Running Head: Theories NBT Task 1: Classroom Management Theories Rob Tippett Western Governors University NBT1: Classroom Management, Engagement, & Motivation Mentor Robert Bott Abstract For this task I will be creating a personal philosophy of classroom management related to my area of licensure in Special Education. This work will explain how elements of classroom management theories influence my personal philosophy in; self-management, self-efficacy, student motivation, and student engagement. I will also be looking at strategies for managing routine misbehaviors into my classroom management philosophy. My philosophy on classroom management focuses on creating a calm, safe environment for each student. I will create this environment through an engaging curriculum, personable interaction, topic orientated discussions, and group work.
• Making the environment safe for everyone’s use. • Following organizations policy and procedure on health and safety. 2. Management of Health and Safety at work Regulations 1999- This place responsibility on employers to provide adequate trainings for the staff under their employment.. They must also carry out risk assessments, remove or reduce any health and safety hazards identified.
Historical foundations, professionalism, the role of technology, and trends and issues in education are introduced. Students will examine personal reasons for wanting to teach and will create a personal philosophy of education. (3 credits) Prerequisites: GEN 200 and EDU 300. EDU 305 Child Development This course explores the development of the child from birth through eighth grade. Physical, cognitive/intellectual, social/ emotional, and moral development will be examined.
Assessment Task – CYP Core 3.4 Support Children and Young People’s Health and Safety Introduction Providing children and young people with a safe environment requires knowledge and understanding of potential hazards and risks. Task 1 links to learning and outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4. You are asked to provide a resource to inform staff in the setting about health and safety issues. You will need to provide: 1.1 A description of the factors to take into account when planning healthy and safe indoor and outdoor environments and services. There are a variety of different factors that should be taken into account when planning safe and healthy environments.
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 that involve using chemicals, and/or substances hazardous to health. Therefore COSHH (control of substances hazardous to health) regulations are paramount to the safe storage, handling and use of chemicals such as oxide, which is used a developer in eyelash tinting.
There are a number of differing but interlinking aspects to teaching and training in the lifelong learning sector; Health and Safety, Equality and Diversity, Legislation and Approved Codes of Practice to summarise some key aspects that need to considered when working with Learners. Health and Safety is of paramount importance and it is the duty of the Teacher or Trainer to inform the learners of the Health and safety issues and procedures specific to the training environment (the training centre or place of work where training is being delivered) such issues being: Fire procedures, first aid provisions, PPE requirements etc. Also the health and safety legislation that will be appropriate to the field they are training in; such as The Health and Safety at Work Act, L.O.L.E.R (Lifting Operations Lifting Equipment Regulations 1998, P.U.W.E.R. (Provision of Work Equipment Regulations) There are also other Laws, Codes of Practice or Regulatory Requirements for example in Plant Operator Training a Trainer must make sure that what Learners are taught is based on the current ACOP (Approved Code of Practice), Current and relevant legislation in their area of work and also their responsibilities under applicable current legislation and regulations Equality and Diversity legislation now impacts on all of us in our daily lives including the workplace and places of education and training. Therefore Teachers and Trainers must be aware of the need for them to promote equality and diversity to Learners and explain the requirements placed on training providers and teaching establishments to have their own policies and procedures in place.
MOVING AND HANDLING IN A SOCIAL CARE SETTING. When you are assisting and supporting someone with their mobility, there is legislation in place that governs how this should be done in an environment that is safe for the individual you are supporting as well as yourself. The Health and Safety at Work Act 1974 is there to promote and ensure that the techniques and equipment you use are safe for both you and the person you are supporting, as well as making sure that you are properly trained in using the equipment, and supporting someone using it. The Health and Social Care Act 2008. Part 4 relates directly to the quality and safety of care.
It is the responsibility of the Health and Safety Officer, nursery manager and Head Office to ensure health and safety procedures are put in place, making sure people/staff are aware of them and follow them. Taking into consideration the health, safety and welfare of the children we care for and staff members. Also to provide staff with a safe environment, safe equipment and safe place to work. Things we have to follow and abide by are: Policies and procedures –
Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4. You will need to provide information on the following: A) A description of the factors to take into account when planning healthy and safe indoor and outdoor environments and services • the individual needs, age and abilities of the children and young people: When setting up a learning environment in the setting the specific needs of children and young people need to be taken into account. For example, the different age groups, different abilities and needs of children and young people. When teaching children who have Special Educational Needs careful planning and consideration should be given for their safety when learning. • specific risks to individuals such as pregnancy, sensory impairments: specific risks such as pregnancy and sensory impairment need to be taken into account when planning in for learning in the environment.
Roles, responsibilities and relationships in lifelong learning Mandatory Unit 01 Guided Learning Hours: 12 Credit Value: 3 Level 3 Roles, responsibilities and relationships in lifelong learning In this section you will learn about: • Role, responsibilities and boundaries • Relevant legislation and codes of practice • Promoting inclusion • Identifying points of referral to meet learners’ needs • Record keeping Role responsibilities and boundaries What do teachers in the Lifelong Learning Sector do? The lifelong learning sector covers a range of learning environment: • Colleges • Training organisations • Community centres and organisations • The workplace • Public services training centres, for example, prison, health-care settings, the uniformed services. You may be able to think of many other learning environments that are not covered on the list above. You may have been surprised at the range of different environments in which adult learning takes place. Are you or any of your peers teaching in the following circumstances?