Education And Trainin

1.1 Main Role and responsibilities as a teacher/trainer in education and training The main role of a teacher/trainer should be to teach in a way which engages learners and actively engage learning during every lesson irrespective of the environment. In my position as IT manager at Barnsley College there are roles and responsibilities that are set to facilitate personal and organisational goals the same can be said for teaching and learning. As a teacher/trainer I will need to be able to adapt my style of teaching by being a friend, counsellor, mentor to ensure that my learners are able to rely on me to meet their individual learning needs. To this end I have the role of assessor, most learners have different learning needs and it is my job to identify these needs as part of the teaching and learning cycle to ensure my students get the best experience of learning possible.

I will need to have the skills to promote equality and diversity and inclusion in the classroom. Initial assessments will help me to identify my learners needs which could include poor hand writing, poor reading skills, or any disability that is a barrier to the individuals learning need, A diagnostic test will be carried out to identify individual learner needs and if any further support is required this will then form the root of the individual learning plan. By doing the initial and diagnostic tests this will enable me as the trainer to understand how to apply the different assessment methods to meet the needs of the individual student which in turn may increase the motivation of the student and give me the confidence to deliver the training. Assessing the learners needs skills and knowledge will help to identify any areas that may need to be referred or where advice and guidance can be given to support learners to achieve.

Another area for me as teacher/trainer is to plan effective and inclusive learning programmes that promote the use of equality and diversity. I will plan to use different teaching methods and approiate activities which met the needs of the curriculum and also the needs of the learners. Different teaching methods could be group discussions, question and answer sessions or practical demonstrations. The approiate planning will be determined by the identified learner needs which in turn will point me to the approiate teaching methods to be used, this is an important aspect of training to ensure learners feel comfortable and are ready to learn. Training should always involve the student at the planning stage to ensure they are not surprised by the assessment criteria or they do not feel too overwhelmed if they are involved at the planning stage the student can make suggestions and choices which will not put them in a position of panic and will help them to achieve their goal.

I must as a trainer be able to offer a range of approaches and resources to meet the needs of an individual or a group of learners. It is my responsibility to develop and produce teaching and learning materials appropriate for a range of purposes and target audiences. Different learners have different levels of understanding and knowledge, and if I am to be successful in the delivery of the training then I will have to use different teaching methods, such as digital media, hand outs and practical demonstrations which must be approiate to the curriculum being delivered. These teaching methods will promote equality, diversity and inclusion and will have the potential for language, literacy, numeracy and information and communication technology for learners and will make it easier for those who understand visual, auditory learning. Some students learn better from watching and listening to a video than doing practical work whilst others prefer a more hands on approach.

As a teacher I am responsible and need to make sure that the learning environment to be used is safe and complies with the health and safety at work act and to make sure that the learner knows that they have a responsibility under the act to ensure a safe learning environment. As a teacher I am responsible for the evaluation of course work and all aspect of the learning process to gauge whether improvements can be made. Throughout the process I must make sure that the course is delivered with quality and professionalism and continually assess my own teaching style and course delivery. As a teacher I will need to evaluate the course and delivery throughout the course duration to enable continuous improvement of my teaching and the impact that it is having on my learner. Question 2

How my role will involve working with other professionals and what the boundaries are between the teaching role and other professional roles 3.1 How the teaching role involves working with other professionals When teaching the individual needs of the student may need to be passed on to another professional to facilitate learning if so this should be done in a professional manner and must treat the student with respect. It is important that the correct professional to deal with the individual learner needs is selected and understand the job role and how they can support me in the classroom. Examples of working with other professionals may include

Student support worker
Administrative staff to deal with paperwork and hand outs
Making sure the room is tidy open and free of hazards – caretaker Learning support assistant to help with learner needs
IT Services to make sure all IT equipment is fit for your course Estates to ensure room is at the correct temperature and clean for teaching Registry to ensure learners are enrolled on your course

Health and Safety officer to ensure safe delivery of your course Parents to help with behaviour or other issues affecting learning Safeguarding officers for badge and building access

When working with a professional it is important to set out each individual’s needs and objectives as well as the remit within which they are working with regard to providing support to the learner. This is so that there are no differences between the needs of the teacher and any other professional and that the learner remains supported as much as possible throughout the lifetime of the learning activity. In order to meet the needs of learners it is important that an initial assessment is carried out and that the level and abilities of the learner are identified. This assessment may reflect the fact that they require additional support for learning difficulties or because they require translation services from a professional as English may be an additional language for the student.

