Education is all about learning the theory whereas training can be to acquire specific skills and develop them to keep advancing one’s career. Educational programmes include training in the skills and knowledge of the discipline, but they go further to develop awareness of the subject and better learning attitudes. I work in an Adult Community centre where I am responsible to teach a group of adults in a safe and supported environment, treating them fairly. I ensure that all my learners are treated fairly and equally and no less favourably. I undertake the preparation and assessment required for learners to successfully complete their learning programme. It is also important to know the dangers of using social media with learners as boundaries can be crossed and construed by over-familiarity. In order to keep abreast with current standards and safe guarding rules, it is important for me to attend the CPD sessions like Induction training, Safeguarding or Prevent Training.
There are policies and procedures which are important in every profession as it facilitates order in any given organisation and allow personal and organisational objectives to be met. This may include behaviour, dress codes, punctuality and time maintenance, use of IT etc. All learning institutions are subject to legislative requirements. …show more content…
These include the Health and Safety at Work Act (1974) where learners can feel safe and supported and a register should be maintained from the beginning to keep a record for fire safety. A risk assessment must be undertaken to enable an activity to take place safely. It is therefore important to establish respective roles and responsibilities with other professionals.
There may be some situations when I need to liaise with other professionals viz. attending meetings with the line manager, communicating with admin staff for room availability, getting things photocopied (other departments), etc. Although forward planning eliminates the need to call them in an emergency situation still it would also be useful for me to understand about their job roles and how they can support me and vice versa. There are a number of legislations to abide by, which includes the Disability Discrimination Act (DDA) and Equality Act (2010). Under the professional code of practice, I have responsibilities as a teacher to undertake training in order to update my knowledge. The Equality Act (2010) states that all learners must have equal access to learning, regardless of their disabilities, sex, religion, and race. Everyone should respect and value people’s cultural differences and I set these rules in the beginning to foster a supportive environment. In addition, the Safeguarding Vulnerable Groups Act (2006) introduced a vetting and barring scheme to protect vulnerable groups; I had to apply for my DBS (Disclosure Barring) in order to work with parents and children in a school. I have also presented a slideshow on Safeguarding and provided them with emergency contact details for unexpected incidents in order to make my learners more aware about this topic. I must show the understanding of responsibilities and boundaries of my own role in providing support for individual learners, e.g. signposting. If a problem arises, it must be handled immediately and professionally in order to minimise adverse effects on the learners. If the problem is out of my remit, I would direct the learner onto a relevant internal and external service. My roles are not only limited to assess the learners on a regular basis, but also to give feedback and evaluate my delivery towards the learners’ learning. Thereby, my responsibilities include creating schemes of work, teaching plans, keeping their attendance and track record to comply with internal requirements and external inspections (Ofsted) and maintaining my own CPD. I also need to be aware of where my role as a teacher stops. I should not get emotionally involved with a learner but always keep a professional attitude and act with integrity and impartiality. An initial assessment provides the teacher with an idea of what level the student is working at, identifying additional support needs and what course to enrol them in. Diagnostic assessment is related to specific skills – it provides a baseline to facilitate the teacher with the relevant knowledge to gauge a learner’s strengths or weaknesses. It can take place throughout the year as an ongoing assessment. I teach in two organisations where I keep a track
There are policies and procedures which are important in every profession as it facilitates order in any given organisation and allow personal and organisational objectives to be met. This may include behaviour, dress codes, punctuality and time maintenance, use of IT etc. All learning institutions are subject to legislative requirements. …show more content…
These include the Health and Safety at Work Act (1974) where learners can feel safe and supported and a register should be maintained from the beginning to keep a record for fire safety. A risk assessment must be undertaken to enable an activity to take place safely. It is therefore important to establish respective roles and responsibilities with other professionals.
There may be some situations when I need to liaise with other professionals viz. attending meetings with the line manager, communicating with admin staff for room availability, getting things photocopied (other departments), etc. Although forward planning eliminates the need to call them in an emergency situation still it would also be useful for me to understand about their job roles and how they can support me and vice versa. There are a number of legislations to abide by, which includes the Disability Discrimination Act (DDA) and Equality Act (2010). Under the professional code of practice, I have responsibilities as a teacher to undertake training in order to update my knowledge. The Equality Act (2010) states that all learners must have equal access to learning, regardless of their disabilities, sex, religion, and race. Everyone should respect and value people’s cultural differences and I set these rules in the beginning to foster a supportive environment. In addition, the Safeguarding Vulnerable Groups Act (2006) introduced a vetting and barring scheme to protect vulnerable groups; I had to apply for my DBS (Disclosure Barring) in order to work with parents and children in a school. I have also presented a slideshow on Safeguarding and provided them with emergency contact details for unexpected incidents in order to make my learners more aware about this topic. I must show the understanding of responsibilities and boundaries of my own role in providing support for individual learners, e.g. signposting. If a problem arises, it must be handled immediately and professionally in order to minimise adverse effects on the learners. If the problem is out of my remit, I would direct the learner onto a relevant internal and external service. My roles are not only limited to assess the learners on a regular basis, but also to give feedback and evaluate my delivery towards the learners’ learning. Thereby, my responsibilities include creating schemes of work, teaching plans, keeping their attendance and track record to comply with internal requirements and external inspections (Ofsted) and maintaining my own CPD. I also need to be aware of where my role as a teacher stops. I should not get emotionally involved with a learner but always keep a professional attitude and act with integrity and impartiality. An initial assessment provides the teacher with an idea of what level the student is working at, identifying additional support needs and what course to enrol them in. Diagnostic assessment is related to specific skills – it provides a baseline to facilitate the teacher with the relevant knowledge to gauge a learner’s strengths or weaknesses. It can take place throughout the year as an ongoing assessment. I teach in two organisations where I keep a track