27
Halah h. Mahmood Jakey Gavin Heryng

Roles and responsibilites

Embed Size (px)

Citation preview

Page 1: Roles and responsibilites

Halah h. MahmoodJakey

Gavin Heryng

Page 2: Roles and responsibilites

.

Halah – 1.1 Explain the teaching role and responsibilities in education and training

What are the role and responsibilities of the teacher?

The main barrier in this activity is time and the level of the learner

which I am dealing with for the first time.

As a teacher my main role is knowing the level, ability and the needs of my students . I can do

that by asking them simple questions in my first lesson or by interviewing each of them

separately, if it is possible. Then the feedback from the learners will help me in choosing the

subject and the information that I will teach them, then arrange a suitable course for them and

make a right plan which consists basic points they need to develop their knowledge (1) .

My responsibility is to make sure that each student gets the right amount of assessment to let

them move on to the next step in the learning cycle, which is how to use the information that

they got in their work with each other and can effectively use this information in their career.

If I divided them randomly into groups, and gave them 5 minutes to answer two

Mathematical questions this will let me know their maths level immediately.

For example a simple question in Maths would be like what is a linear equation ?

Or can any one tell me what is the meaning of [ y =mx +c ] .

Page 3: Roles and responsibilites

Halah 1.2 summarise key aspects of legislation, regulatory requirement and

code of practice relating to own role and responsibilities

It is unlawful for any education provider, including a private or independent provider, to

discriminate between learner on grounds of race, sex, disability, sexual orientation, gender

reassignment, pregnancy and maternity, and religion or belief .

I have to make sure that I am catering to their educational needs also if one or more need

some special help due to any health problems. Each learner has their own way to learn, some

of these ways are very fast ,others are slower, I need good skills to deal with this

differentiation so that I can cope with all students, I must involve the learners in real life

solving (research, case study, ect), using projects to increase motivation and also songs,

puzzles and games.

Classifying the learners according to their level of ability, assess the progress of

individual learners and take any required steps, motivate learners to attend classes

regularly (2)

Page 4: Roles and responsibilites

Halah1.3 Explain ways to promote equality and value diversity

Why it is important to identify individual needs ?

Identify what skills and knowledgement the learners already have. Learning will be

most effective when people have an opportunity to learn

things that relate to their own lives and their needs . People want to improve their life

and the life of their families. So their interests will be dominated by their own and

their family needs. To measure learning we need to know first what our learners

already know.

Unless we do this, we cannot easily identify each learners progress. We

should keep detailed records for each learner. These will allow us, to help the

learner, to check learning progress and see what improvement has been made.(3)

Page 5: Roles and responsibilites

Halah1.3 Explain ways to promote equality and value diversity

As a teacher I have to read about the theory of teaching but at the end of the day to be a

good coach and give good instruction I must have my own way of teaching and learning

(‘theory-in-use) .

For Example If I want to work on the basis of Maslow’s theory Of motivation

I have to read the theory but I will use my own tools and only develop effective ‘theory-in-

use’ because students begin to make up their own ‘story’ of what the topics they learn and

they will give me different answers than what Maslow ‘s students gave and I can use a

student’s work as a window into their current understanding and improve my own way of

equality and diversity (4)

References

1.Goeff Petty,2004,teaching today, 3rd edition, kurt Design

2.Jacke Anderson ,2014 , teaching cycle

3.Goeff petty,2004,Teaching today, 3rd edition, Kurt Design

4. Ann Gravnals, 2013, The Teaching, Learning and Assessment Cycle Part

Identifying Needs, youtube video

Page 6: Roles and responsibilites

1.4 Explain why it is important to identify

and meet individual learner needs.

By assessing a learner’s current level of ability in a given subject, I am

better prepared for their individual needs. I can ensure that I do not

unnecessarily repeat material the learner is familiar with and that my (often

limited) resources are spent with optimal efficiency and delivered “based on

the learner’s preference for employing different phases of the learning

cycle.” (Kolb, 2010)

If I can quickly identify a learner’s level of ability

and learning style then I can assess what guidance

is required to meet qualification requirements, or

even if they can be utilised to help support other

learners in the group.