In the event that the student may benefit from internal or external support an appropriate referral may be made, when the referral has been made it is up to the relevant professional/trainer or support worker to complete their own assessment and meet with the student. I would work with the other professionals involved to ensure that relevant information is shared and that those responsible for different aspects of a learner’s support were aware of any issues that might affect them

3.2 Explain the Boundaries between the teaching role and other professional roles Professionalism requires us to maintain appropriate standards and fulfil our responsibilities to learners, institutions and colleagues (Francis and Gould, 2009:10). It is important that we set professional and personal boundaries which makes it clear what are roles as a trainer involves and the limits that that role may have.

Professional boundaries
Professional boundaries could include:

Lack of suitable equipment to deliver the training e.g. IT
students expectations of the course provided
Know what can be said and what cannot as part of your role as trainer lack of support from colleagues and lack of access to resources Deadlines and time restraints demands from students and managers unmotivated or reluctant students

These boundaries could have a negative effect on us as teachers as well as other professionals within the organisation. We therefore need to deal with these boundaries by referring to the Institute for Learning’s (IfL) Code of Practice (2008) which outlines the behaviors expected of teachers in the Lifelong Sector.

Personal boundaries

It is important not to give any preferential treatment to one or a group of learners and to treat everyone equally. Teachers should not give out personal information or get personally involved with a student e.g. Facebook Myspace or any other social network. As a trainer you should avoid at all costs touching students inappropriately or give preferential treatment to some students and not others.

It is our responsibility to identify areas outside of the professional boundaries of a teacher, either because of lack of necessary skills or expertise or because it is inappropriate for the teacher to deal with it. This is when external support from other professionals will be required and it is important to identify the appropriate colleague to which to refer the matter. For example a student who is having reading problems should be referred to the appropriate colleague within the institution that can offer the support that is relevant to the needs of the student. Question 3

1.2
Summarise the key aspects of legislation,regulartory requirements and codes of practice relating to your role and responsibilities as a teacher/trainer

ACT Description Effects Children Act 2004
To promote good health, safety, enjoyment, achievement, positive contribution and economic well-being. To give boundaries and help for local authorities and/or other entities to better regulate official intervention in the interests of children. Includes changes to laws relating to children, notably on foster homes, adoption agencies, babysitting services, and the handling of child-related crimes and crimes against children. The children’s act or as it used to known every child matters is in place to promote good health, economic wellbeing. It is in place to ensure equality over the provision that you are providing to ensure children are protected from abuse both physical and emotional. Possible issues could be present if a student for example does not have the equipment needed to do the course due to financial constraints or has been subject to some form of abuse. The main driver for the act is the protection of children. Copyright and Patents 1988

Relates to copying copyrighted material including web sites music books and journals Copying from internet or book and not referencing the source. The copyright act is in place to protect copyrighted material from the web and other sources of information covered by the copyright act to stop the copying of said material. Music could be an example of copyrighted material in its simplest form. Data Protection Act 1988

Information relating to individuals including electronic records The act gives rights over personal data. Students can ask for access to the data that is stored on them. The act protects the data held so as not to be used for commercial gain or direct marketing. Inaccurate data can be requested to be deleted. Equality act 2010

Rights for people not be discriminated against. Sex and sexual orientation Religion or belief
Race
Gender reassignment
Pregnancy and maternity
Wrongly perceived as disabled possible language barriers due to race May not be able to take part due to religious beliefs. Gender equality must be adhered to when teaching to avoid discriminating against your students Health and safety at work 1974

This states that an employer must do everything reasonably practicable to provide a safe and healthy workplace Environment not suitable or safe for teaching. windows may be locked and not be able to be opened, trip hazards due to IT related equipment Safeguarding Vulnerable Groups Act 2006

The Act protects people from discrimination on the basis of ‘protected characteristics’ (formerly called ‘grounds’).The relevant characteristics for services and public functions are: disability (definition changed)

gender reassignment (definition changed)
pregnancy and maternity
race –including ethnic or national origins, colour and nationality religion or belief
sex, and sexual orientation.

