Unit 008 Personal Report
Evidence Record
Name of Candidate –
Candidate PIN – Evidence No:
Please indicate one or more of the following:
Assessment/Action Plan [ ] Observation [ ]
Written/Oral Q/Professional Discussion [ ] Witness Testimony [ ]
Candidate Statement/Personal Report [ ] Confidential product evidence [ ]
Product evidence cover sheet [X] Feedback [ ]
Notes
criteria covered
Unit 008 Roles, Responsibilities and Relationships in Lifelong Learning (level 4)
Evaluate your roles and responsibilities in relation to the teaching cycle. How do you make your delivery inclusive and maintain a safe learning environment? What are your boundaries in relation to your learners and when and how would you refer …show more content…
learners to other professionals?
In my opinion the teacher is a purveyor of information and trusted to be the source of all knowledge. The teacher is the one who is in control of passing of knowledge to students.
The role of a teacher will include all or some of the duties listed below
Evaluator
Subject leader
Curriculum developer
Peer reviewer
Manger of learning resources
Personal tutor
Assessor
Administrator
Information and advice giver
Liaison with external bodies
Record keeper
Verifier
There has been a dramatic change in traditional model of ‘chalk and talk’, to that of the modern approach of the teacher.
Reece and Walker believe that, “the modern teacher is facilitator: a person who assists students to learn for themselves” (Reece & Walker 2002).
As described by Gravells (2009) and Wilson (2009) the role of the teacher in the learning cycle is a constant ongoing process to impart knowledge.
As a teacher we should be punctual, behave and dress appropriately and abide by the Institute of Learners Professional Code.
Teacher should encourage all students to actively participate in the in the wider debate in the topic that is chosen.
Training Cycle
The initial teaching responsibility of a teacher is to identify the needs of the learners; teachers should assess the learners through initial and diagnostic assessment, which can be based on numeracy, literacy and ITC. This would enable the teacher to understand the needs of the individual learners. Based on the identified needs the teacher can plan the
course.
There could be a adult learner who might have not used a computer till now and these kind of learners would need extra support. In such cases the teacher can refer the learner for internal support from the organization.
While designing the course the teacher must make sure she captures the needs that are identified in the initial assessment. The course should be designed in such a way that it can incorporate different strategies to facilitate all the learners to actively participate. Different strategies can be group activities where the learners can discuss various topics, which can include sharing their experiences (positive or negative) and based on that make suggestions. This helps the learner to share his knowledge and gain some from others on their experience.
The teacher’s responsibility is to ensure that every one is treated equally with no partiality according to the Equality Act (2010) for those learners within the nine protected characteristics. (Race, Disability, Gender, Age, Sexual Orientation, Religion and Belief, Gender reassignment, Pregnancy and maternity and Marriage and civil partnerships).
“You need to be aware of key aspects of current legislation and codes of practice relevant to your subject and organization “(Ann Gravells, 2008, p19)
The Teachers role is to risk assess and create a safe learning environment and to establish open and trusted relationships with the learners. Depending on the learns learning style, teacher has to adopt different teaching methods, resources and materials, for example a visual learner would learn effectively through pictures and videos.
It would be the responsibility of the teacher to ensure that the learning environment is hazard free, according to the Health and Safety at Work Act (1974) and the European Regulations for Health and Safety.
Gravells, Petty and Wilson suggest having appropriate behavior in the class room by setting the ground rules with the learners at the start of the training. Teacher should encourage suggestion from the learners in setting up the ground rules; these rules can help building the relation between the learners by respecting each other.
Learners should be given proper induction, which includes precautions to be taken in case of fire and pointing to the fire exits, assembly point etc. in the beginning of the course and should also be given the names of the appropriate people who are in charge for the safeguarding procedures.
Teacher needs to carry out the required assessment during the training; this could be either by asking questions in between the sessions or by conducting tests. A final assessment should be carried out to understand the knowledge that the learner has gained from the training. It would be teacher’s responsibility to make sure that they keep record of the assessment work of the learner for the verification of the awarding body. Feedback and evaluation of the course content and teaching strategy would play a crucial part to understand where the things have gone well and where they have not. This would enable the teacher to accommodate necessary changes based on the feedback received from the evaluation forms filled in by the learners. For example during the time of Ramadan, there were requests to change the class timing to accommodate the prayer timings. Teacher should discuss the same with the management and the rest of the class and agree the timing and change the lesson plans accordingly.
As a teacher there are certain boundaries or limitations set, for example a teacher can support extra hours for the slow learners, but where as if the teacher finds out that if one of the learner has come with burses on the face, the teacher can only refer the situation to the safeguarding officer, as it would come under physical abuse and this is in line with the Children’s act (2004).