Gavin Heryng

Page 7: Roles and responsibilites

1.4 Explain why it is important to identify

and meet individual learner needs.

By identifying an individual’s needs and recognising

prior achievements I am in a better position to tailor my

approach and gain a greater degree of understanding

from the learner by relating to previous experiences.

The greater the perceived ease of the subject by the

learner the better the learner should assimilate the new

information and the greater the improvement will be to

the learner’s self-esteem, which should in turn improve

future learning experiences.

Gavin Heryng

Page 8: Roles and responsibilites

In My Experience...

Gavin Heryng

In my role as a customer services trainer, I

have needed to identify an agent’s ability

through ongoing one-on-one observation and

assessment of his work. I used standard

matrices to highlight areas for development and

utilised reflective learning methodology in an

attempt to ensure that the agent achieved the

required level of competency for the role.

This, combined with performance reports from team

management, enabled me to easily identify any knowledge or skills

gaps, or even behavioural issues which may have been preventing the

agent from achieving his potential.

Page 9: Roles and responsibilites

I was then able implement further training and coaching, assigning

appropriate support in a higher-achieving agent as a mentor, before

carrying out further observation and assessment to identify if the agent

had met the required level of competency.

Such proactive identification of my agents

abilities and needs typically ensures that the

business gains the maximum return in its

investment and that the agent is content and

confident in their abilities within their role. In

this case however, it was identified that the

agents level of ability was insufficient for the

role and his employment was terminated.

In My Experience...

Gavin Heryng

Page 10: Roles and responsibilites

Explain ways to maintain a safe and

supportive learning environment

I ensure that I create a safe physical learning

environment in which learners feel safe and supported,

where learners feel empowered to drive their own

education in a positive and proactive way. This involves,

first and foremost, that consideration has been given to

health and safety regulations, and also to accessibility

for learners with specific requirements or disabilities.

The venue must be accessible to learners with mobility

issues, free from physical hazards, spacious enough for

the group size and room temperature is maintained at a

comfortable level.

Gavin Heryng

Page 11: Roles and responsibilites

Explain ways to maintain a safe and

supportive learning environment

Though while it is essential that health and safety

considerations are met, a safe and supportive

environment also means ensuring that my learners

do not feel threatened by external factors (Laird,

1985) such as bullying, discrimination and

intimidation.

By ensuring my learners’ trust that I have their

best interests at heart and will take positive action against any factor that

may compromise the integrity of the learning environment. I gain my

learners’ trust through an attitude “of respect, warmth, caring, liking and

understanding” (Rogers, 1967).

Gavin Heryng

Page 12: Roles and responsibilites

In My Experience...

Gavin Heryng

Part of my current role involves providing individual support for new

starters to the business in the form of one on one mentoring. When first

meeting a new mentee I agree a “contract” with them; an agreement

between the two of us on how our relationship will work, what I expect

from the mentee and what they expect from me.

With my most recent mentee, Rashid, I

asked how he would prefer I provide support;

should I take a very hands on approach,

guiding him through his work step by step, or

should I remove myself from the equation

and allow him to find his own way?

Page 13: Roles and responsibilites

In My Experience...

Gavin Heryng

Rashid requested the latter and we agreed that this approach would be

adopted, but established the ground rule that should this be determined

to be ineffective at the end of the session session then another

approach would be considered.

By ensuring that a culture of mutual trust and respect was established

early I was able to quickly gain the trust of my mentee and to make him

feel safe and supported in his new role.

Page 14: Roles and responsibilites

Explain why it is important to promote

appropriate behaviour and respect for

others

It is vitally important that I ensure that appropriate behaviour and respect

for others is maintained with my learners, both towards I as the teacher

and towards fellow learners, as any form of inappropriate behaviour will

be disruptive to the session and “can lead to to other members of the

class being disrupted, with them finding it difficult to concentrate.”

(Reece and Walker, 2000)

Gavin Heryng

Page 15: Roles and responsibilites

Explain why it is important to promote

appropriate behaviour and respect for

others

Establishing early a group contract of standards

and desired behaviours, including a zero tolerance

policy towards bullying and discrimination, should

ensure that all learners (and I as the teacher) share

a mutual understanding of what is expected for a

nurturing learning environment.

