The Role & Responsibilities of a Tutor
As a tutor, within my Pre-Release Advisor position, my role, responsibilities and boundaries will fall into the following five categories which make up the key elements of the training cycles.
Identify Needs: I will need to know the ability of my learners in order to plan a scheme of work; this would be evaluated through a 121 assessment prior to the workshop and obtaining results from numeracy and literacy tests carried out during induction. From identifying their needs I will then be able to arrange for LSA and Peer Mentors to assist throughout the course.
Plan & Design: As a tutor I have the responsibility to prepare for lessons, making sure they are meaningful, have clear aims and objectives for each session and in a safe learning environment. I will use my creative skills to compile an interactive lesson plan based on the ability of the learners. I will use the initial assessment conducted by the prison during the induction of all prisoners to highlight the numeracy and literacy levels of all my learners – which my lesson plan will be focussed on. I complete an initial 121 with my learners before each workshop to identify their needs and current knowledge on the subject, this not only assists me with my planning but also allows me to build a rapport with the learner and answer any queries they have about the course. I have found since starting these 121’s the attendance has increased. An ILP is completed by all learners, which allows themselves to set their own targets and these will then be reviewed throughout the course, setting new realistic targets along the way. By categorising my aims and objectives by all, most and some learners will be able to, this ensures that I am progressing all learners regardless of their levels and will be aware to set higher goals for more enabled learners, this confirms I am not expecting the same learning outcome for all and this will be reflected in the resources and teaching methods I use. My lesson plan will always include an introduction at the beginning of each lesson, where I will provide information on the course, my experiences and qualifications on the subject matter, health and safety, where the toilets are situated, equal opportunities and the procedure we will follow if the fire alarm starts. For a new group of learners an ice breaker will be used, to introduce themselves to each other, help them to relax and get to know each other.
Deliver: It is crucial to be a good communicator, and to encourage debate within the classroom that leads to a deeper understanding of the subject. I must remain professional, maintain confidentiality, and adhere to guidelines in the prison. Handouts must be relevant to the workshop and suitable for all learning abilities. LSA and Peer Mentors will be assisting during each lesson. I will use a learning style questionnaire, to identify if the learners will be visual, aural and/or kinaesthetic. My delivery will be interesting and I will use activities to cover all three styles to reach all learners. All learners require boundaries and rules within which to work, so from the start I use a workshop charter to set ground rules on how I would like the dynamics of the group to work. The group all agree on rules to adhere to, such as punctuality, respect, listening to one another, not interrupting, no swearing etc. I find that as they have all set these rules themselves to stick to them, if a learner does not I can refer them back to the workshop charter and find it a good method to keep control. I will be aware of my body language and must appear to be confident, even if I am not feeling it. I will use humour to build rapport with the learners but when dealing with disruptive behaviour will remain strict but fair. The prison uses warnings followed by an IEP, but I have always been able to defuse a situation before without having to resort to these, but would feel competent in...
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