Understand The Role And Responsibilities Of A Teacher In Lifelong Learning
Understand the role and responsibilities of a teacher in the lifelong learning
Level 4
Evaluate your own teaching / training role; evaluate your responsibilities and limits. Analyse how you work within professional boundaries and how you might work with other professionals who support learners.
1.1 Evaluating training role
As a ramp operations trainer, I have to train different training members of Airline Services Limited (ASL) staff on doing different jobs within the business. The training I deliver extends from assisting in delivering initial induction training courses, to delivering training courses to experienced staff. The training I am currently involved in stems from annual fire training, to operating different vehicles and equipment and at times I have to conduct specific on the job training. The training I deliver involves a number of different roles, such as the designing and implementing of a training programme, monitoring the progression of learners and having a duty of care. Some of the …show more content…
responsibilities I have to adhere to as a trainer are: to maintain a professional persona at all times and to provide a safe working environment for learners. As a trainer it is important for me to build professional relationships, these relationships are with the students, internal external staff. It is important to gain both internal and external professional relationships, to increase the confidence within your students or external parties; in our case this includes airlines.
As a trainer I am required to set boundaries and will have to ensure that the students are sticking to these. Boundaries are usually a set of rules and regulations, which have been pre-determined by the tutor, these boundaries will have to link in with the company procedures. An example of this would be no mobile phones are to be used while on a training course, or students are required to wear the correct personal protective equipment (PPE). Other than setting boundaries that link into company procedures, the trainer needs to take into consideration any legal issues that might arise, an example of this is the health and safety at work act 1974 (http://www.hse.gov.uk/legislation/hswa.htm). The advantage of the tutor setting boundaries is the amount of control the tutor will have over the students. When carrying out my current role as a ramp operations trainer, it is imperative that I adhere to the following roles when planning or running training sessions, these include planning and preparing classes, ensuring a safe learning environment and learning and assessing the impact of learning.
Most of our training is done in house and as a trainer I need to make sure that the training being delivered adheres to customer’s standards (such as Thomson, Thomas Cook, Monarch).
Other agencies that we need to work alongside include; the department for Transport (DFT) (https://www.gov.uk/government/organisations/department-for-transport) the DFT provide all of our staff with airside passes, in order to obtain an airside pass you need ‘To get a permanent pass the applicant must provide referees for their employment during the last five years, a personal referee. They must undertake a criminal record check at basic disclosure level and this certificate, when presented to us, must have been issued in the last 10 weeks.’(http://www.gatwickairport.com/idcentre/pass-regulation/permanent-passes/. Other agencies that we deal with include; any external course management teams, which will include external courses (included the PTLLS course) and our HR
department.
1.2 Review of records
As a trainer the first record I will need to make is a note of anyone attending the course. This is important because if there was a fire, I would need to pass the names of the trainees to a fire marshal or a fireman.
All of our training courses will require a small quiz or test (please see attached specific rig training course quiz) of any session; this is in order to check the learners knowledge, if there is a problem or a cause for concern with the answers the learner has given, then as a trainer it is my responsibility to ensure that I am revisiting and retraining in these areas, if the student has not reached that level of knowledge they will not be signed off until a satisfactory level of learning has taken place. An advantage to using a quiz at the end of each session is for me as a teacher it will let me know how relevant the training course is and I will be able to determine if the course is too easy (if everyone is getting 100%) or if a more detailed level of teaching needs to be delivered.
Every time a student has passed a course, the student has to complete a course sign off sheet; this lets me know they are happy with the training they have received. Every course sign off is then loaded onto our company database and it will allow managers, supervisors and team leaders what work they are able to carry out.
After I have completed a course I have to write a course report. This includes; who has attended the course, the content of the session and the training environment. At the bottom of each course report there is a section for my thoughts about how individuals performed, how the training went and any improvements that could be made to the content of the course.
1.3 Analysis of legislation
Health and Safety at Work 1974
The Health and Safety at Work Act 1974 , also referred to as HSWA, HSW Act or HASAWA, is the primary piece of legislation covering occupational health and safety in Great Britain. The Health and Safety Executive with local authorities (and other enforcing authorities) is responsible for enforcing the Act and a number of other Acts and Statutory Instruments relevant to the working environment. http://www.hse.gov.uk/legislation/hswa.htm As a trainer it is my responsibility to make sure I am training within the company procedures and that the company procedures adhere to the health and safety at work act which will allow trainees to work in a safe working environment. To put our procedures in line with the health and safety at work act legislation, the company produce risk assessments.
