Review What Your Role, Responsibilities and Boundaries as a Teacher Would Be in Terms of the Teaching/Training Cycle.

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Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS) Level 4 Theory Assessment: No 1 Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle. I will begin with a brief overview of the nature of the tuition/instruction that I currently provide and how this is underpinned by government guidelines (BILD). From the guidelines, clear and defined responsibilities and boundaries are established as well as a definition of my role teaching within this sphere of expertise. However, I will look at each element of the teacher/training cycle in respect to my role as a teacher and how, always falling within guidelines, I am able to bring contemporary aspects of teaching to the fore within my training sessions. I work as a PROACT-SCIPr-UK® instructor in an Autistic school with a residential setting. I provide tuition for all staff both residentially and educationally. The ethos behind the training that I deliver is to introduce and maintain proactive behaviour support systems as well as reactive measures (the use of physical interventions). The staff group we instruct work with Autistic young people with severe learning difficulties. Due to the nature of the individual’s vulnerability there are a number of legal issues which need to be taken into consideration when providing tuition for the staff group. As an organisation we have adopted PROACT-SCIPr-UK® within our behaviour support policy. PROACT-SCIPr-UK® is underpinned by the BILD Code of Practice. So throughout the whole teacher/training cycle I am bound to fall in line with practice outlined in the BILD Code of Practice as well as other legislative measures, I.e.; The Children’s Act 1989, Bill of Rights. “The code was developed to enable trainers and commissioners of training that includes the teaching of restrictive physical

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