The purpose of the act is to restrict contact between children and or young people and vulnerable adults who might do them harm. The act also holds records of previous safeguarding incidents lodged against an individual to
ensure that they do not end up in contact with vulnerable children. The act also has a statutory duty on all people working in conjunction with children to undergo a vetting process to ensure they are fit for the work they are going to undertake noncompliance would end up with a criminal conviction lodged against the offender Freedom of Information Act 2000

It gives you the right to ask any public body for all the information they have on any subject you choose, within certain limits. Only applicable to public sector bodies information is available to the public on how certain goods are procured for example. It is relevant to information that could be in the public interest. Protection of Children Act 1999

Protects children when reported incidences of child abuse
Child may be withdrawn and not interested due to abuse. The acts main focus is on protecting vulnerable people who have been victims of child abuse either physical or emotional. Welsh language act 1993

The Welsh Language Act 1993, is an Act of the Parliament of the United Kingdom, which put the Welsh language on an equal footing with the English language in Wales with regard to the public sector.

Barriers could be present due to language. The welsh language has been put on an equal footing with English.

Regulatory requirements
Teachers and public bodies need to be compliant with current legislation and must be followed if applicable to the role of teacher/trainer. As a further education teacher, I will have to follow all the current legislative requirements and codes of practice relevant to my subject, to protect the students and myself in the teaching environment. Regulatory requirements could be a number of different legislations that are applied to the area you are teaching for example the use of hazardous material is covered by the control of substances hazardous to health. The regulations are in place to protect students and trainers from health risks and provide fire safety food hygiene etc. See table below an example of regulatory requirements that could relate to teaching Coshh

Control of substances hazardous to health

This could impact on teaching due to not having the required substances to complete the lesson. A student could have the need for medication during your lesson so a full risk assessment must be carried out to ensure compliance Food Hygiene 1992

Food Hygiene Regulations
Teaching must comply to this regulation to ensure students have the correct protective wear to avoid food contamination. Food hygiene must be followed in order to teach a lesson on food prep as an example Health and safety 1992

Display screen equipment
Applies to screens for computers and projectors. To avoid damage to the students sight the screens must be set at the correct height and not be uncomfortable to work on and not be too bright as to cause headaches etc. Manual Handling

Manual handling operation regulations
Heavy equipment could form part of your lesson and safe lifting and carrying of equipment should be adhered to, to prevent risks of injury to your students.

1.2 codes of practice
Codes of practice are produced by organisations they can be mandatory or voluntary. There are many forms of codes of practice that can affect the learner experience in the classroom. Acceptable usage of the internet could be one such policy that could affect the classroom as research for a particular subject may have been deemed as inappropriate for a general audience meaning that the student in your class may not be able to find the information required due to restrictions on the system. Planning your lesson in advance could eleviate these problems as special access to web sites and information could be granted due to the content of the coursework needed. Question 4

2.1 Ways to maintain a safe and supportive learning environment It is important as a trainer to ensure students feel safe, relaxed whilst in your classroom. Learners who have a negative experience in the classroom find it hard to achieve. Students should feel like they are part of an extended family whilst learning. Classrooms provide students and staff with many benefits including friendship and building meaningful and supportive relationships within the group that you are teaching. Working in groups is a good way to build student confidence and share good practice whilst also sharing backgrounds of culture and religion. From the start of your course the students should feel comfortable and that they can achieve what you have set out for them in the future. In the first instance I would keep the lesson at a level that all students can manage as to not put them off from learning from the start. As a trainer/teacher it is important to be patient and accept the students for what they are and create a positive learning environment for all.

The above steps build confidence and will inspire learning it is good practice to learn student names to make them feel more relaxed and ready for learning. It is good practice to use positive nonverbal communication, it’s not what you say but the way that you say it. Eye contact must be maintained and make the students feel that you are interested in what you are teaching, Smiling communicates warmth to students and hand and head gestures make your teaching much more interesting . Standing in front of the class and standing erect and leaning slightly forward communicates to students that you are approachable. Speaking with your back to students should be avoided at all costs. Make sure that you do not crowd your students and keep a sensible distance from them do not invade their space as this will make the student feel uncomfortable and may lead to the student averting from engaging with you as the trainer. It is important to involve students in your delivery as much as possible to create a fun environment for them to learn. Always ensure that the classroom that you are teaching in is free from trip hazards and is clean and tidy.

