in terms of teaching/training cycle. What is the teaching/training cycle? How is it relevant to what teachers do? What are teachers’ responsibilities to their learners? I.e. keeping up to date in subject area‚ awareness of codes of conduct‚ preparing sessions‚ keep records etc. An awareness of how not doing this might affect your learners What is a teacher role? What are teachers’ contractual obligations? Understanding of IFL’s code of practice What are boundaries of what teachers can do and
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enable learners to understand the meaning of SMART goals and how they can use them to set their own goals |Timing |Session Title and Learning Outcome |Required Resources and Activities |Teacher Activities | |Assessment | | |The learner will: | | |Learner Activities
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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
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University ACTIVE AND REFLECTIVE LEARNERS * Active learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first. * "Let’s try it out and see how it works" is an active learner’s phrase; "Let’s think it through first" is the reflective learner’s response. * Active learners tend to like group work more than reflective learners‚ who prefer working alone
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of problems. To this end‚ we make an impassioned appeal to you‚ to please grant us the permission to make this dream that we have for our learners‚ a reality. Thanking you in advance for your understanding and support in this matter. Yours in quality educational services and in the fight in pushing back the frontiers of poverty and bringing smiles to learners in making precious memories. _____________________ ____________________ ___________________ Mrs. T. Rajack
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and learning in lifelong learning. 3.2 – Explain how to establish ground rules with learners to promote respect to others Ground rules are a set of rules‚ which are used to give all learners an equal chance of learning. Ground rules should help to support against disruption‚ it allows everyone to participate and encourage respect for each other’s contributions. As identified by Gravells (2008)‚ learners like to know the limitations within which they are expected to work. Different methods
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time‚ space and resources to provide an environment which is appropriate to the learners and conducive to learning. Your Map To reach your target‚ do the following tasks: Your Tools 1. As you observed the class‚ look into the characteristics of the learners. Note their ages. - As I observed the class are noisy but they are very active in different activities in the class. There are learners also are so frisky because even though class hours‚ they roam around. Their ages
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work of the named learner. Hence any submission not carrying this cover sheet will not be verified. Centre name Awbery Management Centre Ltd Centre number R25024 Learner name John Patrick Leonard Grew Learner registration number JKC3876 Unit(s) covered in this submission Unit: 8600-310 Understanding how to motivate to improve performance Date submitted 24th April 2015 Statement of confirmation of authenticity By the act of making this submission‚ the learner certifies that this
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late • Listening to iPoD • Persistent talking • Throwing objects • Derogatory remarks • Withdrawn attitude of a few The most disruptive of these‚ selected for analysis‚ was the derogatory behaviour of a specific group of learners who arrived late‚ kept talking loudly among themselves and when questioned became derogatory. They also displayed domineering characteristics. The fact that this was an afternoon session was not helping either. The only option in the first couple
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Appeals against assessment decisions It is the intention of XXX that the assessment process will be transparent fair and just for all learners. All learners have the right to appeal against any assessment decision. Any learner may appeal against an assessment decision if they feel: * Unfairly treated * The assessment decision to be wrong or invalid * The assessment process to be unfair or wrongly carried out * The assessment or teaching methods to be inappropriate * The
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