Establish a Safe and Supportive Learning Environment

Unit 1 Preparing to teach in the long Learning Sector Theory assessment level 4 interrogative mood 1 Review what your intent, responsibilities and boundaries as a teacher would be in cost of the education/ discipline cycle. The character, responsibilities and boundaries of a teacher be of whole time changing a teacher can inspire greatness in a assimilator. It is perfect(a)ly the same, possible to teach without the scholar actually accomplishment any topic, a teacher can have a great in-depth knowledge of their overmatch yet if they can non inspire or engage the learner their knowledge may non be passed on.I believe for myself, as an instructor it entrust be key in my job role to be a facilitator and establish an atmosphere in which the learners feel comfortable, where they are not threatened by external factors, this humanistic approach is mainly base around the theory of facilitative culture by Rogers (1983). Carl Rogers theory argues that great deal have a natural eagerness to learn and that through information people change their perception of themselves. The theory recognises that the facilitator should focus on the relationship between teacher and learner not merely the teaching.Open questionion with students should be encouraged to prevent conflict, as it is recognised that resistance can be common in acquire as the student in nearly cases is giving up what they previously thought to be true. The main sentiment of this theory is that the most important part if learning is the change in the learners ideal of self. Gravells (2008) describes teaching as a cycle, which can start at any point. The teachers roles, responsibilities and boundaries in terms of the teacher/training cycle are made up of 5 points Identify demand and planning, designing, facilitating/ take back, assessing, and evaluating.A teacher can start at any point of the cycle, it is however argued that for learning to be effective the cycle must be complete. The 5 stages are further discussed below. Identify ineluctably As an instructor my role would be to refer to my companys goals ensuring I am aware(predicate) of what the learner is involve to gain from being in my class. I leave alone be teaching NVQ level 2 in electrical and automatonlike maintenance so it is key that the needs of the learner are met to the need governing body EMTA standards.A criticism of this is thither are boundaries denounce by EMTA which I can not deviate from at that place is a rigid learning practice and syllabus that must be lodged to. Within my role I will as well be required to consider the learners learning expressive paths, it is extremely important to be aware of each learners learning style to assure they can learn effectively. Fleming (1987) describes 3 main learning styles, visual, auditive and kinaesthetic. It is recognised that most people will have a prefer learning style, however most people learn through much than only one style.For all the syllabus is set it is my responsibility to ensure the lessons are engaging and suitable for the learners depending upon their learning styles. Some prospects of the syllabus are required to be taught in a specific way, however this does not prevent me from including additional teaching. Such an example of this will be having to much demonstrate a wiring care for, alongside this set out aspect of the session I could design handouts and hold grouping discussions about rubber aspects.Including varied teaching methods will hopefully help to engage all learners regardless of their preferred learning styles. The teaching style can in addition be approached from different angles, I can change my teaching style be it pedagogical, andragogical or didactic depending upon the lesson content. The style I will commonly be required to use, most certainly at the beginning of the pass over, will be andragogical as there are health and safety issues and laws and legislations to adher e to. