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David Miller Level 3 City And Guilds

By Charlotte1979 Apr 12, 2015 1018 Words
David Miller Level 3 City and Guilds Tutor: Gwyn Chamberlain “Assignments relating to Award in Education and Training “

10th March homework -unit 301 (the last part) and reflective log

3.1 Explain how the Teaching Role involves working with other professionals? Teachers in a variety of settings work with a range of professionals collaboratively in order to enable the learners to gain the best quality teaching experience which supports them as individuals and to enable more effectiveness as a teacher with more informed knowledge and guidance from a range of expertise that could support both the learners and the teacher’s development. Teachers will tend to work with other teachers within their school or college or university. They may look to forge relationships with other teachers in other schools, colleges or universities The nature of the role in an adult learning environment often means you are dealing with professionals in their own right learning about a new trade or developing new skills to enhance their current working environment. Dependant on the environment a teacher works in they may feel that they need to work with other professionals to enable them to support the child in a more effective manner as an example a Primary teacher may also want to work with social work, health and childcare professionals. In further education environment teachers will more than likely wish to work with professionals from local business and Industry’s Dependant on the age of learners the teacher may have to work with Parents Dependant on the disability of some learners the teachers may have to engage with carers and professionals from a Disability body to better support the learning needs of the individuals Advices and work may also forge relationships between teachers and Learning and Support specialists etc. 3.2 Explain the boundaries between the teaching role and other professional roles? There are two categories of boundaries that we need to consider when setting relationships between teaching and other professional roles. These boundaries do not only benefit the learners but they also benefit relationships with our colleagues and other professionals we may work with. ‘Professionalism requires us to maintain appropriate standards and fulfil our responsibilities to learners, institutions and colleagues (Francis and Gould, 2009:10)’. This can only be achieved by setting professional and personal boundaries which will enable us to be clear about what our limits are and what our professional role involves. Examples of Professional Boundaries challengers

Lack of resources and access to resources which may impact upon achieving those aims and objectives set out with the learner e.g. broken or faulty equipment, ill managed timetables with not enough hours allocated as designated. Management of students expectations around what the programme may or may not deliver for them Clarity around your role as a teacher – ie explaining what sort of advices can and or cannot be given Lack of support from colleagues in dealing with a difficult candidate Deadlines and time restraints – not delivering when timelines had been agreed. Demands from managers impacting negatively upon us.

These boundaries could have a negative effect on us as teachers as well as other professionals within the organisation. We therefore need to deal with these boundaries by referring to the Institute for Learning's (IfL) Code of Practice (2008) which outlines the behaviours expected of teachers in the Lifelong Sector (see Section 1.1d). The Institute for Learning (IFL) has developed a code of practice that outlines required behaviours of learners and employers. (IFL Code of Practice 2008). This code has six main areas: ·Integrity

·Respect
·Care
·Practice
·Disclosure
·Responsibility
Examples of Personal Boundaries Challengers
Disclosing personal information to learners.
Not being involved with the learners on a social aspect especially joining them on social networks. Physical contact with students
Showing any favouritism
Preferential treatment
Wanting to support the students that may jeopardise the teachers own health and time and personal circumstance example – Male married teacher that has to manage the growing reliance of a female student, that is time demanding and making the teacher feel uncomfortable Teachers should have considered personal boundaries and be aware and recognise good practice and be aware of situations that could challenge their boundaries. To support themselves they should always stay within their professional boundaries and should they feel out of their depth they could seek the advices of external expertise as an example a more appropriate person or department that has the skills to deal with the circumstance. There is also a responsibility for the educational establishment and the teacher themselves to identify areas outside of the professional boundaries of a teacher, either because of lack of necessary skills or expertise or because it is inappropriate for the teacher to deal with it. This is when external support from other professionals will be required and it is important to identify the appropriate colleague to which to refer the matter. For example a student who is having financial problems should be referred to the appropriate colleague within the institution. Each boundary identified above could have a negative effect on the Learner or Teacher and in all cases solutions need to be sought in order to protect the integrity and professionalism of the teacher and learning environment for the candidate. In all circumstances the following should always be considered: Awareness of the boundary that could be overstepped and the impact that it could cause Clarify the boundaries and teems before it gets to the point they are overstepped. If they are overstepped – clarity in communications with the right individuals is required – at times this may means courageous conversations. In addition seeking the right expertise to help resolve the issue is critical

3.3 Describe the point of referral to meet the Individual needs of Learners Reflective Log
A Case Study – my other half

3.3 Describe points of referral to meet the individual needs of the learner - How do you identify the learner needs (3/5 eaxamples)
- Explain when the points of referral would be and to whom you would refer the students onto

·         17th March homework – unit 302 (new unit) 1.1 and 1.2 ·         24th March homework – unit 302 (new unit) 1.3 and 2.1

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