Question 5
2.2 Why is it important to promote appropriate behaviour and respect for others? From the start of your course as a trainer it is good practice to set some ground rules for the duration of the course. A good way to do this would be to split the class into two groups and discuss what they think is acceptable standards and behaviour whilst in the classroom, this will give the students a sense of ownership over the class and they would feel that they have contributed to the ground rules that you have set. By doing this you are making your learners feel valued and appreciated as their views are taken into consideration. The rules should be based around thinking and respecting others and setting boundaries’ of what is acceptable behaviour is in the classroom. The rules should set out what is expected of the learners and what the learners can expect from you to create a feeling of mutual respect. The rules will need to be clear and expressed in a way that all students understand and also the students need to know that if the rules are broken there will be consequences to this end whatever happens keep consistent. Ann Gravells (2008) defines:

“All learners require boundaries and rules within which to work. Setting ground rules will help everyone know their limits”. Some rules are needed to ensure a safe learning environment such as no smoking, no drinks near computer equipment etc. this would be covered by legislation. Making a poster with the ground rules that we have discussed with students is another good idea because it is a visual reminder of the ground rules that you have agreed. Being clear on expectations and ground rules are an essential part of gaining respect .Ground rules would incorporate being fully prepared for lessons and ensuring I keep good time for classes to start and finish promptly. The main problem with the trainer setting the rules would be that the students would feel that they do not own them this can lead to poor behavior and lack of respect.

Question 6
1.3 Explain ways to promote Equality and Diversity
To bring in equality and diversity into the classroom you must make your students feel that their individual learning needs are being met. The students should value themselves as well as others irrespective of Race Sex age religion or sexual orientation or mental or physical issues. To this end I would split the class into two groups and discuss the equality and diversity regulations and ask them how they think it could affect them as individuals this will encourage positive thinking in terms of equality and diversity for the whole class by enabling the students to support each other in drawing on different experiences and allowing all the students to understand and value the differences that are present and this should bring about positive comments and suggestions that can be used in your class. Understanding issues of equality and diversity and addressing those in your class will create a positive teaching environment for you and your students.

You could talk in groups how equality and diversity is promoted through ordinary life and relate that back to your lesson in a fun way this should make the learning better understood by all and promote positive discussions about the need for equality and diversity in relation to the lesson you are teaching. By using different strategies throughout your training helps the students explore question and develop a true understanding of the issues of equality and diversity.

Seeing differences in people and varying the style of teaching that I am delivering to celebrate differences will make students more aware of the issues that they will encounter in the classroom and outside of the classroom. Promoting diversity will widen participation and makes the learning suitable for all and gives the students the opportunity to discuss and understand whilst learning. This will encourage on-going discussion and understanding and challenge perceptions and introduce diverse attitudes which can be shared by all learners. Question 7

1.4 Why it is important to identify and meet individual learner needs It is important at the start of the training you are providing to identify the learner needs as this will help you plan your lessons. The needs of learners will vary from student to student some may need medication whilst taking your course as others just may need to know how they can return home from your lesson on the bus. It is also important to know the learners needs from the course you are teaching is picked up to make sure they are getting what they need out of the course. However it is not always possible to gain student needs from the start of the course and as such the student may be on the wrong course to meet their personal goals. The course you are teaching could be really short and you just don’t have enough time to look at all the students individual needs so to this end it would be acceptable to ask the question at the beginning of your lesson. Some of your learners may not wish to tell you that they have specific learning needs as they are embarrassed.

If this is the case a 1 to 1 chat may be a better option as the student will feel less under pressure to talk about their individual learning needs. It is important to tell your learner about the course you are teaching and where they can find help if they have specific needs, there are lots of agencies and services which will be able to assist the learner with special requirements (needs). 3.3 Describe points of referral to meet the individual needs of the learners It is not always possible to meet your learner individual learning needs yourself so in this case there are routes to find the appropriate professional to help with the needs of the student these could be internal or external to your organisation. Some of the learner needs could be dealt with by yourself but it is always better to talk to someone about the needs of your student to ascertain whether you are going down the right path to help your student achieve. Potential need of Student/ Learner

Possible point of referral
Access to or fear of technology
Learning resource centre
Colleagues who understand the use of technology in education Alcohol problem or drug misuse
Telephone helplines or internal councillor in your organisation. Professional alcohol addiction programmes such as alcoholics anonymous Frank the national drug helpline

Childcare needs
National childcare organisations
Department of Children and youth affairs
Death in family or other bereavement
counsellor or psychotherapist
English as a second language
Advanced learning support
Interpreters
Public transport
Local bus and rail station information offices
Public transport websites
Health Concerns
Internal Health and wellbeing service
General practitioner (doctor)
NHS web sites (hospitals)

References
Anne Gravels (2009)
Francis and Gould, 2009:10
Institute for Learning’s (IfL) Code of Practice (2008)