Ptlls Assignment 1

5 May 2016

Roles, responsibilities and relationships in lifelong learning 1.1.3 Explain own role and responsibilities in lifelong learning I see my role as a teacher of beauty therapy as facilitating my knowledge through learning and following the learning cycle.

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I usually start by trying to identify the learners needs by arranging and carrying out suitable assessments, carrying out interviews, identifying any barriers to learning and to help my learners achieve their chosen program, by using various teaching and learning approaches planning learning and taking individual needs into account.

Although it is a lot more than that, it sometimes requires me to support my learners in other ways throughout their learning. It is to discuss the topic chosen and assess the various learning styles within the group and identify various teaching methods.

A teacher I have also to make sure that all learners have a safe learning environment where they are able to build a trusting and honest relationship. The main responsibility of a teacher is to keep assessing and monitoring the learners continuously and adapt the structure and delivery of the course towards the student’s needs. Taking into account any learning barriers that the students may have. We have to keep in mind that the training cycle is a continuous cycle that can be entered at any stage.

Reflection, evaluation and review are important because “only people who reflect on, and learn from, past success and failures are able to improve” (Petty, 1998) for both the teacher and the learner we need to realise from past mistakes and learn how to correct them. If we do not realize the mistake and learn how to correct it we may never know why we went wrong in the first place.

As for the learner we would provide feedback on how to improve. For the teacher it is achieved through peer observations, student feedback and external moderation.

1.14 Explain own role and responsibilities in identifying and meeting the needs of learners My main role as a teacher is to value all learners individually and equally. A tutor has a duty of car towards learners. We have to make communication easier among all students, and to encourage students to discuss the topic chosen, identify my student needs, assess various learning styles within the group and identify various teaching

I have also to make sure that all students have equal rights and safe learning environment where they are able to build a trusting and honest relationship. The main responsibility of a teacher is to keep reassessing and monitoring the students continuously to learn their changing needs. The structure and delivery of the course has to be changed according to student’s needs.

The learner has the responsibility to tell their tutor of any additional support they need as a learner. This would be reflected in continual re assessment.

To identify the needs of learners starting at the initial assessment stage I would conduct interviews with new applications and assess their subject knowledge and discover their learning style, to find if we have any students with dyslexia, for who we would change paper colour of paper for one that is more reader friendly for them “meeting needs by supporting students with dyslexia” (Wilson 2028.238).

People with English as a second language or language barriers we would try to get an interpreter. I would assess their subject knowledge and also discover their learning style by using Fleming’s (1987) Aural, (talking, sing, talk out loud) Visual, (Pictures, movies and diagrams) or Kinaesthetic, (movement, experiments or hands on activities) definitions along with the Honey and Mumford’s (1986) of Activist, Theorist, Pragmatist, or Reflector.

I would then decide on learning plans for my students. When deciding on the lesson plans for my learners I would include equality and diversity by making references from all cultures and making sure to comply with the Disability Discrimination Act (2005:4) I would use Maslow’s triangle of needs (1954) when developing the course to make sure that all the learners’ needs are met, I could also ask for feedback from my learners to ensure I have met their needs.

There are five steps to the teacher training cycle
1. Identifying needs
A teacher’s role is to arrange for suitable assessment for the students to ascertain their current skills and knowledge, to identify any barriers or challenges to learning to assess learning styles and to know the boundaries to work within.

A Teacher is then responsible to plan the lessons in such a way that it meets all the students’ needs, ensuring that learners are on the right program and follow company policies and procedures. 2. Planning learning

The role of a teacher is to take in to consideration the length of the course the sessions available and plan what will be taught and when and to prepare the teaching and learning syllabus and activities. The teacher has to be responsible for designing the scheme of work, lesson plans, obtaining up to date qualification handbooks, agree individual learning plans, carrying out risk assessments, write realistic aims. 3. Facilitating learning

The role of a teacher is to make sure that tutorials are carried out and communicated effectively and appropriately with learners and that it conforms to professional codes of conduct, functional skills are completed, ground rules are established and all the requirements of awarding bodies are followed.

They have to maintain a safe and supportive role in the learning environment and promote appropriate respect and behaviour. They have to be responsible to act professionally at all time and to be qualified and experienced enough to teach their subject. Complete registers and carry out admin work as required, deal with behaviour issues as they arise. 4. Assessing

The role of a teacher is to assess the student’s progress continuously throughout the teaching sessions. To make sure each student gets involved and understands the lessons, they have to follow the awarding and external body requirements. The responsibilities of the teacher are to assess work within an agreed time period and to give feedback to learners, keep records of individual achievement. Use a variety of assessment methods. 5. Quality Assurance and Evaluation

The role of a teacher is to evaluate how well the program was planned and delivered and then try to improve the teaching and learning process. The teacher’s responsibilities are to attend meetings, encourage student’s development and progression, encourage on-going feedback from learners, and help learners achieve their full potential. Lease with others, internal and external verifiers and take part in organisational quality assurance processes.

