BSBLED501A Develop a Workplace Learning Environment – Task 1 Learning at Work Questionnaire Name Position What led you to your current position in this organisation? What tasks do you perform regularly in your role? How did you develop the skills required for your current position? (Mentoring/On the job training/Manuals etc) What resources to you rely on to complete these tasks? (Computers/Phones/Tools/People) Do you experience any recurring problems/issues when using these resources to complete
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schools‚ and the schools have to follow the national curriculum. As the local government control the schools‚ the school grounds can be used for outside actives as it brings in more funding for the school‚ this is sometimes called private money used to maintain the school. 2.1 2.2 describe the roles of external professionals who may work with schools e.g education psychologist. Educational
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PEOPLE3.6 PROMOTE EQUALITY AND DIVERSITY AND INCLUSION IN WORK WITH CHILDREN AND YOUNG. 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. The main legislation relating to equality‚ diversity and inclusion are‚ The sex discrimination Act 1975 made it unlawful to discriminate against people on the grounds of their sex. The race relations amendments Act 2005 made it illegal to treat any person less favorably than others because
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THE HUMAN DIMENSION OF PRODUCTIVE LEARNING ENVIRONMENT Teachers are essential to creating productive learning environments; they set emotional tone in the classroom‚ creating either an inviting or a threatening environment. They design learning experiences that can engage‚ ignore‚ or even distance students. They interact with students during instruction in ways that motivate‚ interest‚ or possibly bore them. Think about some the teachers you’ve had. What comes to mind? If you’re typical‚ the first
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student learning environment consists of all the conditions and forces within an educational setting that impact learning. Shuell2 visualized the student learning environment as a rich psychological soup comprised of cognitive‚ social‚ cultural‚ affective‚ emotional‚ motivational and curricular factors‚ in which teachers and students work together toward learning. Without the correct environmental ingredients‚ it is very difficult to achieve a satisfactory learning product. Student learning at the
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Assessment 1 TDA 3.1 Communication and professional relationships with children‚ young people and adults. Area1- Principles Effective communication When working in an enviroment where children‚ young people or adults are in question‚ it is important that effective communication is modelled so that a positive and healthy relationship between the staff members/ teachers and the pupil or parent is formed. Building a positive relationship not only requires one to approach other people in a polite
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MANAGING BEHAVIOURS IN THE LEARNING ENVIRONMENT TETA : 1029 TASK 1 Case Study IMPROVING STUDENT LEARNING BEHAVIOUR Case Brief The case I would like to address in this assignment is based on one of my 2009/2010 NC classes in the afternoon. Despite the initial group discussion on expected behaviour‚ this group was demonstrating a whole host of disruptive behaviours. This group also included a special needs student‚ who was being supported by a Learning Support Assistant‚ whom I assumed had
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Literature search‚ review methodology and results The search methodology comprised two components. The first‚ and primary‚ component was an electronic bibliographic database and website search. The second‚ supplementary‚ component was through personal com- munication with experts in trade in health services‚ to establish whether any work had been missed in the electronic search‚ or there was important work in progress. Both of these components are outlined briefly below. Electronic bibliographic
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the teacher’s role. From an ‘internal’ sense accurate records that are taken throughout a course enable the teacher and learner to continually assess the effectiveness of the teacher and learner relationship. Records indicate whether pupils are learning what they are being taught and their progression within the course. Records can tell you which learners need more help‚ and whether a teacher needs to refine any aspects of their teaching for individuals or groups of learners. ‘External’ parties
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Managing and responding to behaviours in a learning environment Use your experience of teaching as a source for describing a range of behaviours and analyse their impact on learners learning. The Education and Inspections Act 2006 brought in new clear-cut legal powers for schools and for those working within them when they are dealing with the behaviour and discipline of pupils. This includes promoting good behaviour and programmes of reward and recognition‚ as well as dealing effectively with
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