Roles, Responsibilities And Conflicts In Lifelong Learning

PTLLS
UNIT 008 ROLES, RESPONSIBILITIES AND RELATIONSHIPS IN LIFELONG LEARNING

1. Understand own role and responsibilities in lifelong learning
1.1
Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.

Important to define the terms prior to listing the entities which may impact on my work:
Legislative requirement: A duty to act according to the law as defined in an Act of Parliament and usually enforceable through the courts.
Code of Practice: A set of rules outlining how a person in a particular profession or situation is expected to behave.
Statutory Code of Practice: A Code of Practice approved by Parliament and admissible as evidence in any legal
Understand the relationships between teachers and other professionals in lifelong learning
2.1
Analyse the boundaries between the teaching role and other professional roles

There are three areas on which I intend to focus. First the teachers time is limited it therefore may be appropriate to refer a student to another professional, for example if the students wishes to discuss their career ideas, although I would feel comfortable doing this I may not have the time. I would therefore signpost them to a career expert.

Secondly the teacher may not have a particular expertise and teachers should be respectful of the abilities of other professionals. For example if my computer projector broke down I would ask a technician to repair it. They would have both the expertise and health and safety knowledge to complete the task.

Thirdly within the busy life of a classroom it is not always possible to meet the specific needs of the learner whether this is in respect of key skills, language barriers or personal problems. In any of the incidents it would be appropriate for me to refer them to another professional.

The key is always to support the learning of the learner.

2.2
Review points of referral to meet the needs of
You should link your reflections to reading, principles, theories and professional values as relevant.

Analysis of challenges that I faced in unit / task:
Jo was a reluctant learner. He was studying for a level 2 modern apprenticeship in bricklaying. He enjoyed working outdoors and gained a lot of satisfaction from his job. However he hated day release at College, firstly because he didn’t want to do key skills or be indoors

How I dealt with this, and why I took this approach:
My role was to help him with his key skills. My approach was always to reassure and praise Jo during his studies and produce work which always related to his job and interests: most sports and in particular football. Initially I convinced Jo the initial assessment was a quiz which would help him get the support he needed to become a fantastic bricklayer. We then negotiated his ILP I ensured his goals were bite sized and achievable and he could quickly recognise how he was progressing. We arranged regular tutorials during which time I got to know Jo well and supported him to gain his qualification. I had referred Jo to learning support whether he excelled because he was not in a school environment – used ICT to help him with his numeracy and literacy, both subjects were relevant to his job and Jo could see and understand why he need to able to read plans, labels and calculate