The Data Protection Act (1998)
“An Act to make new provision for the regulation of the processing of information relating to individuals, including the obtaining, holding, use or disclosure of such information.” http://www.legislation.gov.uk/ukpga/1998/29 The Data Protection Act requires every organisation that holds any data on individuals, for more than two months, to register as data users. This way it restricts the sharing of data and restricts who can access that data file. Caution should be taken when holding records associated with learners, staff or external companies. In essence you should never reveal personal or sensitive information to anyone.
(Wilson 2008, p20)
As a trainer, there are certain times when I will have access to somebodies personal information, such as a telephone number or address. In order for me to access this information I have to go through my HR department. As a trainer there are times when I need these contact details in case of a change to the arrangements or if I need some pre course information from the student. It is my responsibility to make sure that this data is kept secured.
Civil Aviation Act 2012
“An Act to make provision about the regulation of operators of dominant airports; to confer functions on the Civil Aviation Authority under competition legislation in relation to services provided at airports; to make provision about aviation security; to make provision about the regulation of provision of flight accommodation; to make further provision about the Civil Aviation Authority’s membership, administration and functions in relation to enforcement, regulatory burdens and the provision of information relating to aviation; and for connected purposes.”
[19th December 2012 http://www.legislation.gov.uk/ukpga/2012/19/enacted The Civil Aviation legislate parts of our business which include manufacturing, aircraft component repair and fitting of soft furnishings, such as carpets.
The Equality Act 2010
The Equality Act is designed to protect people against any form of discrimination; this will ensure that no learner is excluded ether on purpose or by accident from any form of learning activities. The following are the characteristics of the Equality Act: ‘Age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, sexual orientation.
(information taken from http://www.legislation.gov.uk/ukpga/2010/15/introduction)
1.4 Review of Equality and Diversity
When delivering a training session it is imperative that I comply with the Equality Act 2010 and our own organisational values. For me as a trainer this means I have to ensure that the language I use is appropriate, the handouts I deliver are free from bias and any inappropriate comments from students (ether advertently or inadvertently), are removed from the training session (this could be by expulsion). It is important as a trainer be as inclusive as possible and offer a range of different learning variety’s, this is because people learn in different ways. Taking this into consideration it is important as a trainer to adopt the VARK method. VARK stands for Visual, Aural / Auditory, Read / write and Kinesthetic. As a trainer it is always a good idea to include as many different teaching styles as possible when planning a training session as this will allow learners to engage in different styles of learning and meet different learner needs. Visual learners benefit from videos, demonstrations and handouts, auditory learners are more receptive when listening to teaching talks, recorded material or answering oral questioning, kinesthetic learners have a tendency to learn while doing, try to include practical activities, work sheets and group discussions to enhance their learning. If these three learning methods can be met when planning a training session, as well as including some learner led reading or writing, the results in the long run will be a lot more successful than only incorporating one style of learning, such as a power point presentation.
(Wilson 2008, p78)
Our own organisational values state “This Company is committed to providing equal opportunities in employment and to avoiding unlawful discrimination against employees and customers.”
Key Principles
Direct discrimination is defined as treating someone less favourably than another in comparable circumstances for a prohibited reason. Indirect discrimination is where everyone is treated in the same way but the treatment adversely affects one group more than another and cannot be objectively justified
It is unlawful to discriminate directly or indirectly in recruitment or employment, because of this the organisation lays out some principles listed below:
sex gender reassignment (change of gender from male to female or female to male) pregnancy colour race nationality ethnic or national origins sexual orientation (sexual preference) religion or belief because someone is married or is a civil partner. disability or to fail to make reasonable adjustments to overcome barriers to employment caused by disability
Age.
Discrimination after employment may also be unlawful, e.g. in refusing to give a reference or in the form of reference given.
\\shrfile\Procedures\Personnel (HR)\Employment Policy
1.5 Promoting and maintaining a safe and secure learning environment
It is important that throughout any training session there is a safe and secure learning environment. Before a training course, it is imperative that the student knows what the health and safety requirements for the course are (for example the correct personal protection equipment). Once a training course has started it is important to let the trainees know; what to do in case of hearing the fire alarm, where the toilets are located and if the use of mobile phones are allowed or is prohibited.
At the start of a training session it is important for me to give a brief introduction about the course content and allows the learners to get a feel for the course and mentally establish themselves within the group. It is a good idea when giving the introduction to set any boundaries or ground rules, this will help the trainer gain control from the start of the session.
