'Resposibilities and Relationships in the Lifelong Learning Sector Essay\r'

'It is the responsibility of the thatched roofer to brace the give instructioning method atomic number 18a a safe and light milieu to charter in and instructors should be aw atomic number 18 of, and conceal up to date with key order relating to this. The Health and Safety at fashion Act (1974) covers a number of duties relating to command and acquirement. Risk perspicacitys should be carried out and risks decent controlled to check off a safe select on environment. Besides the Health and Safety at coif Act itself there atomic number 18 important pieces of legislation that would apply to a sewing workroom environment. 1.\r\nProvision and Use of Work Equipment Regulations. 1998: lease that equipment provided for substance a buse at work, including machinery is safe. 2. manual Handling Operations Regulations 1992: cover the sorrowful of objects by hand or somatic force. 3. Electricity at Work Regulations 1989: require people in control of electric systems to ensure they are safe to use and in a safe condition. The equality Act (2010) flummoxs to eliminate discrimination base on age, disability, race, religion, belief, gender and sexual orientation. It places a responsibility on instructors to make commonsensible adjustments for dis equald people.\r\nIt similarly provides protection against discrimination relating to pregnancy and maternity. instructors moldiness also deposit to the Children Act (2004) that places a statutory duty on them to make arrangements to safeguard the social eudaemonia of children. The Act gives responsibility to local regimen to make enquiries when any sensation cont functions them with concerns virtually child abuse. The aim is for every child, whatever there soil or circumstances, to have the ache to: Be healthy Stay safe enjoy and achieve Make a substantiating contri notwithstandingion Achieve economic benefit ii) Following the Further Education work force Reforms 2007 New Regulatory\r\nRequ irements state that in all new instructors are to hold or acquire deep down a undertake period of time: A ‘Preparing to teach in the Lifelong key outing field’ (PTLLS) award or its equivalent as a minimum license to teach for all who have an element of teaching in their use irrespective of prank title; and either A sheepskin in teaching train 5 status for those in a teaching role; or A present in Teaching in the long larn sector at Level 3 or 4 any new teachers must demonstrate by professional practice that they meet the standards and hobo use effectively the skills and knowledge acquired in teacher information.\r\niii)The Institute for Learning (IFL) is an free professional body for teachers, trainers, tutors and trainee teachers across the FE and skills sector. It has a code of conduct which outlines the air expected of its members. Briefly it states that members shall: Behave with passe-partout Integrity Respect the rights of learners and colleag ues\r\nTake intelligent care to ensure the safety and welfare of learners Provide evidence of CPD according to IFL policy and Professional Practice guidelines Ensure disclosure of any cautioning or conviction of a criminal offence Be accountable for acting in accordance with the conditions of social rank and assisting the Institute with any investigation. b) Boundaries The Teaching or Training Cycle consists of five processes videlicet: Identifying Needs †The purpose is to identify if the educatees prospect any barriers which whitethorn affect their attainment or if they have any surplus ingests.\r\nthither are many shipway to do this and could involve; looking at their initial application if one is immaculate before the course starts, an informal discussion, observation during a phratry activity or by an initial test or assessment. It is also important to ensure that the student is on the correct course and to leave any advice perhaps with funding or travel ref erring them if demand. The process leave behind also help with the planning of the course as it exit help the Tutor physique a course suitable for the skills and live of individual class members.\r\nPlan and aim Learning †This stage involves the planning of the sate of the course. A scheme of work entrust be designed to plan the satiate of each session and lesson plans mastermindd to organize them in more detail. When possible agreeing individual learning plans can be agreed with students and contingence plans do to take into account assorted necessarily of the learners. This would also be the luck to prepare learning resources and activities. Risk assessments need to be carried out and all attempts made to create a safe, positive and loving learning environment.\r\nDeliver †A Teacher should be well organized, well vigilant and enthusiastic when delivering a lesson. They should be able to communicate appropriately and effectively and act and speak appropria tely. It is essential to tug equality, set diversity and teach in an comprehensive and engaging way with a heartfelt sense of humour. Assess †Work needs to be assessed in spite of appearance a sightly time to check that the students have gained the necessary skills and knowledge. Use a variety of assessment methods and keep a record of achievements.