A culture of inclusion is vital in “Supporting everyone to feel that they

belong” and “viewing the difference between students as resources to

support learning, rather than as problems to be overcome.” (Booth and

Ainscow, 2011).

Gavin Heryng

Page 16: Roles and responsibilites

Explain why it is important to promote

appropriate behaviour and respect for

others

Such a culture values the individual and recognises the benefits that

people with different backgrounds and experiences can bring to the

group such as new ideas and approaches to learning that their peers

may not have considered.

Gavin Heryng

Page 17: Roles and responsibilites

In My Experience...

Gavin Heryng

I feel that I have been fortunate to have never personally encountered

or witnessed any bullying or discrimination during my time as a

customer services trainer. Even occasions of disruption and

behavioural issues have been few and far between.

However, I do feel that a lack of experience in this

area has presented me with challenges as well. On

the one occasion a particularly disruptive learner

refused to adhere to basic timekeeping or follow

instruction, I found myself struggling with how to

handle the situation.

Page 18: Roles and responsibilites

In My Experience...

Gavin Heryng

“When discipline problems do occur… address the management

problem rather than making an attack on an individual student.”

(Reece and Walker, 2000)

My attempt to set and enforce ground rules had apparently failed and I

was not equipped to handle such resistance from one of my learners.

My first reaction was anger and an immediate dislike of the individual

causing me this problem.

I found it effective to remove myself and the learner from the classroom

environment and to ask if the learner had any needs that prevented

them from following the contract we had both agreed to.

Page 19: Roles and responsibilites

In My Experience...

Gavin Heryng

I explained how the disruptive behaviour could

be affecting others and that further disruption

could result in disciplinary action.

I learned that when appropriate behaviours are

not followed and respect not given by learners it

can affect other learners and the trainer alike.

I also learned that as a trainer I must continue to demonstrate

appropriate behaviours and show respect to my learners, regardless of

any obstacles they may present.

Page 20: Roles and responsibilites

Understand the relationships between teachers and

other professionals in education and training

Jackie McGinty

Page 21: Roles and responsibilites

When considering the role of teacher, the sharing of assessment decisions and learner progress may be disclosed to other professionals to support effective delivery and assessment methods but also to identify the progression and timely completion of individuals or groups of students, grouped by subject, sector or provider. These processes will often require the co-operation of the teacher in supplying documentation as requested or arranging the availability of learners for questioning. Reasons include:

Quality assurance both internally and externally - The External Quality Assurers of the awarding body conduct regular visits to ensure standards are being met. Internal verification is also conducted by Internal Quality Assurers by the use of a sampling plan and standardisation sessions are carried out to maintain and review the standard of assessment and delivery; to prevent learners from being over or under assessed. Part of this process includes the completion of peer reviews for teaching sessions and also internal audits. In instances where there is more than one teacher for a subject, colleagues will often work collaboratively to research and develop resources such as assessment materials (formative), lesson plans and schemes of work to provide a more standardised approach and maintain quality.

Jackie McGinty

Page 22: Roles and responsibilites

Regulatory bodies – OFSTED conduct regular inspections of standards of teaching and learning using the common inspection framework and awarding body's can conduct accreditation inspections, observations of assessment arrangements/practices (invigilation etc) or investigate complaints at any time. A teacher or representative of the provider (administration), may also be required to liaise with regulatory bodies to make arrangements for the provision of ALS to learners with disabilities such as dyslexia, dyspraxia or sight and hearing impairments.

Financial representatives (including Brokers for government funding) - Often registered providers, these agencies act as a 'bridge' between sources of funding and providers, making decisions surrounding the distribution of funding, assisting with additional support arrangements and also monitoring learner progress against regional and national statistics.

Employers -Employers play a vital role in supporting learners in the workplace, particularly in relation to vocational achievement. Learners may have a 'buddy' , mentor or workplace assessor who supports them in the work environment. Individuals taking on this role are often registered professionals or a person of authority who has the skills and expertise to effectively support the learner. Additionally, employers may provide direct funding for the provision of education for their employees and as such, will be involved in reviewing learner progress at regular intervals to ascertain the benefit to their organisation as well as the individual.

