Preparing to Teach in the Lifelong Learning Sector Level 3/4 Unit 008 Roles, Responsibilities and Relationships in Lifelong Learning

Roles, Responsibilities and Relationships in Lifelong Learning
In this assignment I will be talking about key aspects of legislation, regulatory requirements and codes of practice relating to my own role. I will reflect on the Teacher/Training cycle and make reference to where my role is relevant and any boundaries. I will also be talking about ground rules and how to promote appropriate behavior and respect.

Legislation is needed for a civilised society to function properly.Legislation a legal requirement .Code of Practice is a set of rules outlining how a person in a particular situation is …show more content…

I have to ensure that my instructions are clear, relevant and summarise and check learner understanding regularly. Varying teaching styles can ensure I reach all learners learning styles, for example, demonstrations can be a good way of teaching techniques and teaching aids can such as artefacts can assist with effective delivery. I am aware of policies and procedures for my setting for example disruptive behaviour, as some situations may need managing in a way that’s outside my teacher boundaries. For example a learner was being disruptive and showing signs of drug use, our policy states that the learner will be sent home, however I had to refer this to Deputy Head to make the decision as it was out of my control. Lesson plans can be flexible and if a lesson needs to be adapted for any reason it is important you recognise this and take action. The next stage of the cycle is assessing, “assessment is a way of finding out if learning has taken place” (Preparing to Teach in the Lifelong Learning Sector – Ann Gravells P.76). Monitoring progress can ensure the learner is has gained the necessary information and knowledge. Ways of assessing can be by listening and observing , through course work, assignments and questioning.Individual learning plans can recognise where a learner may need additional support, it can outline targets and individual learning styles and for checking individual progress. Assessing may require internal or external