1. Understand the teaching role and responsibilities in education and training
1.1 Explain the teaching role and responsibilities in education and training.
As a work at height trainer my main role is to prepare candidates for an independent assessment. I will need to teach in a way which involves and engages everyone in the session. I will need to adapt my teaching style to best meet the different needs of my students. Using digital media, hand outs and practical demonstrations I can promote equality, diversity and inclusion: these methods will have as well a potential for language, literacy, numeracy and ICT.
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.
1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.
The Health and Safety at Work Act 1974 was designed so that all staff and clients of a company or organisation could operate in a safe environment. As learners will access tools and equipment they are unfamiliar with, some of which are potentially dangerous, Risk assessment will be central to my lesson plans. As Gravells says: “Learners are entitled to learn in a safe and healthy environment” (Gravells, 2012). Also associated with Health and Safety are the Manual Handling Operations Regulations 1992, the Control of Substances Hazardous to Health Regulations 2002 (COSHH) and the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995(RIDDOR), which will need to be considered by tutors.
Equality act 2010 helps ensure accessibility to learning with a view to equality and diversity. As I will have access to students’ personal data, such as full names, addresses, telephone numbers I must ensure that both my record keeping and that of my organisation is demonstrably secure as required in the Data Protection Act 1988.
“The Society for Education and Training (SET) Code of Practice sets out the professional behaviour and conduct expected of members of SET”.(set.et-foundation.co.uk,2018)
1.3 Explain ways to promote equality and value diversity.
Promoting equality and diversity in you learning environment is essential in allowing your learners to feel safe and comfortable in your learning environment. Ensuring the environment is accessible to all learners, planning opportunities to develop motivation, self-esteem and confidence in your learners with group activities and role play bonds them together and makes them feel involved and safe. Promote equality and diversity should remove discrimination, bullying and harassment. Embedding functional skills of maths, English and ICT. Supporting those who require extra assistance in all subjects. Evolving all learning within your sessions, promoting group activities. Most of all provide a safe and supportive environment where everyone’s contribution is valued.
1.4 Explain why it is important to identify and meet individual learning needs.
It is important at the start of the training to assess the learner needs as this will help you plan your lessons. The needs of learners will vary from student to student: some may have dyslexia, whilst others may have hearing issues or difficulty in literacy. The use of specific made hand outs and interactive lessons can be the way to meet these individual needs. It is not always possible to gain student needs from the start of the course so 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 one to one chat may be a better option as the student will feel less under pressure to talk about their individual learning needs.
2. Understand ways to maintain a safe and supportive learning environment
2.1 Explain 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. Working in groups is a good way to build student confidence and share good practice whilst also sharing backgrounds of culture and religion. 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. 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. 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.
2.2 Explain why it is important to promote appropriate behaviour and respect for others.
Ground rules set the boundaries within which the students must work and enable everyone to have an equal opportunity to carry out their study whilst in the class room. One way is to have a group discussion ensuring that rules are mutually agreed, doable with input from everyone regardless of ethnicity, class or social background. When reviewing the ground rules you have to have a fair and balanced view to all points identified. Your objective is to do much more than lay down a few rules. In negotiating with the students you give them a sense of worth, this helps you gain their trust. You will have to shape these rules to ensure that they comply to the policies of the organisation your work for. It is also important that learners have to be warned, as to what action will be taken if the rules are broken.
3. Understand the relationships between teachers and other professionals in education and training.
3.1 Explain 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. 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. It is important to ensure that relevant information is shared.
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)
It is important that we set professional and personal boundaries which makes it clear what roles being trainer involves and the limits which that role may have. Confidentially is a boundary that applies to both learners and other professionals. As a teacher I have a role to keep learners personal information confidential. Learners should see me as their teacher and not their friend. This means not being friends with learners on social networking sites or giving out personal phone numbers.
3.3 Describe points of referral to meet the needs of learners.
There may be occasions when a teacher is made aware of the needs of an individual learner that are impacting upon their learning. These may be problems such as financial issues, family problems, or lack of transport. The teacher may be able to help with some problems, for example setting up online resources for learners who are unable to regularly attend classes.
However, some problems may require the learner to seek assistance elsewhere, such as if there was a medical reason for non-attendance. The teacher should always know where to refer the learner in such cases. For example, the teacher should refer medical or psychological issues to the relevant healthcare specialist such as a doctor or psychiatrist. If the learner had language problems, then perhaps the organisation may have an EAL specialist that can help the learner, or they could be referred to another institution. Learners with financial issues could be referred to the Citizens Advice Bureau or a financial advisor.
Knowing when to refer a learner and where to refer them is very important as this is also meeting the learners needs, as described in Maslow’s Hierarchy of Needs, to allow them to achieve their learning potential.