Responsibilities And Relationships In Lifelong Learning

Roles, Responsibilities and Relationships in Lifelong Learning.
The aim of this assignment is to enable me to understand the roles and responsibilities of a Teacher in lifelong learning, as well as the relationship between different professionals in lifelong learning. The focus of this will also be the responsibility of maintaining a safe, supportive and inclusive environment for students.
Task 1
Key aspects of legislation, regulatory requirements and codes of practice relating to my own role and responsibilities as a teacher
After I achieve the PTLLS qualification, I am planning to work in a role as teacher of Level 2 Literacy at a college in Hampshire. There is a range of legislation linking to equality and diversity, health and safety,
We are all different from one another although this may still seen by some as a reason for denying others access to certain positions because of their apparent inability to function like healthy employees. I regularly ensure that all the students in my class are able to take responsibility for classroom equipment and resources and that they all have the opportunity to answer questions in a Q & A session. At the end of lessons, students write on a piece of paper what they did not understand and I explain it the following lesson, so they all have an equal opportunity to learn. Discrimination can be unintentional, such as not asking a student a question because we are sure they will not know the answer. But they must be given the chance to contribute so differentiated questioning is very important e.g. not-too-difficult questions for the less able and more challenging ones for the more able students. Students with learning difficulties are provided with Additional Learning Support (ALS) so that they have a better chance of passing assignments and those who experience problems in their relationships with other students are able to access Student Support, counsellors who they can talk to. Specialist agencies for alcohol and drug-related issues work closely with the college and are able to visit at short notice if necessary:
Students have different levels of understanding and varied learning needs. For example, some may understand concepts and learn faster than others whilst some students may process information more slowly. this will affect progress if we cannot differentiate between these needs. All students bring different experiences and background to the classroom and I think it is important to respect this by allowing students to bring their experiences into lessons if they are relevant to the subject being taught. For example, a geography lesson could be made more realistic if students were asked to describe their holiday destination to the class. there is also the problem of a negative learning experience, where a student might expect the experience to be repeated. they therefore need reassurance from me, the teacher. Visual or auditory impairment must be addressed by adapting seating, lighting and media resources to the advantage of the student in question. For example, partially sight and hearing impaired students should be able to sit near the front of the class and spaces and access should be adjusted for those with physical disabilities. With regard to language barriers, two of my students next year will be native Polish speakers and so I will be responsible for providing them with ‘Google translate’ instructions in