As teachers we have to keep our learners motivated, as their keenness to learn will affect their learning and behaviour during sessions. Motivation can be intrinsic (comes from inside) they can be more effective in bringing about learning as they focus on the actual learning itself rather than what results from it or the context in which it is set. Some intrinsic learners are motivated and have a clear aim to achieve their individual potential, we need to maintain their motivation at that level.

Extrinsic motivation is where motivation comes from outside an individual the motivation is external. Money or grades are rewards for these which provides satisfaction and pleasure that the task itself may not provide. So we have to be patient and persistent with our learners and build confidence through praise and keep the subject matter interesting.

1.2.1 Explain the boundaries between the teaching role and other professional roles Professional boundaries are safeguards for both learners and teachers, it is important not to overstep these; I have my personal boundaries that I must not cross with students such as not getting too personal and socializing. As a teacher we have to be professional and honest, confidentiality is a must, and be observant, never step over boundaries by becoming too personal with students. Boundaries exist not only with students but also with colleagues, superiors and outside agencies.

“Professionalism in the classroom requires us to maintain appropriate standards and fulfil our responsibilities to learners, institutions and colleagues” (M Francis & a Gould 2nd 2013) Some of the boundaries I have encountered in relation to teaching are Classroom size, lack of seating, heating or lack of it, Faulty and broken equipment such as computers etc. Deadlines and targets and Demands from managers, too much paper work, not getting all information before the students arrive are all boundaries that I have encountered in the classroom.

You come across boundaries to teaching throughout the teaching cycle, but we have to remember that we are not counsellors, GP’s or best friends and we have to know when to refer situations. Such as if I suspected a student is suffering abuse or bulling we are legally bound to pass on any information that reveals harm or risk to the appropriate authorities, by alerting my superiors or managers to what I have noticed and allow those trained to handle the situation.

1.3.1 Explain own responsibilities in maintaining a safe and supportive learning As a teacher in the beauty industry we have to follow codes of practice and organisation policies and procedures as set out by HABIA.

These are all set out on the website where students can download the codes of practice and also the Health and Safety Policy. Although as teachers we also have the Institute for learning IFL code of practice to follow which include:- Health and Safety at work Act (1976)

Risk Assessments
Child Protection Guidelines
Disability Discrimination Act (1995 and onwards)
Copyright guidelines.
Data Protection

Inclusion of every student
Duty of care towards students and in loco parentis for younger students We have to ensure that all current legislative requirements are met and that records of risk assessments and training attended such as health and safety training are kept and updated regularly.

A list of helpful contact should be given to students at the start of all courses. All aspects of the learning environment should be appropriate, accessible and safe for the subject that is being taught. Students need to know that they are safe when they are with you and not in any danger. Resources should not cause harm, desks should be in an appropriate layout, heating lighting and ventilation should be adequate.

Students should feel safe to express their opinions without being ridiculed. They should also know that you will make their time in the learning environment supportive and productive. Supporting them by giving appropriate advice or if you cannot help them referring your students to others.

You should have a clear aim and convey how your students will be supported towards achievement. You should also demonstrate inclusion and challenge any inappropriate or antisocial behaviour, ensuring your students have a break and access to refreshment areas and toilets will help them feel comfortable in the learning environment. “Learners need to feel safe and valued before they can fulfil their potential for learning” ( Wallace, 2011:96).

2.3.2 Summarise ways to establish ground rules with learners to promote respect for others Ground rules are boundaries, rules and conditions within which students can safely work and learn, if students are following ground rules students would promote respect for others, they are standards of what you can and cannot do and give an idea of expectation. You can have imposed and negotiable ground rules, some that can be broken and some that cannot.

Ground rules can be established during your first class session.” When establishing ground rules, you need to have an idea of what needs to be imposed and what could be negotiated” (Gravells, A).

I would start my first session with an Ice breaker to break down the initial barriers with inclusion of all students. Then I could either state some common ground rules that I have chosen or have a group discussion or have the class broken in to groups to brainstorm their own rules with the class then voting on the most appropriate rules.

Some ideas of ground rules are:- No Smoking, Mobiles on silent, No antisocial behaviour, no offensive language , respect everyone’s beliefs cultures and values, Learn through fun, Work together, Participate, Be punctual, Respect others, treat others as you wish to be treated, be on time Having ground rules helps my students feel comfortable. Keeping them on the wall so that they are visible will remind students of what is and is not acceptable and help to maintain the rules. Word count 2064.

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