Level 3 PTTLS ASSESSMENT 1 1.1Explain what your actual or perceived roles, responsibilities and boundaries are as a teacher in terms of the teaching cycle. I perceive that my roles as a teacher are to deliver effective training and supporting the learner either directly or indirectly and to maintain an inclusive, equitable and motivating learning environment. I understand that as a teacher I will be identifying the need s of learners, planning and designing resources facilitating teaching and learning resources, assessing learners, evaluating learners performance and my own CPD. I am responsible for the health and safety, moral and physical welfare of my students/learners. I am also responsible for catering for students with learning disabilities.
Having this in place ensure that there are guidelines to my role of what must and must not be done it is important to obey by these to ensure the job is done properly. I must know how different policies and procedures in my setting are used in my work setting to ensure they have an impact on my work role. Following them carefully I can ensure that I am working to the expected legal and regulatory standards. It is the key law affecting the health and safety rights and responsibilities for everybody in my workplace. These standards are set out for certain values and principles to ensure that it will help children to develop thrive and grow.
Introduction In this assignment I am going to cover the role of the teacher, the responsibilities that they have in the education and training environment. I will also discuss how to maintain a safe and supportive learning environment for your learners. To end the essay I will discuss the relationship teachers have with other professionals who work in the education and training arena. The teaching role and responsibilities in education and training 1.1 Explain the teaching role and responsibilities in education A teacher adopts many roles within the learning environment and has many responsibilities. One of the key responsibilities I feel for a teacher is to provide information, wisdom.
Aiii. Within our organisation, duty of care means that our employer, the agency has a duty to look after us, by that I mean ensuring that we receive the necessary training prior to carrying out our duties and that we are regularly briefed about changes to regulations. The agency is obliged to ensure that we have all the necessary information, training, instruction and supervision to prepare us to deliver the care to the service users. Aiv. Duty of Care contributes to safeguarding individuals by obligating a level of care towards them as is reasonable in all circumstances to avoid injury to either themselves or their property.
In the analysis stage, goals and objectives are created and outlined. An example of how this phase would be implemented reflected in my EHR training program is by identifying who the learners would be and what their needs are. For example, my training program would consist of the staff in a provider’s office. Their needs would be having access to an EHR system with unique log-ins so they are able to become familiar with the system. In the design stage, lesson plans are created to provide directions for learners to apply their knowledge and skills.
In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.
a. Explain the procedures you would follow to find out what training outcomes and training objectives were important to the learners. You would need to define the parameters of the learning program * Why are we intending to train (purpose)? * Who are we training which target group/client? * What are we training them in e.g.
This information represents a significant decision-making tool affecting appointment of committee personnel and instructors (Glatthorn, Boschee, & Whitehead, 2006). Effective governance of the curriculum process demands due diligence and careful scrutiny of complex details as a means of protecting the curriculum development process and rigor of instruction at GU (Gredler,
They also provide important information for new staff, governors and parents. It is especially important for parents to be able to view the policies so that they can make sure their children adhere to the guidelines whilst under the care of the academy. It can offer clear instructions on how to behave and how the staff will behave in all areas of academy life. They should be easily available for any external bodies such as Ofsted to view, so they can see what the aims and principles are applied at the academy. 5.2 Summarise the policies and procedures schools may have.
The picture to the right identifies the factors that a teacher needs to recognise before planning strategies and teaching the class (Curriculumsupport.edu.nsw.gov.au, 2015). * A strategy for teachers to consider is to develop an understanding of Aboriginality. Aboriginality is about culture and identity. If a teacher can develop an understanding of Aboriginality it can prove vital to understand how an Indigenous student can learn (Curriculumsupport.edu.nsw.gov.au, 2015). * Teachers of the Department of Education and Training will have to gain the knowledge and understanding of and respect for Aboriginal Australia so they can then relate to any indigenous students in the classroom setting (Curriculumsupport.edu.nsw.gov.au, 2015).