Jackie McGinty

Page 23: Roles and responsibilites

The needs of every individual vary, but can be more broadly defined by

Maslow's Hierarchy of Needs as identified in his theory of human motivation

(Maslow, 1943).

Needs are represented as levels starting with the most basic of physiological

needs such as the requirement for an individual to receive adequate

nourishment, upward to the achievement of self-actualisation, where an

individual becomes ' fully functional , possessing a healthy personality and

taking responsibility for themselves and their actions' (Gravells, 2008, p. 33).

The motivation theory behind the hierarchy, is that if the needs of an individual

are not satisfied at one level, they become increasingly motivated to fulfil these

needs and cannot effectively progress to the next level, until they have done

so. This is particularly relevant to the practice of teaching considering that

Maslow also believed that 'the provision of an education which stimulates

growth, enables an individual to progress through the levels of need in order to

achieve self actualisation.' (Gravells, 2008, p. 33)

Jackie McGinty

Page 24: Roles and responsibilites

The role of the teacher is to educate, encourage and support an individual to realise their potential and learning goals, whilst providing a safe and secure learning environment which is inclusive and offers equal opportunity to all. With this in mind, Maslow's hierarchy of needs and the impact which non-fulfilment at any level can have upon learning, requires careful consideration.

Teachers and trainers can effectively impact how some of the needs of individuals are met whilst in the learning environment with effective delivery and the provision of adequate resources. For example, when considering the physiological and safety needs of an individual, a teacher should provide a safe and secure learning environment which is maintained at a comfortable temperature, with access to water and toilet facilities.

By ensuring that the principles of equality and diversity are upheld and promoting a culture of mutual respect and inclusivity which is free from fear, a teacher can meet needs surrounding self esteem and belonging, with self-actualisation occurring as a result of a candidate successfully achieving their learning goals.

Jackie McGinty

Page 25: Roles and responsibilites

Demographics have a strong part to play in the needs and requirement for Additional Learning Support (ALS) of students. Factors such as age, ethnicity, disability and employment status are examples of some of the many variables which can affect the needs of a learner both inside the classroom, and also in their personal life.

A teacher must consider the impact of these needs on the learning experience and ultimate success of the student, and take steps within the scope of their role to assist learners, providing them with additional learning support including information, advice and guidance(IAG) or appropriate signposting to other organisations.

Limitations including professional boundaries limited by job description, not possessing the required skills or experience or a lack of time and resources can mean that the learner is 'referred' to another professional who has the capacity to effectively provide the required support. This can also be the case after following guidelines for communication or following the involvement of management in situations which fall outside the remit of the teaching role.

Jackie McGinty

Page 26: Roles and responsibilites

Whilst teachers can usually address issues surrounding the need for ALS as

part of their role, more complex requirements typically require the teacher to

liaise with other professionals, internally or externally to the organisation. A

teacher should be able to provide details on where to get information and

support for issues such as:

Health and wellbeing - Sexual health, Counselling and support services.

General Issues - Housing, finances and benefits and immigration.

Employment rights and advice (particularly relevant in vocational

qualifications) - Human Resources/Personnel departments, ACAS, Trade

Unions, Government agencies and organisations/websites in relation to

Equality and Diversity in the workplace, Health and Safety etc.

Careers and employability - Careers advice may be issued internally by

qualified careers advisors or may be offered by professional organisations or

services such as recruitment agencies.

Further learning opportunities - Specialist training providers and further or

higher education providers, colleges and universities.

Jackie McGinty

Page 27: Roles and responsibilites

Gravells, A., 2008. Preparing to teach in the lifelong leaning sector. 3rd ed.

Exeter: Learning Maters LTD.

Maslow, A., 1943. A Theory of Human Motivation. Psychological Review, Issue

50, pp. 370-396.

McLoed, S., 2007 - updated 2014. Maslow:. [Online]

Available at: http://www.simplypsychology.org/maslow.html

[Accessed 15 10 2014].

Jackie McGinty