Ptlls Level 4
John O’Brien
PTLLS Level 4 Section 1: Theory assessment 1
As a trainer, teacher and assessor my roles are many and varied. As part of my day to day work I may not only deliver lessons but also carry out theory assessments, practical assessments and sometimes interviews. I may have to motivate and liaise as well as guide and assess. I will have to keep records and be a subject specialist as well as liaise internally and impart information and advice sometimes on a personal level. The first impact I play regarding my role is either interviewing possible candidates or meeting and greeting them on the first day of their course. Meeting potential apprentices/apprentices on their first day induction requires me to make a good first impression and aim to create a degree of respect and professionalism from the onset.
Geoff Petty says in his book. “When you go for an interview you put your best clothes on. Employers are affected by first impressions, but so are you as a teacher. We do this because we want to know how to behave towards a person and how we can expect them to behave towards us. It would of course be fairer to suspend judgement, but few of us manage this in practise”. (Petty G 2009)
It has been proven (Petty G: 2009) that students’ that don’t look interested in studies or that have a “don’t care attitude” are more likely to do worse on their course that those that appear bright and willing to learn. This is partly due to our “first impressions” leading to the student being taught differently even though this may be subconscious. This is when it is important in your role as teacher to be the needs identifier and try to teach to the needs of the students’ as individuals and not to teach to the needs of the class as a whole when designing the learning and implementing it. Every student is an individual that has their own preferred learning styles one of the most common and widely used categorizations of the various types of learning styles
PTLLS Level 4 Section 1: Theory assessment 1
As a trainer, teacher and assessor my roles are many and varied. As part of my day to day work I may not only deliver lessons but also carry out theory assessments, practical assessments and sometimes interviews. I may have to motivate and liaise as well as guide and assess. I will have to keep records and be a subject specialist as well as liaise internally and impart information and advice sometimes on a personal level. The first impact I play regarding my role is either interviewing possible candidates or meeting and greeting them on the first day of their course. Meeting potential apprentices/apprentices on their first day induction requires me to make a good first impression and aim to create a degree of respect and professionalism from the onset.
Geoff Petty says in his book. “When you go for an interview you put your best clothes on. Employers are affected by first impressions, but so are you as a teacher. We do this because we want to know how to behave towards a person and how we can expect them to behave towards us. It would of course be fairer to suspend judgement, but few of us manage this in practise”. (Petty G 2009)
It has been proven (Petty G: 2009) that students’ that don’t look interested in studies or that have a “don’t care attitude” are more likely to do worse on their course that those that appear bright and willing to learn. This is partly due to our “first impressions” leading to the student being taught differently even though this may be subconscious. This is when it is important in your role as teacher to be the needs identifier and try to teach to the needs of the students’ as individuals and not to teach to the needs of the class as a whole when designing the learning and implementing it. Every student is an individual that has their own preferred learning styles one of the most common and widely used categorizations of the various types of learning styles
Bibliography: Petty, G (2009) Teaching Today 4th Edn Nelson Thorne http://en.wikipedia.org /wiki/learning_styles.com Guideline on Evidence to Keep for Record Keeping and Assessment, retrieved 24th October, 2012 from www.highlandschools-virtualib.org.uk/pr policies/docs/Learning.