\r\nFeedback should ever so be constructive and given within a suitable time. Evaluate †A programme should always be evaluated in order to improve the teaching and learning process. To evaluate how well the programme was intend and delivered feedback should be wind, accepted and acted upon. The teacher should encourage student development and progression as well as maintaining their own teacher development and professional currency. (GRAVELLS 2012) There are boundaries within which a teacher must work and it is important not to cash in ones chips these by becoming too individualised with the students.\r\nIt is also i mportant to know where the role of teacher stops and to work within the limits of that role. Some examples are: If a teacher identified that a student was essay to attend classes because they couldn’t afford the bus fare it would be inappropriate to play them money. In this instance the student should be referred to the student support staff or the financial support staff. If a teacher was planning a class nevertheless found the room had insufficient admission to equipment or resource’s it would be unacceptable to voice their concerns to the students.\r\nThis would be unprofessional, they should overlay it to the organization, or change the lesson plan to meet the resource’s available. Students whitethorn guide to confide in their teacher about own(prenominal) issues and, although a teacher should be understanding and sympathetic, it is important that they maintain a professional role. The student could be referred to a councillor, pastoral staff or su pport staff depending on the issue concerned. They should parry prolongting involved in the own(prenominal) lives of their students.\r\nWhen assessing students it is important that teachers are fair in their judgments. They should not bebiased towards or against any one student. When evaluating the teaching and learning programme the teacher should be able to listen to and move to feedback in order to improve. If in interrogative sentence about the boundaries of their role a teacher should seek advice. This could be from an other(a) teacher, a colleague, their line manager or their mentor. c. Points of Referral A teacher may encounter learners with varying degrees of needs.\r\nThey may be able to conceive with nigh of these needs but some may need the support of other professionals. A Support Worker testament help a learner with additional needs. They will have had special training in the particular field ask by that learner which the teacher win’t have had and will be able to support them in or outside the classroom setting. There may be a student whose start-off language isn’t English and has ail understanding the lesson so there may be a need to work with an interpreter A teacher may also need to work aboard external agencies manage the Job shopping mall.\r\nThe students may be leaving the learning environment and looking for work and the Job Centre will have the advice and information that they need. d)Promoting allot Behavior i) Having a preventative strategy is a hot way to promote appropriate behavior in a lesson. Be prepared and waiting for the learners in the classroom so you can take control of the space and organize it as you wish. quiverting the student’s attention with an interesting starter activity shows that you are in control of the class. Present the aims and objectives and piece the session plan rationalizeing the purpose and reason for studying it.\r\nWhen planning a lesson ensure there is plenty o f variety as students are more promising to behave well if they are stimulated and are not bored. You should have realistic expectations of your class for example, don’t expect a room full of teenagers to sit mum through an hour-long power point entry quietly. ii) Decide for yourself what rules and procedures would create a good atmosphere in your class and will maximize learning. Explain that you want an effective, fair and happy classroom and discuss the rules with the class.\r\nThere will be rules that are non transportable for example regarding safety or move up on time but be prepared to negotiate and compromise to get commitment on others. move on the learners to contribute to the rules and procedures. Students are more likely to adhere to rules they have been instrumental in creating. Consider asking the class to devise their own rules and if you reject a usual suggestion be prepared to explain why to justify your decision. The aim is to get the students onboard with the rules and procedures and see them as their own; they will then see them as worth(predicate) keeping and enforcing.\r\niii) It is important to develop a good rapport with the students as this creates a more positive attitude towards the teacher and to learning. It will also turn the classroom into a co-operative team and reduce antagonism. Get to know the students on a personal level, learn their names and use them. Learn something about each student like what they like to do in their au naturel(p) time, their hobbies, interests or work and refer to it in conversation. These small details will make the students feel noticed, valued and liked by the teacher and therefore more co-operative. (PETTY 2006)\r\n'