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1. Explain what you consider will be your main role and responsibilities as a teacher/trainer in education and training.
I would consider my main role to be a motivating and reflective facilitator looking to create an inclusive classroom environment using a lesson plan. My lesson plan would be well planned and prepared with clear aims and learning outcomes. I would aim for the 80/20 divide ‘flipping’ the main contribution over to the learners. With their participation they can engage, learn and develop their skills to the best of their ability.
My responsibilities would be to –
• demonstrate professional behaviour to inspire learners
• promote a safe and supportive learning environment
• encourage appropriate behaviour and respect for others
• design a lesson plan appropriate to the course aim, that incorporates a variety of learning resources
• plan learning activities based on the needs of the group
• share best practice with colleagues and learners
• adhere to key legislation, regulatory requirements and codes of practice
• recognise when and where to signpost a learner
• maintain an accurate record of individual learners’ progress and future needs
• keep accurate records of recruitment, retention, achievement and progression
• contribute, feedback and reflect with colleagues in order to improve the experience and achievement of learners
• be organised
• be reflective, learning from what went well and what did not

2. Explain how your role will involve working with other professionals, and what the boundaries are between your teaching role and other professional roles.
My role will mean working with a variety of internal and external professionals. Support staff such as, administration, career advisors, welfare support, supported learning, student records and finance and estates. I would be working with other teachers/trainers when asked to reflect on existing lesson plans and create new ones, also through observation and feedback sessions. The professionals externally would include OFSTED, external verifiers, employers, employment services and colleges.
As a teacher/trainer it is important for me to be aware of my boundaries and where my role as a teacher stops. I need to know of the professionals around me, who they are and what they do, and recognise when to refer a student to them for support. I would look to use the suitable support to get the right help for the student and not attempt to get personally involved myself. It is crucial that I value the role and responsibilities of the professionals working around me and understand their procedures. This understanding will ensure the learner will receive a professional, reliable support service in a timely manner. Any hesitation or referral to the incorrect support could hamper their learning capability and they could end up becoming demotivated.
3. Summarise the key aspects of legislation, regulatory requirements and codes of practice relating to your role and responsibilities as a teacher/trainer.
It is important that I keep up to date and fully comply with all relevant legislation relating to my role. Legislation such as –
? The Data Protection Act 1998 – the processing of information relating to individuals, including the obtaining, holding, use or disclosure of such information.
? The Equality Act 2010 – to promote equality and to eliminate discrimination, treating all learners fairly and with equal respect. Giving learners the opportunity to participate on equal terms and with an equal expectation of success.
? Health and Safety at Work Act 1974 – requires that all practicable measures be took to manage risks.
? The Further Education and Training Act 2007 – implements recommendations made in the White Paper “Further Education: Raising Skills, Improving Life Chances”.
? The Education Act 2011 – Every child deserves a good education and every child should achieve high standards. The evidence and data presented in this report looks at gender, ethnicity, special educational needs (SEN) and disability, and socio-economic disadvantage.
It is also important that I keep up to date with codes of practice or policies such as –
Safeguarding – a term that is broader than ‘child protection’ and relates to the action taken to promote the welfare of children and protect them from harm. Safeguarding is everyone’s responsibility. Some learners may experience personal difficulties of a safeguarding nature whilst on their course. I have a duty of care to know which designated staff to contact with safeguarding issues.
https://www.gov.uk/government/publications/keeping-children-safe-in-education–2
Prevent strategy – This government strategy is about preventing terrorism and individuals becoming terrorists. A key message from the police in ‘if you suspect it, report it’ If I had any concerns about something I may have observed or an individual, then I would need to speak with a member of the safeguarding team.
Environmental awareness – to understand and manage environmental, social and economic affects and the prevention of pollution associated with activities. I would have a responsibility to learners and colleagues to increase and improve awareness of their environmental impacts.
Code of conduct – to be aware that learners are entitled to a high quality of service and that they have certain rights and responsibilities. I would also need to be aware of our expectations of them.
IT Acceptable Use Policy – defined as activities that are in line with the expectations of a user’s role in the workplace. In relation to learners, this includes undertaking activities related to their programmes of study or associated activities.
The legislation and codes are there for the protection of myself and learners.

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4. Explain how you would maintain a safe and supportive learning environment.
I would have to adhere to Health and Safety needs, so I would ensure the room size was appropriate to accommodate the number of learners and that the room temperature was suitable with good lighting. I would check the room had the correct working equipment required for the session.
Using effective communication skills both verbally and non-verbally, smiling, using learner’s names to make them feel important and valued, using pitch and tone to sound welcoming and interesting, I would deliver my welcome and introduction clearly and begin the session with an appropriate icebreaker.
‘When learners do not know each other, the icebreaker would help them introduce themselves to each other. An effective icebreaker will warm up the conversation and ensure that the learners enjoy their interaction and the session.’ https://www.thebalance.com/what-is-an-ice-breaker-1918156
I would reassure the learners that it is my role to support them and that with their co-operation we need to agree clear expectations and ground rules for the group. The group can decide these with my guidance. It is my role to create a positive atmosphere which reduces or eliminates any fears or negative experiences and motivates them to learn.
The ground rules can help create a safe environment where learners feel willing to take risks, get involved and even make mistakes along the way. I would be enthusiastic, encourage, and provide opportunities for discussion. The sooner the learners connect the quicker they will be open and willing to share and learn with everyone.
5. Explain why it is important to promote appropriate behaviour and respect for others.
With a consistent and positive approach, I would refer the learners back to the ground rules set out from the beginning when necessary then learners know what to expect from myself and what I expect from them. Leading by example and through effective communication, I would look to encourage positive behaviour and look to manage and improve behaviour using the behaviour management tools and behaviour management advice. I would ask the group to respect and consider everyone’s input, views and ideas without interruption and to value the inclusion of everyone. This is important as it makes the learner feel comfortable, included and confident to share opinions and participate in a more interactive way to maximise active learning.
‘People work best when they feel that they are part of a collaborative working environment.’
www.associatedtraining.co.uk
6. Explain ways to promote equality and value diversity with your learners.
I would treat all learners fairly and equally. It is important that I maintain a professional distance and not become too friendly with learners but build a relationship based on mutual trust and respect. I would value all learners equally and encourage an inclusive active learning environment. Learning materials should not discriminate against anyone and should be adapted where necessary (large print/audio format). To ensure no learner is treated unfairly, I need to be aware of different learning styles and when preparing my lesson plan take into consideration the environment, the classroom lay out, and make sure the teaching includes auditory, visual and kinsthetic learning styles.
Diversity is valuing individual differences and as a teacher this could be promoted through inclusion. I would promote the term ‘we’ to nurture a group ethos that the classroom is a shared environment for all. Expanding on the ground rules I would establish an atmosphere of listening to alternative points of view and encourage learners to share ideas even if they are not the views they personally believe. When learners share these types of things with others, they promote an awareness of diverse backgrounds and experiences, which promotes diversity.

7. Explain why it is important to identify and meet individual learner needs and describe the points of referral to meet these needs.
It is important to identify and meet individual learner needs so that learners feel valued and supported. When support is applied to overcome barriers to learning the learner is made to feel included and not left out. This can encourage the learner and boost their confidence. When individual learner needs are met the best possible learning environment has been created resulting in a motivated learner that feels enabled to develop.
Learner needs can be identified at any point in the Teacher/Training Cycle.
Ways to identify a learner need for referral could include –
? An application
? An interview
? An assessment
? A review
? Shared information with colleagues
? An Observation

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