1. Understand the teaching role and responsibilities in education and training
1.1Explain the teaching role and responsibilities in education and training
I work as a Trainer/Auditor of NAPPI (non- abusive psychological and physical intervention) for a company that provides nursing and residential care for people with learning disabilities who require twenty hour support to be kept safe. The main role of the teacher is to be able to engage all of their students in such a way as to inspire them to want to learn. Being able to teach effectively is not about knowing the subject matter, but by being able to deliver that subject matter in such a way that students will learn and retain what is being taught. The delivery of the information needs to be pitched at the correct level for the student audience that is being taught. Inspiring students to learn, comes from your enthusiasm, passion for the subject, and disciplined approach to each and every teaching session. To be able to evaluate how well this is being achieved, accurate records need to be kept from when your students commence to when they complete by assessing their progress and ensuring that you give relevant feedback throughout the learning process. As a teacher you need to lead by example that your participants will be inspired to emulate. Being punctual, prepared, well presented and organised, show the participants that you really care about what you are doing. The teaching and learning cycle we have looked at is below “Identifying needs – planning learning – facilitate learning – assessing learning – quality assurance and evaluation”.
Ann Gravells 5thedition pages 12 & 13
The role of a trainer/teacher with our organisation will normally follow this cycle to a great extent, identifying needs – finding out what your organisations, your own, and potential students’ needs are, carrying out initial assessments, agreeing individual learning plans, planning learning, the right environment for the students to achieve learning, planning learning, preparing a scheme of work, sessions plans, pre-course information and teaching and learning materials to ensure you cover the requirements of the syllabus and liaising with others. Facilitate learning using a variety of approaches. Assessing learning by checking your students have gained the necessary skills and knowledge. Quality assurance and evaluation – obtaining feedback from others, evaluating yourself and the programme in order to make improvements for the future. Evaluation should also be an ongoing process throughout all stages of the cycle.
1.2 Summarise key aspects of legislation. Regulatory requirements and codes of practice relating to own role and responsibilities
CQC Care Quality Commission Regulations 2009 These regulations came into force 1st April 2010. They apply to all regulated activities, and make requirements about the way that people who wish to provide or manage a regulated activity in England can become registered.
The Health and Social Care Act 2008.
These regulations contain definitions of the services and activities that people must be registered to provide.
Equality Act 2010
Brings disability, sex, race and other grounds of discrimination within one piece of legislation.
BILD British Institute of Learning Disability
Supports decision making for all regulations involved in supporting people with learning disability.
The Code of Professional Practice 2008 from Institute of Learning
This describes the activities of teachers in lifelong learning (the 7 behaviours).
IFL Institute for Learning
Professional body for teachers and trainers for further education and skills
LLUK Lifelong learning UK 2004
Independent council for UK employers in the lifelong learning sector.
1.3 Explain ways to promote equality and value diversity
The Equality Act 2010 was intended to both simplify and strengthen existing legislation and to go further towards eliminating discrimination in British society. There are
