Pttls Unit 008

You should be professional and carry out your responsibilities as a teacher at all time’s with students, colleges and the college. You should also abide by the law, and the standards set out in the code of practice. Legislation that applies to you as a lecture of hairdressing are as follows:
Children Act (2004)
Code of Professional Practice (2008)
Data protection Act (2003
Education and Skills Act (2003)
Equality Act (2010)
Freedom of Information Act (2000)
Health and Safety at Work etc Act (1974)
Copyright Designs and Patens Act (1988)
Human Rights Act (1998)
Protection of Children Act (1999)
Safeguarding vulnerable Groups Act (2006)
Information Technology Codes of Practice relate to the use of computers in your particular organisation:for example, internet access and e-mail protocol.
The Further Education Teachers Qualifications (England) Regulations (2007)
- Fire Precautions Act 1971
- Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (1995)
- Manual Handling Operations Regulation (1992)
- Control Of Substances Hazardous to Health regulation (2002)
- Personal Protective Equipment at Work Regulations (1992)
- Health and Safety (First Aid) Regulations (1981)
- The Provision and Use of Work Equipment Regulations (1998)
Electricity at Work Regulations (1992)

It is your own responsibility for promoting equality and valuing diversity, to do this you must assess individual needs, learning styles and goals.
Take into account all the factors that may stop them from enrolling Example: access to internet, dyslexia or a different language. Making sure notes are put on students files regarding health and educational needs and these are referred to the correct support service’s.
Arrange programs at different times so everyone can attend or flexible program delivery e.g: distance learning.

Wilson, L Practical Teaching A Guide to PTLLS & DTLLS Delmar Cengage Learning. Hampshire. Linden Harris.

You need to use initial assessment results to plan your lessons and individual learning.
You need to ensure you involve all students in activities, treating them equally, and not excluding any students from the session, so knowing in advance their individual needs, is very important. (Gravells 2012. p57) says that “You are not teaching your subject to a group of students who are all the same, but to a group of individuals with different experiences, abilities and needs which should be reconised and respected.”

Gravels, A & Thornton, A (2012) Preparing to Teach in the Lifelong Learning Sector. The New Award. 5th Edition (2012), London. SAGE Publications

The National Archives. (2012) UK Public Acts http://www.legislation.gov.uk/ukpga
[12th July 2012]

Your roles and responsibilities as a teacher, there are many roles of a teacher including:
Designer
Planner
Facilitator
Tutor
Assessor
Marker
Evaluator
Coach
Mentor
Communicator and lots more.
Your role as a teacher changes to your students needs. There are many responsibilities that come with being a teacher some of these are, continuously assess and reassess your students, create a safe learning environment physically and emotionally, establish open and trustworthy relationships and most of all be professional.

Teaching students is not the only role you will up hold whist being a teacher. You should also ensure that you know how your learners learn best by giving them a learning styles questionnaire. The learning styles are Activist, Reflector, Theorist or a Pragmatist.
Creating a good first impression as within the first few minuets of meeting someone we make a decision about them, by being on time, smiling, being prepared, being confident and maybe starting off with an icebreaker so the new learners get to know you and each other you would be able to set a good example.

Gravels, A & Thornton, A (2012) Preparing to Teach in the Lifelong Learning Sector. The New Award. 5th Edition (2012), London. SAGE Publication

Knowing the boundaries of your role as a teacher is a necessity to have adequate learning environment. Being open to change and incorporating others input. When boundaries are lost, boundaries need to be reinstalled. Some assumptions are made by students that a teachers role extends even further then already stated above, so it is a good idea to know all the relevant people/organisation’s to refer students to.
Internal referrals are:
Student Service’s Office
Creche
Counseling
Tutoring
Financial Support
Learner Support (for physical or educational needs)
Dyslexia Support

External student support:
Samaritans

Drug Line
Talk to Frank
CAB
Child Line
Help the Aged
Job center Plus
Parent Line
National Debt Line
Lesbian and gay switch board
National Domestic Violence
Crimestoppers

You must realise that a main part of a teachers role is record keeping. Doing this ensures that all students are kept track of, if your off sick any teacher can pick up from where you left. Other uses of these recored could be:
Auditing purposes
Information gathering
Health and safety management
Financial accountability
All of your recored keeping must be kept up to date for these reasons.

Now this is where your planning and recored keeping come into practice, you need to recognise the needs of your students, are there barriers stopping them attending? These could be an array of different problems your students face; transport problems, mental health conditions, bullying and access to technology or fear of it. It’s important to create a safe and comfortable environment for your students and making it accessible to everyone not just one particular group.

In your first lesson teaching a new group of students you need to lead by example Schwilzer said “Example is not the main thing influencing others, it is the only thing”

Quotes http://www.thinkexist.com/english/Author/x/Author_2250_1.htm [14th May 2012]

Bibliography

Gravels, A & Thornton, A (2012) Preparing to Teach in the Lifelong Learning Sector. The New Award. 5th Edition (2012), London. SAGE Publications

Wilson, L Practical Teaching A Guide to PTLLS & DTLLS Delmar Cengage Learning. Hampshire. Linden Harris.

The National Archives. (2012) UK Public Acts http://www.legislation.gov.uk/ukpga
[12th July 2012]

Quotes http://www.thinkexist.com/english/Author/x/Author_2250_1.htm [14th May 2012]

Ollin, R & Tucker, J (2003) The NVQ and GNVQ Assessor Handbook Second Edition. London. Kogan Page LTD

Tucker, J % Ollin, R (2004) The NVQ assessor and verifier HANDBOOK Third Edition. London. Kogan Page LTD

Bibliography: Gravels, A & Thornton, A (2012) Preparing to Teach in the Lifelong Learning Sector. The New Award. 5th Edition (2012), London. SAGE Publications Wilson, L Practical Teaching A Guide to PTLLS & DTLLS Delmar Cengage Learning. Hampshire. Linden Harris. The National Archives. (2012) UK Public Acts http://www.legislation.gov.uk/ukpga [12th July 2012] Quotes http://www.thinkexist.com/english/Author/x/Author_2250_1.htm [14th May 2012] Ollin, R & Tucker, J (2003) The NVQ and GNVQ Assessor Handbook Second Edition. London. Kogan Page LTD Tucker, J % Ollin, R (2004) The NVQ assessor and verifier HANDBOOK Third Edition. London. Kogan Page LTD