.Before any actual classroom teaching can meditate place, initial and diagnostic assessments must be carried out. These are paramount in agreeing individual learning goals, and planning the progression of the learner with the teacher.Initial sound judgmentFrom the very beginning of the course, teachers should begin to analyse their learners through initial assessment methods. The assessments best suited toguide make betterments in student learning are quizzes, tests, indite assignments, and other assessments such as a group activity. These can easily give the teacher/tutor an perceptiveness into the learning needs of the learners. Also self-assessments such as the VAK (Visual, Auditory, and Kinaesthetic) learning styles questionnaire can also highlight the learners preferences to learning, as well as highlighting their understanding of the course that they are initiate.Diagnostic Assessmentbksb is the UKs most popular online Functional Skills Solution. Last year, over 1.2 million individual learners used bksb to improve their Functional Skills in English, ma ths and ICT. In the 19 year history, over 25 million learners have receiptsted from our easy-to-use online assessments and learning resources. This type of diagnostic assessment is useful within the teaching arena, as it highlights areas where the learner would benefit from extra support, or further training. During some courses, the initial and diagnostics assessments can be varied. My own determine of both initial and diagnostic assessments has been mixed as a reviewing tool.During spelling tests and grammatical sheets that needed writing on, my learning style as a visual learner was put to use, as I could read and re read the paper, and check the work that I had completed in both the English and the mathematical pieces. However, when it came to the bksb diagnostics, I felt more rigid and nervous, as I also had to concentrate on my hand eye coordination, moving the mouse to where the correct section should be, the classroom environment that I was in during the session, and a num ber of distractions from others. I feel that the bksb did not public figure my self-confidence and this can be detrimental in some cases. Each learner will have their own learning style and it is the role of the teacher to adjust these diagnostics to meet all learners requirements.There are a number of legislation requirements for throng within the education sector, and below lists some of those pointsHealth and SafetyThe Health and Safety at lap up Act 1974, describes duties of employers and employees. The most important is to make safe a place of work. The main rules are to take for granted care and not to injure yourself and others.to teach people to recognize symbols of dangerto make safe place of work/ safe accesses to and from place of work to supply free protective equipmentto have guess assessmentto have general safe policyto ensure safe in areas of specific kind of risk like chemical, electrical, biological, physical area to ensure lit and ventilationto report injuries and near missesto follow peculiar(a) regulation like COSHH factsheet, fire extinguishers factsheet, risk assessment factsheet, safety signs factsheetEquality and DiversityAll organisations and teaching establishments now have an obligation to ensure equality and diversity is paramount to all learners. Acas (the Advisory, Conciliation and arbitration Service), has a number of publications regarding the Equality Act 2010, and highlights the following protected characteristics *Age*Gender Reassignment*Disability* marriage and Civil Partnership*Pregnancy and Maternity*Race*Religion or Belief*Sex* cozy OrientationThe characteristics are protected against any form of discrimination. The implications for the teacherData auspicesThe data Protection Act 1974 covers a wide range of confidentiality unfreezes.However, within the teaching sector the points most relevant are You must only collect information that you need for a specific reason The information must be kept secureThe informati on should be relevant and up to dateSafeguardingDearne Valley College, quotation mark the following within their policy (Ref S) Section 175 of the Education Act (2002) which requires FE colleges to make arrangements to ensure their functions are carried out in ways that ensure the safeguarding and welfare of children and young people, taking into account the guidance issued by the Secretary of State in considering what arrangements they need to make. minorren Act (2004) Section 11 places a art on local authorities and any person providing services in pursuance of section 74 of the Education and Skills Act 2008 to make arrangements with relevant agencies to cooperate to safeguard and promote the welfare of children (ie people under the age of 18).Every Child Matters Change for Children (2004) set out the national framework for change programmes to build services around the needs of children and young people to maximise opportunity and minimise risk.Working unitedly to Safeguard Ch ildren (Dept for Education March 2013) states that all agencies and individuals should proactively aim to safeguard and promote the welfare of children so that the need for action to protect children from harm is reduced.Safeguarding Vulnerable Groups Act (HM political science 2006) provides legislative framework for the vetting and barring plot for those working with children and vulnerable adults. It is the governments response to Recommendation 19 of the Bichard enquiry 2004.Safeguarding Children and Safer Recruitment in Education (Dept for Education 15/10/12) this is the updated version which looks at the recruitment and selection process.The Disclosure and exclude Service (HM Government website 15/11/13) sets out the guidelines of the scheme which aims to prevent unsuitable people from undertaking certain paid or volunteer work with children or vulnerable adultsNo Secrets Guidance (HM Government 2000 reviewed 2009) and related South Yorkshire policy Safer practice, safer lear ning (NIACE December 2007) homophile RightsCitizens of the UK have certain fundamental clement rights which government and public authorities are legally obliged to respect. These became law as part of the Human Rights Act 1998. Some of the most applicable human rights in a teaching environment are the right to life (respect commitments of learners)freedom from degrading treatment (disrespecting learners)the right to liberty (freedom of expression within social limits) the right not to be discriminated against (promoting diversity and equal opportunity) the right to an education (the right to a picturesque education)Codes of PracticeThe institute for Learning, or IFL as it is better known, is the independent, member-led professional body for teachers, trainers, tutors, assessors and other professionals working crosswise a variety of sectors, including sixth form colleges, further education colleges, and work based learning. It holds a armament of information regarding teaching pr actice, and has a number of resources within the website. Teaching staff can learn about mew policies as they change, and can become members of the IFL. The IFL code of practice came into force in 2008. This covers the following points rightfulnessRespectCarePracticeDisclosureResponsibilityAs with all the above legislative requirements, the consequences to both the tutor and the student could be catastrophic. For instance, should a learner be having personal issues such as abuse, and is not performing the tasks or work set in the classroom, then it is the tutors responsibility to ensure that they address the issue with the leaner in an empathetic and confidential way, thus getting to the core of the problem, and not assuming that the student does not have the capability to do the work. Misreading any signs of such behaviour could result in the student become more and more withdrawn and possibly losing their place at the teaching establishment, strictly based on the lack of support he or she has received.The initial training and on-going publications within the teaching establishment will enable the tutor to understand and comprehend the signs of any behavioural issues, whilst maintaining their knowledge of the legal requirements when teaching a class.BibliographyAcas www.acas.org.ukBKSB http//www.bksb.co.ukBlachford, R. (2013) The 2012 Teachers standards in the classroom. London. Sage Learning Matters.Dearne Valley College https//gateway.dearne-coll.ac.uk/qualityframework/,DanaInfo=dvc-intranet.dearne-coll.ac.uk+doclist.asp?id=S&title=Safeguarding Every Child Matters http//www.everychildmatters.gov.uk/Gov.uk http//www.direct.gov.uk/en/Employment/DiscriminationAtWork/DG_10026449 Gov.uk http//www.direct.gov.uk/en/Employment/DiscriminationAtWork/DG_10026667 Gov.uk http//www.direct.gov.uk/en/Employment/DiscriminationAtWork/DG_10026429 Gov.uk http//www.dh.gov.uk/en/SocialCare/Deliveringadultsocialcare/Vulnerableadults/DH_4118919 Gov.uk http//www.direct.gov .uk/en/DisabledPeople/RightsAndObligations/DisabilityRights/DG_4001068 Gov.uk http//www.direct.gov.uk/en/Governmentcitizensandrights/index.htm?cids=Google_PPC&cre=Government_Citizens_Rights Gov.uk http//www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/YourChildsWelfareAtSchool/DG_4016097 Gov.uk -http//www.ico.gov.uk/Home/what_we_cover/data_protection.aspx Gravells, A. (2012). Preparing to teach in the lifelong learning Sector. 5th ed. London. Sage Learning Matters.IFL http//www.ifl.ac.ukMachin, L, Hindmarsh. D, Murray, S. Richardson, T. (2013) A complete guide to the level 4 certificate in Education. 1st ed. At Albans. Critical Publishing Ltd.Wilson,L.((2014)Practical Teaching, A Guide to teaching in the education and training sector. Andover, Hampshire. Cengage Learning.