By briefing him prior to the meeting gives him an advantage of understanding the meeting’s objectives and goals and help him not to miss important point. Minute would normally include date and time of the meeting, issues at hand, members present, any resolutions, and matters discussed and allocated task and time fixed for the next meeting. It is recommended to have minute ready at the earliest to make people remember matters discussed. To minimise error of recording should there have been any. D. Laws are designed to guide companies on how to behave and operate in a common environment in order to b fair and honest to each other.
* Conduct regular market research and performance reviews * Ensure each team member has individual job criteria so they know what their goals are and what is expected of them. * Regularly check that their goals are being met and they are following their plans * Conduct surveys from customers asking them how they were treated and if they were satisfied with the outcome of their visit. Also ensure the surveys state who dealt with them * Feedback information to the team member and discuss the outcomes. * Ensure you discuss what they need to work on and improve and how they can achieve their goals more efficiently if needed. * Always finish on a positive discussing what they do well and how many goals they have managed to achieve.
The teacher should have the ability to check learners understanding during lessons. It is important that the teacher recognises learners may respond in different ways to feedback and should adapt techniques accordingly. Evaluation of the course is essential to ensure it is up to date and still relevant, that it meets the needs of the learners, and that objectives and learning outcomes are being achieved. Self-evaluation is also important to ensure teaching techniques are appropriate and that the
When having undertaken training it is important to feedback this knowledge to my colleagues to provide up to date accurate information in order for them to full fill their roles, this is shared during weekly team meetings when time has been allocated for this purpose. In sharing this knowledge and information it enables other support workers I work with to also work effectively with accurate information. If the information to share is in a document this is shared by the organisations protected emailing system so staff can access this when convenient and can reflect back on this. Training to further knowledge and practice that is relevant to my supporting role is identified during regular supervision and annual IPA’s, this enables me and my manager to identity training that is not only available but is beneficial for me as a worker and for the organisation. Training that becomes available throughout the year is shared in team meetings for staff to express their interest and apply.
This essay will discuss my perception of the role of a teacher in the lifelong learning sector. It will cover a teacher’s roles, responsibilities and boundaries. It will also evaluate different methods of assessment and discuss approaches to embedding inclusive learning and teaching into learning activities. I have broken the essay down into several headings: Roles, responsibilities and boundaries Teaching and learning methods Assessment methods Equality, Diversity and Inclusion Functional skills in the lifelong learning sector. Background For background information, I am studying teaching in order that I can have an understanding of how my students are learning, and some experience of teaching, so that when I come to assess them for their NVQs I appreciate how they got to the point of submitting their workbooks to me.
Student records, attendance, achievement and disciplinary details will be some of the information kept. By assessing need I can gather the information required to enable me to plan and design a suitable learning experience that can be delivered satisfactorily. My responsibilities are many and varied; from ensuring that the course delivers on its aims and outcomes to satisfying the students’ learning needs both from a course material perspective and any further assistance they may need to complete the course. By making good use of the assessment and evaluation parts of the TTC I will be able to ensure that I am meeting their needs and that the course is delivering the content and standard that is expected. Boundaries are ethical and course and student related.
Principles of assessment in lifelong learning Assessment is key to the learning process, whether it be to assess if a learner is capable of entering onto a course to assessing their development on the course. There are different types of assessments that teachers can use to gauge the progress of their learners. Here we will study the varying types and methods of assessment whilst analysing how to involve the learner in the assessment process and the importance of keeping records of assessments. When judging assessment types and methods it is important to establish if the evidence produced is valid and sufficient to meet the criteria, if it is authentic and if the assessment would produce the same results when assessed by numerous assessors. One way of dividing assessments into two different types is through the use of formative and summative classifications.
Roles and responsibilities tutors should have in the life long sector A tutor in the lifelong learning sector has a multitude of roles and responsibilities and within this short essay the author will attempt to identify and evaluate each role. According to Duckworth et al (2010), understanding the roles and responsibilities is essential for anyone working in the Lifelong sector. Duckworth et al (2010) asset that, while teaching in an organisation a tutor will meet and work with different staff with different roles and responsibilities. It is useful that they develop the ability to work within a multidisciplinary team through effective use of a combination skills, theory, and techniques. The roles and responsibilities of a tutor in the Lifelong Sector include promoting positive behaviour, diversity and inclusion throughout the teaching and learning process (Gravells, 2012).
According to Wilson (2009), roles describe functions of teachers. These could include: planning and preparation for the running of the class; designing different and interesting ways to deliver the lesson; assessing (evaluating) the impact of the learning and whether it has been transferred to the learner; maintaining a safe teaching/learning environment; marking the work of learners; giving constructive feedback; and record keeping. There is more detail on the types of records teachers need to maintain in the attached learning pack under ‘Teaching/training cycle’. As well as compliance with legislation and regulations i.e. Health and Safety and those of awarding bodies regarding standards of work or teaching (where there is no room for negotiation), ground rules can be created in a variety of ways i.e.
It ensures that you articulate learning clearly for students. Learning outcomes allow students to know what they are learning what at they are expected know at the end of instruction. Student Learning Outcomes specify an action by the student that must be observable, measurable and able to be demonstrated. Within this unit of instruction