Word Count: 911
References
Gravells, Ann – Preparing to Teach in the Lifelong Learning Sector (2009)
Petty, Geoff – Learning Today (2009)
Wilson, Linda – Practical Teaching (2009) http://www.sagepub.com/upm-data/25416_02_Francis_Ch_01.pdf http://www.valonline.org.uk/sites/www.valonline.org.uk/files/additional-downloads/Sample-Induction-Booklet.pdf
1.3
1.4
2.1
2.2
2.3
1.2
1.1
1.3
1.1
3.2
3.1
1.1
1.2
2.2
1.1
Assessor Signature:
Date:
Candidate Signature:
Date:
IV Signature:
Date:
Name of Candidate –
Candidate PIN – Evidence No:
Please indicate one or more of the following:
Assessment/Action Plan [ ] Observation [ ]
Written/Oral Q/Professional Discussion [ ] Witness Testimony [ ]
Candidate Statement/Personal Report [ ] Confidential product evidence [ ]
Product evidence cover sheet [X] Feedback [ ]
Notes
criteria covered
Unit 008 Roles, Responsibilities and Relationships in Lifelong Learning (level 4)
Evaluate your roles and responsibilities in relation to the teaching cycle. How do you make your delivery inclusive and maintain a safe learning environment? What are your boundaries in relation to your learners and when and how would you refer …show more content…
learners to other professionals?
In my opinion the teacher is a purveyor of information and trusted to be the source of all knowledge. The teacher is the one who is in control of passing of knowledge to students.
The role of a teacher will include all or some of the duties listed below
Evaluator
Subject leader
Curriculum developer
Peer reviewer
Manger of learning resources
Personal tutor
Assessor
Administrator
Information and advice giver
Liaison with external bodies
Record keeper
Verifier
There has been a dramatic change in traditional model of ‘chalk and talk’, to that of the modern approach of the teacher.
Reece and Walker believe that, “the modern teacher is facilitator: a person who assists students to learn for themselves” (Reece & Walker 2002).
As described by Gravells (2009) and Wilson (2009) the role of the teacher in the learning cycle is a constant ongoing process to impart knowledge.
As a teacher we should be punctual, behave and dress appropriately and abide by the Institute of Learners Professional Code.
Teacher should encourage all students to actively participate in the in the wider debate in the topic that is chosen.
Training Cycle
The initial teaching responsibility of a teacher is to identify the needs of the learners; teachers should assess the learners through initial and diagnostic assessment, which can be based on numeracy, literacy and ITC. This would enable the teacher to understand the needs of the individual learners. Based on the identified needs the teacher can plan the
course.
There could be a adult learner who might have not used a computer till now and these kind of learners would need extra support. In such cases the teacher can refer the learner for internal support from the organization.
While designing the course the teacher must make sure she captures the needs that are identified in the initial assessment. The course should be designed in such a way that it can incorporate different strategies to facilitate all the learners to actively participate. Different strategies can be group activities where the learners can discuss various topics, which can include sharing their experiences (positive or negative) and based on that make suggestions. This helps the learner to share his knowledge and gain some from others on their experience.
The teacher’s responsibility is to ensure that every one is treated equally with no partiality according to the Equality Act (2010) for those learners within the nine protected characteristics. (Race, Disability, Gender, Age, Sexual Orientation, Religion and Belief, Gender reassignment, Pregnancy and maternity and Marriage and civil partnerships).
“You need to be aware of key aspects of current legislation and codes of practice relevant to your subject and organization “(Ann Gravells, 2008, p19)
The Teachers role is to risk assess and create a safe learning environment and to establish open and trusted relationships with the learners. Depending on the learns learning style, teacher has to adopt different teaching methods, resources and materials, for example a visual learner would learn effectively through pictures and videos.
It would be the responsibility of the teacher to ensure that the learning environment is hazard free, according to the Health and Safety at Work Act (1974) and the European Regulations for Health and Safety.
Gravells, Petty and Wilson suggest having appropriate behavior in the class room by setting the ground rules with the learners at the start of the training. Teacher should encourage suggestion from the learners in setting up the ground rules; these rules can help building the relation between the learners by respecting each other.
Learners should be given proper induction, which includes precautions to be taken in case of fire and pointing to the fire exits, assembly point etc. in the beginning of the course and should also be given the names of the appropriate people who are in charge for the safeguarding procedures.
Teacher needs to carry out the required assessment during the training; this could be either by asking questions in between the sessions or by conducting tests. A final assessment should be carried out to understand the knowledge that the learner has gained from the training. It would be teacher’s responsibility to make sure that they keep record of the assessment work of the learner for the verification of the awarding body. Feedback and evaluation of the course content and teaching strategy would play a crucial part to understand where the things have gone well and where they have not. This would enable the teacher to accommodate necessary changes based on the feedback received from the evaluation forms filled in by the learners. For example during the time of Ramadan, there were requests to change the class timing to accommodate the prayer timings. Teacher should discuss the same with the management and the rest of the class and agree the timing and change the lesson plans accordingly.
As a teacher there are certain boundaries or limitations set, for example a teacher can support extra hours for the slow learners, but where as if the teacher finds out that if one of the learner has come with burses on the face, the teacher can only refer the situation to the safeguarding officer, as it would come under physical abuse and this is in line with the Children’s act (2004).
Word Count: 911
References
Gravells, Ann – Preparing to Teach in the Lifelong Learning Sector (2009)
Petty, Geoff – Learning Today (2009)
Wilson, Linda – Practical Teaching (2009) http://www.sagepub.com/upm-data/25416_02_Francis_Ch_01.pdf http://www.valonline.org.uk/sites/www.valonline.org.uk/files/additional-downloads/Sample-Induction-Booklet.pdf
1.3
1.4
2.1
2.2
2.3
1.2
1.1
1.3
1.1
3.2
3.1
1.1
1.2
2.2
1.1
Assessor Signature:
Date:
Candidate Signature:
Date:
IV Signature:
Date: