L3 In Education Training Assingment 1 Final

Topics: Learning, Psychology, Education Pages: 7 (2552 words) Published: February 2, 2015
Assignment One
Group A Mandatory Unit 1: Understanding roles, responsibilities and relationships in education and training 1 Understand teaching role and responsibilities in education and training 1.1 Explain the teaching role and responsibilities in education and training. To quote Ann Gravells “It’s all about helping someone reach their full potential whether this is for personal or professional reasons”. The traditional role of the teacher has been the supplier of information. This role has evolved so that the teacher is now a facilitator who facilitates students to learn for themselves. The teacher is not just facilitating them to learn academically, the learning process should be such that others skills are tested and developed with the student being taken outside their comfort zone with consideration of the student maybe being self-conscious. The teacher needs to perform assessments of the students; there are various forms depending on the subject being taught and the type of student. One example is to ask students to complete assignments. Teachers are expected to support the learner directly and indirectly which includes working with other professionals and organisation. Be adaptive with their teaching/learning methods so each learners needs are catered for. Ensure the learning environment is a safe environment; maintain an inclusive atmosphere and all are given an equal and motivating learning environment. Some examples of responsibilities that we have as teachers are complete administrative duties, i.e. take a register, complete all relevant paperwork, comply with all relevant regulatory, legislative, policies and procedures. One of the biggest responsibilities is the teaching learning cycle, for example this has five aspects, firstly identifying needs what are the learners objectives, planning learning preparing a learning plan to deliver the student’s needs, facilitating learning delivering the teaching and obtaining feedback, assessing learning check your learners have gained the necessary skill/knowledge and evaluating learning gain feedback from others evaluating your role. 1.2 Summarise the key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities. As a teacher you need to ensure that you comply with all relevant legislation, regulatory requirements and codes of practice during your professional and working life, some examples are below and how it applies to teaching. Legislation – are laws (Act’s) which are passed by parliament examples are below: Health and Safety at Work Act (1974), generally states that the organisation needs to provide a safe place to work and that you need to ensure the safety of yourself and others. Safeguarding Vulnerable Groups Act (2006) – introduced a vetting and barring scheme to make decisions about who should be barred from working with children and vulnerable adults. Teachers will need to have Disclosure and Barring Service check. Regulation – are regulatory requirements are still regarded as laws and are usually specific to certain industries, an example is below: Control of Substances Hazardous to Health (COSHH) Regulations 2002. If you were a chemistry teacher or dealing with a hazardous substances you need to consider the regulations to ensure all who come into contact with the substances understand the hazards and safe handling. Codes of Practise – are usually produced by professional organisations. These are guidelines or best practises and can be mandatory or voluntary. One example is the Institute for Learning (IfL) Code of Professional Practice (2008). The code covers the following professional integrity, respect, reasonable care, professional practice, criminal offence disclosure, responsibility during Institute investigations and responsibility. Legislation, regulatory and codes of practice that is relevant to the teaching environment: Children Act (2004) – ensuring the wellbeing of children

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