Deciding aims/learning outcomes which in turn will enable to help the tutor in gauging the level and ability of the learners by using the IA/ILP of their learners‚ and will then also assist the tutor to come up with a schedule of work and then a focused lesson plan that is relevant to their learners‚ it will also help the tutor to select the appropriate resources and learning environment for the learners and will also assist the tutor to produce/purchase the required resource material needed. 3)
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thought‚ chosen for my ethnographic research because I have been an active participant over there recurrently for five years on a regular basis. I have been going to the dance classes and joining regular parties with other participants‚ including dance tutors and students of different ages and backgrounds from time to time. In this regard‚ my ethnographic data may sound and accurate with my understanding about the community. I acquire the data through observational techniques and participation in the practice
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that all learners require boundaries and rules within which to work. These must be made very clear and early on in the course; these terms could be set by organisation and/or produced by the tutor himself. In fact setting ground rules will help everyone know their limits. Learners like routine and will expect tutor to be organised and professional. “Ground rules articulate a set of expected behaviours for classroom conduct. They can be set by the instructor or created by the students themselves (some
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Unit 008- Roles‚ Responsibilities and Relationships in Lifelong Learning When thinking about primary roles and responsibilities as a tutor‚ you must take into account legislation‚ regulatory requirements and codes of practice. In the Spa sector key aspects of legislation are: Health and Safety at Work Act (1974). This act was put in place to ensure that everyone is protected against any risks and that all activities have been suitably risk assessed. In the beauty industry there are lots of processes
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plot focuses on an English tutor‚ named Tutor Pleng‚ who is asked by Kaya‚ her Japanese student who is leaving for the United States‚ to deliver the break-up message to her Thai boyfriend‚ Yim. Tutor Pleng gets into an awkward situation‚ as Yim‚ Kaya’s soon-to-be ex-boyfriend‚ does not want to break up. Instead‚ Yim blames Tutor Pleng for teaching English to his girlfriend‚ so she can get a job overseas. Deviously‚ Yim decides that he will take an English lesson with Tutor Pleng‚ so that he can transfer
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Report For The First Field Trip On 19th of March 2014‚ my tutor‚ classmate and I went to a Vietnamese Buddhism Temple. I was very exciting before the trip. Since I don’t have transport to go to the temple‚ I went to the classroom that we used to go during our class time and gathered with my tutor to ask her to fetch me to the Vietnamese Buddhism Temple. When I reached the classroom‚ our tutor‚ Dr Lili Zhang was talking to a male tutor about some trip to Japan and how the people there treat foreigner
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allocated to this lesson‚ learners will be involved in a couple of exercise’s that directly relate to hand hygiene and will assist the learner to build on knowledge throughout the session. The subject has been chosen in part because it is within the tutors subject knowledge and specialism‚ the subject is also relevant to current media interest due to the increase in hospital acquired infection and the resistance of pathogens to antibiotics‚ therefore although this presentation is pertaining to Veterinary
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Edexcel GCSE 2009 Health and Social Care Unit 4: Health‚ Social Care and Early Years in Practice Practical support to help you deliver this Edexcel specification Scheme of work This scheme of work has been produced to help you implement this Edexcel specification. It is offered as an example of one possible model that you should feel free to adapt to meet your needs and is not intended to be in any way prescriptive. It is in editable word format to make adaptation
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involvement and discussion with the tutor and within their learning environment. There are four separate methods of assessment. 1. Formative Assessment:- this method is ongoing to monitor progress and how learners are forming within their program. It provides tutors an opportunity to offer assistance and feedback to students at short term intervals. 2. Summative Assessment:- this is a conclusive assessment at the end of a program of learning. It enables the tutor to check and evidence a learning
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exam timetable and final exam result will release. 4. How and when to register our timetable. 5. When is the add/drop subject period. 6. How to know our add/drop subject is successful or not. 7. How to find or contact our lecturer or tutor. 8. How to register the MUET exam. Where to collect the MUET result. 9. Where can we register the soft skill program? 10. Why the toilet doesn’t provide the toilet paper. 11. If I lost the student ID‚ how can I apply for a new student ID.
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