Unit 008 Unit 1

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Level 4 Unit 008 Roles, responsibilities and relationships in lifelong learning

Introduction:

While I recognise that as a teacher, my role would involve wearing many hats, my primary role is as Reece and Walker have stated in “Teaching Training and Learning, A Practical Guide “2007 p.3” to ensure that my learners do actually learn “
Other roles include being a mentor, assessor, verifier, and record keeper among others. It is also imperative that I identify learner needs and any barriers to learning. As I carry out my role, I have at the back of my mind, my responsibilities to act within relevant legislation such as the Data Protection Act 2008, IFL Code of Professional Practice (2008), Children Act (2004), Every Child matters, Copyright
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What would I do if something goes wrong? I should be prepared for things like conflict against me, between students, dealing with difficult and reluctant students. I would plan the structure of the lesson bearing in mind - introduction, topic presentation, student involvement, questions, recap and feedback.

I have to identify the different learning styles bearing in mind Honey and Mumford’s analysis of different learning styles in 1982 that classifies learners into four groups of activists, reflectors, theorists and pragmatists. No individual has all the characteristics of one group. My goal would be to make it easy for my learners to switch from one learning style to another. I can achieve this by the variety of tasks I provide.

At the delivery stage, Aims, objectives and learning outcomes of sessions would be discussed at beginning of class. I would recognise and endeavour to remember that things might not always work out as planned due to unforeseen circumstances. I would be flexible and ready to change my plans to suit the situation. I assume nothing. Assumptions can create barriers to me engaging my earners, which is one of my goals. I would ensure that I dress properly and carry myself professionally. I would get to know my student so that I can pick up things like an active student suddenly quiet- has anything happened, does the person require help, who can I direct them to bearing in mind
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The National Union of Teachers has a code of conduct that I could also refer to as a guide. Things to bear in mind include respecting confidentiality of others. If I saw another teacher not behaving appropriately, I would be sensitive in the manner I would address it. I would definitely not speak ill or run down a colleague in front of students. There is a better chance of the organisation doing well where there is mutual respect among colleagues. Simple things such as leaving a classroom neat and tidy for the next teacher and working together to make sure organisational records are up to date, keeping clear communication lines enhance

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