As the training I deliver can be vast, it is important that I make sure the learning environment is physically safe from any dangerous obstructions. Other than protecting learners from any physical damage, it is crucial that I gain trust from the learners and build relationships as soon as possible.
A good way of being able to check if you are achieving a secure working environment would be to use Maslow’s hierarchy of needs (1954). This is a pyramid with different sections (see below) and you can only grow as a person once that section has been met.
“Abraham Maslow believed that these needs are similar to instincts and play a major role in motivating behavior. Physiological, security, social, and esteem needs are deficiency needs (also known as D-needs), meaning that these needs arise due to deprivation. Satisfying these lower-level needs is important in order to avoid unpleasant feelings or consequences.”
http://psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds.htm 05/07/2013
http://commons.wikimedia.org/wiki/File:Maslow 's_hierarchy_of_needs.png 05/07/2013
Bibliography:
Wilson, L (2008) Practical Teaching, a guide to PTLLS AND CLTTS. Andover: Cengage
\\shrfile\Procedures\Personnel (HR)\Employment Policy - (Airline Services Equal Opportunities and Dignity at Work Policy) - 05/07/13
Web references http://www.hse.gov.uk/legislation/hswa.htm Accessed 26/06/2013 https://www.gov.uk/government/organisations/department-for-transport - Accessed 26/06/2013 (Department For Transport) http://www.gatwickairport.com/idcentre/pass-regulation/permanent-passes/ - Accessed 26/06/2013 (Gatwick Airport Limited) http://www.hse.gov.uk/legislation/hswa.htm - Accessed 03/07/2013 (Health and safety at work) http://www.legislation.gov.uk/ukpga/1998/29- Accessed 03/07/2013 (Data protection act) http://www.legislation.gov.uk/ukpga/2012/19/enacted Accessed 05/07/2013 (CAA act) http://www.legislation.gov.uk/ukpga/2010/15/introduction Accessed 05/07/2013 (Equality act)
http://psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds.htm Accessed 05/07/2013 (psychology about) http://commons.wikimedia.org/wiki/File:Maslow 's_hierarchy_of_needs.png Accessed 05/07/2013 (Commons Wikimedia)
Level 4
Evaluate your own teaching / training role; evaluate your responsibilities and limits. Analyse how you work within professional boundaries and how you might work with other professionals who support learners.
1.1 Evaluating training role
As a ramp operations trainer, I have to train different training members of Airline Services Limited (ASL) staff on doing different jobs within the business. The training I deliver extends from assisting in delivering initial induction training courses, to delivering training courses to experienced staff. The training I am currently involved in stems from annual fire training, to operating different vehicles and equipment and at times I have to conduct specific on the job training. The training I deliver involves a number of different roles, such as the designing and implementing of a training programme, monitoring the progression of learners and having a duty of care. Some of the …show more content…
responsibilities I have to adhere to as a trainer are: to maintain a professional persona at all times and to provide a safe working environment for learners. As a trainer it is important for me to build professional relationships, these relationships are with the students, internal external staff. It is important to gain both internal and external professional relationships, to increase the confidence within your students or external parties; in our case this includes airlines.
As a trainer I am required to set boundaries and will have to ensure that the students are sticking to these. Boundaries are usually a set of rules and regulations, which have been pre-determined by the tutor, these boundaries will have to link in with the company procedures. An example of this would be no mobile phones are to be used while on a training course, or students are required to wear the correct personal protective equipment (PPE). Other than setting boundaries that link into company procedures, the trainer needs to take into consideration any legal issues that might arise, an example of this is the health and safety at work act 1974 (http://www.hse.gov.uk/legislation/hswa.htm). The advantage of the tutor setting boundaries is the amount of control the tutor will have over the students. When carrying out my current role as a ramp operations trainer, it is imperative that I adhere to the following roles when planning or running training sessions, these include planning and preparing classes, ensuring a safe learning environment and learning and assessing the impact of learning.
Most of our training is done in house and as a trainer I need to make sure that the training being delivered adheres to customer’s standards (such as Thomson, Thomas Cook, Monarch).
