Understanding of own responsabilities for maintaining a safe and supportive learning enviroment
Unit 2: Task 4 & Unit 3: Task 3.
1. Before the session starts I will carry out a risk assessment (check for hazards and risks) and make sure the room is safe for learners to be in, I will make sure there are no trailing wires and make sure the tables are set out in a way that is easy to access to prevent trips or falls.
I will make sure that the room is at a nice temperature as this can affect the learners concentration if the room is too hot or cold, The room will be well ventilated as if the room is too stuffy, this may also affect the learning.
Resources will be ready in packs in the order that I will hand them out, this will keep the session running smoothly as organisation is key.
Any groups that may have formed will be split so that that can interact with other learners, this will make sure no one is left out or feels alone, activities to promote this will also play a part In sessions as this encourages cohesion which then helps the group connect with each other, learners will learn more if they feel relaxed around peers. Regular breaks will give the learners time to refresh their mind but also socialise as well, refreshments will be at hand to replenish sugar and energy.
When a learner is giving their answer/point of view, constructive feedback will be given, always ending the feedback with a positive so that the learner feels a sense of achievement, if a learner is given only poor feedback the this could result in the learner not partaking in sessions anymore, they may feel humiliated and stop coming to sessions.
A way to give good feedback could be to ask learners to lead the feedback and peer assess each other’s answers while the teacher joins in but does not necessary take lead, this will again encourage cohesion.
If it is identified that a learner is not learning what they want to and becomes disruptive for which ever reason, that learner may be sign posted to another training provider to see if they offer a course the learner may be
1. Before the session starts I will carry out a risk assessment (check for hazards and risks) and make sure the room is safe for learners to be in, I will make sure there are no trailing wires and make sure the tables are set out in a way that is easy to access to prevent trips or falls.
I will make sure that the room is at a nice temperature as this can affect the learners concentration if the room is too hot or cold, The room will be well ventilated as if the room is too stuffy, this may also affect the learning.
Resources will be ready in packs in the order that I will hand them out, this will keep the session running smoothly as organisation is key.
Any groups that may have formed will be split so that that can interact with other learners, this will make sure no one is left out or feels alone, activities to promote this will also play a part In sessions as this encourages cohesion which then helps the group connect with each other, learners will learn more if they feel relaxed around peers. Regular breaks will give the learners time to refresh their mind but also socialise as well, refreshments will be at hand to replenish sugar and energy.
When a learner is giving their answer/point of view, constructive feedback will be given, always ending the feedback with a positive so that the learner feels a sense of achievement, if a learner is given only poor feedback the this could result in the learner not partaking in sessions anymore, they may feel humiliated and stop coming to sessions.
A way to give good feedback could be to ask learners to lead the feedback and peer assess each other’s answers while the teacher joins in but does not necessary take lead, this will again encourage cohesion.
If it is identified that a learner is not learning what they want to and becomes disruptive for which ever reason, that learner may be sign posted to another training provider to see if they offer a course the learner may be