Education and Students

Topics: Education, Educational psychology, Learning Pages: 10 (3067 words) Published: July 6, 2013
Level 3 – Assignment unit 001 - Roles, responsibilities and relationships in Lifelong Learning

Tasks

Task A – Written Report

Produce a report that will:

a) 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities

There are generic legislations and codes of practice related to your role as a teacher that will be regulated by external entities and the organizations you are employed by. The Code of Professional Practice (2008) outlines behaviours expected from teachers and it states that you must remain professional. The Equality Act (2010) protects people against discrimination in the work place bringing disability, sex, and others into a sole legislation. The Further Education Teacher’s Qualifications Regulation (2007) states that all teachers must be registered with IfL and participate in Continual Professional Development. There are also language subject associations such as the National Centre for Languages (CILT) and the Association for Language Learning (ALL) which also offer teaching inspiration and resources as well as online and real-life networking opportunities for language teachers at all levels. ALL actively promotes the teaching and learning of foreign languages by providing information and publications, organising professional development activities and acting as a public voice on behalf of members.

b) 2.1 Explain the boundaries between the teaching role and other professional roles

There are boundaries between your roles and responsibilities as a teacher and the responsibilities that other professionals may have towards the students. For example, as a teacher you must constantly check that your students have gained the necessary skills and knowledge but you must not address the ability of a student, e.g. lack of English, behaviour issues, etc.

c) 2.2 Describe points of referral to meet the needs of learners

Teachers must support the student’s needs but it’s not always possible to do so without the support of other departments of the organization or from Skills for Life specialists. There are also organisations that have specialist resources for supporting disabled learners or may be able to provide a learning support assistant to a disable student. You should be aware of the limits of your responsibility and know when and where to access support both for yourself and your learners.

d) 3.2 Explain ways to promote appropriate behaviour and respect for others

Establishing and encouraging ground rules that are strong enough to promote good behaviour and respect towards others, but flexible enough to be negotiable and adaptable according to different situations, will enable everyone to have an equal opportunity to carry out their study whilst in the classroom and will set the boundaries within which the students must work. Students should know the reasons why there has to be rules and the teachers and organizations should make sure that they understand them. They must know about consequences for breaking the rules and disrespecting others. When possible, they should participate in setting some rules for the class or groups of study. To effectively manage and encourage appropriate behaviour in the organizations, policies should be clearly explained and communicated to all staff, governors, learners and teachers. Policies should be consistently applied and reinforced. There should be a “Rewards and Recognition System” and a “Sanction System” when possible and according to the learners age and the organization. Student’s learning disabilities should be assessed in order to differentiate bad behaviour from challenges and the rules should be adapted accordingly. Task B – Reflective Account

Produce a reflective account, reflecting on your role as a teacher in your own subject area, either now or in the future to:

a) 1.2 Explain own responsibilities for promoting equality and valuing...

References: and further information
House of Commons Education Committee (2011) Behaviour and Discipline in Schools.
http://www.publications.parliament.uk/pa/cm201011/cmselect/cmeduc/516/516i.pdfLondon, (Accessed 24/06/2013)
Ardingly (2012) Promoting Good Behaviour and Sanctions Policy,
http://www.ardingly.com/cmsAdmin/uploads/Promoting-Good-Behaviour-and-Sanctions-Policy.pdf, (Accessed 24/06/2013)
Department of Education, Get into teaching ‘Could you teach languages’,
http://www.education.gov.uk/get-into-teaching/subjects-age-groups/teach-mfl/could-you-teach-mfl.aspx, (Accessed 28/06/2013)
The East Midlands Centre for Excellence in Teacher Training (emCETT)
http://www.emcett.com/site_files/uploads/PTLLS%20Portfolio%20Guide_1208.pdf,
(Accessed 29/06/2013)
Gravells, A (2012) Preapering to Teach in the Lifelong Learning Sector (5th edn.). Exeter: Learning
Matters
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