sides know where they stand. If your learners understand what is required of them and what they can expect from you‚ they are more likely to make the necessary commitment to learning and to be successful in achieving their aims and ambitions. (Gravells and Simpson 2008‚ p.21) Promoting appropriate behaviour so that individuals respect each other and this would also help eradicate bullying style of behaviour. Although‚ you would think this would not happen with adults‚ however it does. ‘The
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The cycle can be started at any phase but should be followed all the way round for it to be most effective. The trainers role is to identify the aims of the course as defined by the examining board or syllabus in order that objectives can be set . Gravells (third edition‚p 42) defines aims and objectives in the following way “the aim is the what and the objective is the how” .As the trainer becomes familiar with the learners and repeats the training cycle the needs of the learners should be considered
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activities rather than excluding them for any reason either directly or indirectly (Gravells 2008:18). Making sure that the individual feels valued no matter what their own beliefs are or the background they are from. You should not discriminate in any way and you may have to challenge your own values‚ attitudes and beliefs so that you are not imposing these upon your students (Gravells 2008:18). If a range of
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References: Gravells‚ A.‚ 2012. Preparing to Teach in the Lifelong Learning Sector. 5th ed. London: Sage. Maslow‚ AH (1987)*edited by Fragner‚R) Motivation and Personality (3rd revised edn)
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appropriate to first define the terms ‘inclusion‚ equality and diversity’. According to Gravells‚ inclusivity is‚ “involving all learners in relevant activities rather than excluding them for any reason either directly or indirectly” . She defines equality as‚ “ …the rights of learners to attend and participate‚ regardless of their gender‚ race‚ ethnic origin‚ religion‚ disability‚ sexual orientation and age”. Gravells defines diversity as‚ “…valuing the differences in people‚ whether that relates to
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An introduction to roles‚ responsibilities and relationships in lifelong learning Legislation and codes of practice The code of practice for teaching further education‚ within the lifelong sector is regulated by the Institute for Learning (IFL). This independent professional body provides a register of teachers/trainers and skills‚ promotes continuous professional development‚ and represents their members when interacting with government‚ agencies and sector organisations (IFL: 2011). General
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legislation‚ regulatory requirements and codes of practice and ensure that they are up to date with all current requirements‚ which are often subject to change. Some are generic and affect all who teach‚ whereas some are subject (or environment) specific. (Gravells 2012:19-22) The Equality Act (2010)‚ which harmonises some 20 previous pieces of Equalities legislation is important within the lifelong learning sector and helps ensure accessibility to learning with a view to equality and diversity . Under
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reading/learning to ensure they had some background knowledge prior to attending the course. To promote diversity and inclusion I would encourage learners to share their knowledge and experiences to enhance the learning experience for all learners. Gravells (Gravells‚ Preparing to Teach in the Lifelong Learning Sector‚ 2011‚ p. 47) endorses this
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Lifelong Learning Sector. United Kingdom: Sage Publications Ltd. Gravells‚ A. (2009) Principles and Practice of Assessment in the Lifelong Learning Sector. United Kingdom: Learning Matters Ltd. Gravells‚ A. (2008) Preparing to Teach in the Lifelong Learning Sector. United Kingdom: Learning Matters Ltd. Gravells‚ A. & Simpson‚ S. (2009) Planning and Enabling Learning in the Lifelong Learning Sector. United Kingdom: Learning Matters Ltd. Gravells‚ A. & Simpson‚ S. (2009) Equality and Diversity in the Lifelong
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delivery. It must be followed for learning to be truly effective as described in the following quote: “It’s called a cycle as you can start at any point‚ but you must follow through all the other points for teaching and learning to be effective.” Gravells (2011:Kindle Edition). I believe that I will have professional guidelines to adhere to in my place of work and I will need to consider the learning environment at all times ensuring the safety of my learners. A major part of my role is setting
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