Describe what your role‚ responsibilities and boundaries would be as a teacher in terms of teaching and training. Role‚ responsibilities and boundaries as a teacher would be to be prepared for the learners. This would include making sure that the work stations are correct‚ such as computers‚ chairs and desks. The room temperature should be at a suitable temperature. Lighting must also be suitable. I would also have handouts ready to give the learners once they have arrived and my knowledge of
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Assessment Question 1 * Evaluate what you believe are your main roles and responsibilities as a teacher/trainer in relation to the teaching and learning cycle and in particular when meeting the needs of learners. How far do your responsibilities as a teacher/trainer go and how do these work in relation to other professionals you may encounter‚ both internally and externally? What boundaries are there with your role and between that of other professionals? * Outcomes assessed: U5: 1.3‚ 2
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Question 1: Summarise key aspects of legislation‚ regulatory requirements and codes of practice that directly impact on your teaching and on your learning environment. In order to summarise key aspects of legislation‚ regulatory requirements and codes of practice‚ we need to firstly understand what these terms mean. Legislation‚ regulatory requirements are a duty to act according to the law as defined in an Act of Parliament and usually enforceable through the courts. Codes of Practice are rules
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Preparing to Teach in the Lifelong Learning Sector (PTLLS) at Level 4. Preparing to Teach in the Lifelong Learning Sector (PTLLS) at Level 4 Total credit value (at Level 4) 12 Total GLH 4 x units (each @ 12 GLHs) = 48 Units being run and assessed: Group Unit title Level Credit value GLH A Roles and responsibilities and relationships in lifelong learning 4 3 12 Learning outcomes: The learner will Assessment Criteria: The learner can 1. Understand own role and responsibilities in lifelong learning
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http://ptllsresource.co.uk/blog Starting Ptlls This is a post for people at the beginning of their Ptlls journey – next week will be a long article for people who have finished and are looking at where to go next. So‚ on to my little guide if you are getting started with your Ptlls course. There are all the Ptlls essays with notes but this is more an overview of how I would tackle things at the beginning of the course if I were doing over. If anyone has any pointers please leave a comment
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Assignment 008 Task A 1 Every child matters is a national piece of legislation. It aims to support every child‚ whatever their background to have the support they need. It’s put in place so all local agencies such as children’s centres‚ early years‚ schools‚ social services and health services all work and communicate together for the welfare of children. The plan also aims to improve education for children‚ improve children’s health and eradicate child poverty. There are five main outcomes the
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Roles‚ responsibilities and boundaries are continuous qualities within my role as a tutor which are constantly assessed and reflected upon throughout the teaching/training cycle. According to Francis and Gould “The role of a teacher is not just to teach but to also be an evaluator‚ subject leader‚ manager of learning resources‚ curriculum developer‚ union member‚ personal tutor‚ assessor‚ information and advice giver‚ administrator‚ liaison with external body‚ record keeper‚ interviewer‚ verifier
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Kidd‚ W.‚ Czerbiawski.‚ (2010) Successful Teaching. London: Sage Publications Ltd. Wallace‚ S. (2005) Teaching and Supporting Learning in Furthur Education‚ 2nd Edition. London: Learning Matters. Wilson‚ L.‚ (2008) Practical Teaching A Guide to PTLLS & CTLLS. London: Melody Dawes. https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DfES/1081/2004 http://www.legislation.gov.uk/ukpga/2010/15/contents
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Level – 4 (Prepare to teach in the lifelong learning sector) - PTLLS The following are headings for broad areas students will have to research to show evidence of competence in PTLLS. GROUP A: Roles and responsibilities and relationships in lifelong learning GROUP B 1: Understanding inclusive learning and teaching in lifelong learning GROUP B 2: Using inclusive learning and teaching approaches in lifelong learning GROUP D: Principle of assessment in lifelong learning
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Introduction Gravells (2008‚p9)states that “ your main role as a teacher should be to teach your subject in a way that actively involves and engages your student during every session”. This in itself places the learner at the centre point of all teaching. To understand this further‚ I intend to look at person centred approaches in my teaching in an attempt to demonstrate how I can achieve this in the construction of my methods. I will also be establishing an overview of current legislation that
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