Other agencies that we need to work alongside include; the department for Transport (DFT) (https://www.gov.uk/government/organisations/department-for-transport) the DFT provide all of our staff with airside passes, in order to obtain an airside pass you need ‘To get a permanent pass the applicant must provide referees for their employment during the last five years, a personal referee. They must undertake a criminal record check at basic disclosure level and this certificate, when presented to us, must have been issued in the last 10 weeks.’(http://www.gatwickairport.com/idcentre/pass-regulation/permanent-passes/. Other agencies that we deal with include; any external course management teams, which will include external courses (included the PTLLS course) and our HR
department.
1.2 Review of records
As a trainer the first record I will need to make is a note of anyone attending the course. This is important because if there was a fire, I would need to pass the names of the trainees to a fire marshal or a fireman.
All of our training courses will require a small quiz or test (please see attached specific rig training course quiz) of any session; this is in order to check the learners knowledge, if there is a problem or a cause for concern with the answers the learner has given, then as a trainer it is my responsibility to ensure that I am revisiting and retraining in these areas, if the student has not reached that level of knowledge they will not be signed off until a satisfactory level of learning has taken place. An advantage to using a quiz at the end of each session is for me as a teacher it will let me know how relevant the training course is and I will be able to determine if the course is too easy (if everyone is getting 100%) or if a more detailed level of teaching needs to be delivered.
Every time a student has passed a course, the student has to complete a course sign off sheet; this lets me know they are happy with the training they have received. Every course sign off is then loaded onto our company database and it will allow managers, supervisors and team leaders what work they are able to carry out.
After I have completed a course I have to write a course report. This includes; who has attended the course, the content of the session and the training environment. At the bottom of each course report there is a section for my thoughts about how individuals performed, how the training went and any improvements that could be made to the content of the course.
1.3 Analysis of legislation
Health and Safety at Work 1974
The Health and Safety at Work Act 1974 , also referred to as HSWA, HSW Act or HASAWA, is the primary piece of legislation covering occupational health and safety in Great Britain. The Health and Safety Executive with local authorities (and other enforcing authorities) is responsible for enforcing the Act and a number of other Acts and Statutory Instruments relevant to the working environment. http://www.hse.gov.uk/legislation/hswa.htm As a trainer it is my responsibility to make sure I am training within the company procedures and that the company procedures adhere to the health and safety at work act which will allow trainees to work in a safe working environment. To put our procedures in line with the health and safety at work act legislation, the company produce risk assessments.
The Data Protection Act (1998)
“An Act to make new provision for the regulation of the processing of information relating to individuals, including the obtaining, holding, use or disclosure of such information.” http://www.legislation.gov.uk/ukpga/1998/29 The Data Protection Act requires every organisation that holds any data on individuals, for more than two months, to register as data users. This way it restricts the sharing of data and restricts who can access that data file. Caution should be taken when holding records associated with learners, staff or external companies. In essence you should never reveal personal or sensitive information to anyone.
(Wilson 2008, p20)
As a trainer, there are certain times when I will have access to somebodies personal information, such as a telephone number or address. In order for me to access this information I have to go through my HR department. As a trainer there are times when I need these contact details in case of a change to the arrangements or if I need some pre course information from the student. It is my responsibility to make sure that this data is kept secured.
Civil Aviation Act 2012
“An Act to make provision about the regulation of operators of dominant airports; to confer functions on the Civil Aviation Authority under competition legislation in relation to services provided at airports; to make provision about aviation security; to make provision about the regulation of provision of flight accommodation; to make further provision about the Civil Aviation Authority’s membership, administration and functions in relation to enforcement, regulatory burdens and the provision of information relating to aviation; and for connected purposes.”
[19th December 2012 http://www.legislation.gov.uk/ukpga/2012/19/enacted The Civil Aviation legislate parts of our business which include manufacturing, aircraft component repair and fitting of soft furnishings, such as carpets.
The Equality Act 2010
The Equality Act is designed to protect people against any form of discrimination; this will ensure that no learner is excluded ether on purpose or by accident from any form of learning activities. The following are the characteristics of the Equality Act: ‘Age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, sexual orientation.
