PTLLS Assignment 1: Roles and Responsibilities in the Teaching Cycle

1. Describe what your purpose, responsibilities and boundaries would be as a instructor in term of the article of belief/training bicycle.My consumption as a teacherIn her book Preparing to teach in the lifelong Learning sector 2011 (P9), Ann Gravells explains that Your main role as a teacher should be to teach your undefendable in a behavior that actively involves and engages your students during every session. beyond this, my role as a teacher of business concern extends to firstly beness an exemplar of good worry confide, doings and conduct.I would ask to be a positive role model to my students in inter in the flesh(predicate) relationships, system, time management, leadership and new(prenominal) aspects of the role of a manager. My role as a teacher in addition extends to creating a positive, untroubled and encouraging inclusive acquisition environment that provides opportunity for learner coaction and co-operation. My role is non just didactic but facilit ative in alter learning. My role would be ongoing in identifying barriers to learning whether academic, in the flesh(predicate) or separatewise.I would thusly turn over tolerate interventions to relief the learner in overcoming such(prenominal) barriers, with cod regard for the sea captain boundaries of the role. Ultimately, my role is to successfully motivate and assert my learners to attain their management aptitude. Responsibilities throughout the stages of the teaching / training cycle The teaching / training cyle is in quintet stages 1. spot necessitate 2. Plan and blueprint 3. Facilitate / deliver 4. Assess 5. rateAt each of the five stages of the teaching / training cycle there atomic number 18 m all responsibilities countered by relevant boundaries. Responsibilities and boundaries in identifying learning desires At correspond 1, identifying learning charters, the process starts with the bumdidates eligibility for the training. This may be in impairment of their academic major power in being able to achieve the Management qualification or in their back aim and welcome in being able to apply the learning. My responsibility would be to explain the compliance equirements and assesment criteria to some(prenominal) prospective students. Eligibility in terms of funding and other issues unconnected with the raceway itself might be addressed by the Course Administrator and would because be a argument boundary. Course dates and issues most availability would be part of my responsibilities, as I would consume to hold in that I maximise attendance and provide timings and dates that were feasible and appropriate. Other responsibilities would be in assessing the necessarily of the students prior to the learning.I would allow, in each pre- wrinkle literature, questions most special requirements / reasonable adjustments so that I could make the environment inclusive, fail- skilful and learner-friendly. I would excessively embro il a learning styles questionnaire, either VAK (Visual, Auditory, Kinaesthetic) or edulcorate and Mumford which is based on Kolbs experiential learning cycle. I might also implicate questions around levels of understanding / commence in the management bena. This info would thence inform the development of course materials that offered for the couch of learning styles and differentiation in learners abilities.I would also be prudent for pose suitable accommodation for the training including a classroom layout conducive to learning and the re ancestors demand to support the course materials. In management training it may be appropriate to have PowerPoint presentations, case studies and management DVDs. In terms of working within boundaries at this stage I would compulsion to tally that timings, dates and literature were in accordance with vicissitude and par policies and did not exclude potency candidates.I would also need to plug the safe-keeping and confidentiality of anything dislosed in the completed pre-course questionnaires. Responsibilities and boundaries in be after and visualizeing At floor 2, think and designing, my responsibilities would include reviewing the needs questionnaires to prep ar and design the course. If the course was new, I would need to enquiry the internet, inquire management books and theory and source materials from colleagues. I might also leveraging appropriate support materials such as management styles questionnaires, DVDs etc.If the course was an lively one, I would review the course matter to condition that it was inclusive, contextualised to the learners experience, compatible with the learning styles of the learners and at an appropriate academic level to some(prenominal) meet assessment criteria and meet the variable learning needs of the learners. If essential, I would need to tailor the course providing additional support for the differing academic levels of the learners I might consult interna l verifiers or other colleagues to turn back that my course content was appropriate and harming for the learners.I have often piloted courses to rise their effectiveness. My responsibilities at this stage also include preparing aims, objectives, lesson plans, schemes of work and assessments. I would also need to design flipcharts, posters and handouts. The boundaries at this stage include bud use upary and time constraints which may push the quality of the course materials. I must also again make any reasonable adjustments with materials e. g. font size on handouts / PowerPoint presentations adjusted to meet the needs of learners with a visual impairment. I once had to fire a signer for a deaf(p) learner.I must also find out that my materials do not breach well(p) of first unrestrictedation and licencing requirements. Responsibilities and boundaries in facilitating and delivering learning At Stage 3, facilitating and delivering the learning my responsibilities be extensiv e. Using my personalised presence, presonal example, charisma and tools such as establish rules, I need to create the right first impression to ensure that my learners ar sure of their responsibilities within the learning environment. I try to create an environment of support, collaborationism and mutual respect.I am responsible for ensuring inclusivity of the learners and celebrating their diversity. I have a business of care in respect of my learners and should get advice and guidance from my fellow professionals in areas I am unsure of. The environment should be in accordance with Health and safe requirements allowing free movement and access, no solecism hazards, safe, tested electrical equipment. I need to create a psychologically safe environment without intimidation or disrespect. I would do this by challenging unfitting behaviour and encouraging positive behaviour.I could also refer learners back to the territory rules. Depending on the learning needs / gain of in dividuals I might need to adapt and target some parts of the course content. I need to minimise camber and adapt my language and style to the needs of the participants. I need to create opportunities for networking, self-development and experimentation. I must also be aware of any perceived or tangible barriers to learning and make appropriate interventions. To do this I would confer with teaching assistants or privately discuss any issues at present with learners.My presentation style should be engaging, motivational inspirational and thought-provoking. I should keep the necessary records to evidence learner attendance and attainment. My exercises should cater for the varying learning styles of the group. I can employ the assistance of other professionals such as teaching assistants to provide learners with any learning / motivational support or personal care. This is another area of demarcation for the teacher. If there are personal issues creating barriers to learning, then I should know the boundaries of my responsibilities and when to refer to other professional bodies.Other boundaries would include keeping a professional distance and not fit too familiar with learners. The use of personal email addresses, personal mobiles numbers and well-disposed networking sites would overstep the boundaries of professional conduct. I should also be careful not to favour individual learners or discriminate or exclude learners adhering at all multiplication to diversity and equality requirements / policies. I should maintain confidentiality, agreed as part of the ground rules. Records should be unplowed safe and confidential. Responsibilities and boundaries in assessingAt Stage 4, Assessing, my responsibilities are to cross out appropriate assessments that accompany with the criteria set by the examining board. I also need to accede with any requirements / adjustments advised by the foreign and internal verifiers. I have a responsibility to ensure that asses sments are accessible, with any reasonable adjustments made. I need to ensure that any examinations are conducted appropriately in accordance with guidelines set by the examining board. I need to ensure objectivity, equality and pallor in my grading and bell ringer of assignments.I also need to complete my marking in a timely port to ensure that learners receive feedback as soon as possible. Feedback on assigments would be scripted or vebral if additional support was required. Feedback should be constructive, balanced, supportive and helpful. I need to keep the correct procedures for referring or failing students that do not meet the assessment criteria. I should ensure that assessment records are captured aright and stored safely, ensuring confidentiality. The responsibility areas outlined above deck the boundaries that must be adhered to data cheerion, confidentiality, bjectivity, equality and fairness. Responsibilities and boundaries in evaluating Stage 5 is evaluation. As a teacher I need to review the course once it has concluded. rating methodology employed might include post-course questionnaires, budgetary analysis, return on investing exercise, outputs from exercises and assessments, teacher observation, reflective diaries, peer observation, feedback from outside and internal verifiers and ultimately the assessment results. I should analyse what went well and what needs to be improved.Boundaries at this stage would be my ability to be objective and barriers to receiving / burying feedback. 2. Identify the key aspects of current legislative requirements and principles of figure relevant to your instance and the type of organisation within which you would like to work. In my causality role as a trainer in the Civil Service, I was subject to the Official Secrets Act, the Civil Service code of conduct and to various HR policies. These governed my personal behaviour towards others, my integrity and my professionalism. Failure to comply m ight lead to grievances, disciplinary procedures and piece of work tribunals.In her book Preparing to teach in the Lifelong Learning sector 2011 (P9), Ann Gravells lists codes of practice and legislation relevant to the training arena. I have considered their relevance to my role and subject area. Code of Professional Practice 2008 by the Institute for Learning is a reusable guide as to how teachers should behave and the professional boundaries that they should work within. This code covers such areas as integrity, respect, care, practice, disclosure and responsibility. Copyright Designs and Patents Act 1988 I would need to ensure that the support materials utilise did not breach this legislation.I would need to acquire permission or leveraging licences for relevant work that I hankeringed to use. information Protection Act 2003 this governs the type of data kept about my students, information held should be restricted to what is relevant for my purposes and role. Data shoul d be up-to-date and accurate. This also governs the security of information. Confidentiality and safe keeping being of the utmost importance. equality Act 2010 this legislation was designed to protect individuals from unfair treatment and discrimination and go up equality of opportunity.It protects individuals on the grounds of gender, race, ethnicity, religion, age, hinderance and sexual orientation. As a teacher I should be aware of my stimulate prejudices and ensure that I do not exclude, discriminate or treat unfairly any of the learners in any way that contravenes this act. Further to the Equality Act, there are often organisational policies relating to Diversity which means that as a teacher I should accept and celebrate the diversity of the learners, enabling and valuing the contributions of individuals. emancipation of Information Act 2000 this legislation is around the rights of the public to information held by authorities. This information could be anything that mig ht be in the public interest to know. The public therefore includes the learners. As a teacher I need to ensure that any records kept are accurate and relevant and pack nothing that I would not wish the learners to see.. Health and Safety at clobber Act 1974 relates to the responsibility of everyone in the workplace to take responsibility for ensuring the workplace is well-informed and safe.As a teacher I would need to be aware of my responsibilities and ensure that learners are aware of their responsibilities. Responsibilities include interventions to fix issues e. g. removing a trip hazard. Reporting accidents and good misses is another responsibility. Aslo reporting any issues that you are unable to address yourself. I would also add the requirement for a earth Performance Licence. This would be held by the organisation you work for. If you play recorded medicine or music videos in public including radio or TV you are legally required to have a PPL licence.