Review What Your Role, Responsibilities and Boundaries as a Teacher Would Be in Terms of the Teaching/Training Cycle.

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Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle.

A Teacher, Lecturer or Trainer must always be fully aware of their role, responsibilities and the boundaries in terms of the teaching/training cycle. This essay will show examples of this process inside the role as a hairdressing trainer at United Salons, where students learn how to become a hairstylist both practically and theoretically. It will describe the five stages of the learning cycle and show examples of how these stages are applied within the roles and responsibilities as a trainer for United Salons.

Identify needs - Stage one. Establishing what is wanted, needed of you and the course from the student. Prior to first meeting the students it is vital to find out as much as possible about the students and their needs. This can be done by doing background research, for example, checking the student’s c.v or getting references from previous employers or colleges. The lecturer may also wish to carry out an initial assessment, which could be done during a one to one with the student or an enrolment interview. This can help the trainer to find out what the student’s previous academic results have been and if they have any previous hairdressing experience, as well as what type of a person they may be. It is important to check with the student prior to this to ensure they are happy for the trainer do this so as not to breach the students confidentiality or their data protection rights, Finding out where the students are in terms of previous training will help make sure that the trainer isn’t repeating any previous learning which may create a barrier between them and the student as well as a lack of motivation. Once meeting the students a good way of getting to know their personal needs may be to arrange for a quick stage test; this can help the trainer to find out the students individual needs. Within the salon a simple literacy and numeric test could be needed as students will have to use both within the salon environment. It can also be helpful to find out if any of the students may require any additional help and support from the trainer or an outside source. It is essential that the student should feel they can approach the trainer for help regarding their training at any time. The student’s preferred learning styles should become apparent as the trainer gets to know them but a helpful guide may be to get the students to carry out a Mc Carthy 4mat test on the internet. The 4mat system suggests “There four major learning styles, each of which asks different questions and displays different strengths during the learning process.” Huitt, W. It is the job of the trainer to help the students succeed within the United Salons training courses and knowing how the students may learn the easiest way they can help the student move along with their education quickly and efficiently; it may also make the job as trainer easier as they can find out how to teach the students with optimum results. When assessing and identifying the students’ learning and personal needs it is essential that the trainer treats everyone equally but always allows for different types of learners. The Disability Discrimination act 2005 states that any disabled person should have the right to an education and employment; this could mean that when teaching a practical demonstration the trainer may wish to allow students with sight impairments or who are using wheel chairs to be closer to the front to see easier, “students who use wheelchairs or whose sight is impaired are at risk of not learning as well as they might. Many other factors can impact negatively on learning. This is not due to the learner’s disability, but due to a lack of the provision that would meet their needs.” Petty, G (2004; 89) providing worksheets in pink coloured paper for students with learning difficulties is also a great way of helping and supporting...
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