(information taken from http://www.legislation.gov.uk/ukpga/2010/15/introduction)
1.4 Review of Equality and Diversity
When delivering a training session it is imperative that I comply with the Equality Act 2010 and our own organisational values. For me as a trainer this means I have to ensure that the language I use is appropriate, the handouts I deliver are free from bias and any inappropriate comments from students (ether advertently or inadvertently), are removed from the training session (this could be by expulsion). It is important as a trainer be as inclusive as possible and offer a range of different learning variety’s, this is because people learn in different ways. Taking this into consideration it is important as a trainer to adopt the VARK method. VARK stands for Visual, Aural / Auditory, Read / write and Kinesthetic. As a trainer it is always a good idea to include as many different teaching styles as possible when planning a training session as this will allow learners to engage in different styles of learning and meet different learner needs. Visual learners benefit from videos, demonstrations and handouts, auditory learners are more receptive when listening to teaching talks, recorded material or answering oral questioning, kinesthetic learners have a tendency to learn while doing, try to include practical activities, work sheets and group discussions to enhance their learning. If these three learning methods can be met when planning a training session, as well as including some learner led reading or writing, the results in the long run will be a lot more successful than only incorporating one style of learning, such as a power point presentation.
(Wilson 2008, p78)
Our own organisational values state “This Company is committed to providing equal opportunities in employment and to avoiding unlawful discrimination against employees and customers.”
Key Principles
Direct discrimination is defined as treating someone less favourably than another in comparable circumstances for a prohibited reason. Indirect discrimination is where everyone is treated in the same way but the treatment adversely affects one group more than another and cannot be objectively justified
It is unlawful to discriminate directly or indirectly in recruitment or employment, because of this the organisation lays out some principles listed below:
sex gender reassignment (change of gender from male to female or female to male) pregnancy colour race nationality ethnic or national origins sexual orientation (sexual preference) religion or belief because someone is married or is a civil partner. disability or to fail to make reasonable adjustments to overcome barriers to employment caused by disability
Age.
Discrimination after employment may also be unlawful, e.g. in refusing to give a reference or in the form of reference given.
\\shrfile\Procedures\Personnel (HR)\Employment Policy
1.5 Promoting and maintaining a safe and secure learning environment
It is important that throughout any training session there is a safe and secure learning environment. Before a training course, it is imperative that the student knows what the health and safety requirements for the course are (for example the correct personal protection equipment). Once a training course has started it is important to let the trainees know; what to do in case of hearing the fire alarm, where the toilets are located and if the use of mobile phones are allowed or is prohibited.
At the start of a training session it is important for me to give a brief introduction about the course content and allows the learners to get a feel for the course and mentally establish themselves within the group. It is a good idea when giving the introduction to set any boundaries or ground rules, this will help the trainer gain control from the start of the session.
As the training I deliver can be vast, it is important that I make sure the learning environment is physically safe from any dangerous obstructions. Other than protecting learners from any physical damage, it is crucial that I gain trust from the learners and build relationships as soon as possible.
A good way of being able to check if you are achieving a secure working environment would be to use Maslow’s hierarchy of needs (1954). This is a pyramid with different sections (see below) and you can only grow as a person once that section has been met.
“Abraham Maslow believed that these needs are similar to instincts and play a major role in motivating behavior. Physiological, security, social, and esteem needs are deficiency needs (also known as D-needs), meaning that these needs arise due to deprivation. Satisfying these lower-level needs is important in order to avoid unpleasant feelings or consequences.”
http://psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds.htm 05/07/2013
http://commons.wikimedia.org/wiki/File:Maslow 's_hierarchy_of_needs.png 05/07/2013
Bibliography:
Wilson, L (2008) Practical Teaching, a guide to PTLLS AND CLTTS. Andover: Cengage
\\shrfile\Procedures\Personnel (HR)\Employment Policy - (Airline Services Equal Opportunities and Dignity at Work Policy) - 05/07/13
Web references http://www.hse.gov.uk/legislation/hswa.htm Accessed 26/06/2013 https://www.gov.uk/government/organisations/department-for-transport - Accessed 26/06/2013 (Department For Transport) http://www.gatwickairport.com/idcentre/pass-regulation/permanent-passes/ - Accessed 26/06/2013 (Gatwick Airport Limited) http://www.hse.gov.uk/legislation/hswa.htm - Accessed 03/07/2013 (Health and safety at work) http://www.legislation.gov.uk/ukpga/1998/29- Accessed 03/07/2013 (Data protection act) http://www.legislation.gov.uk/ukpga/2012/19/enacted Accessed 05/07/2013 (CAA act) http://www.legislation.gov.uk/ukpga/2010/15/introduction Accessed 05/07/2013 (Equality act)
http://psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds.htm Accessed 05/07/2013 (psychology about) http://commons.wikimedia.org/wiki/File:Maslow 's_hierarchy_of_needs.png Accessed 05/07/2013 (Commons Wikimedia)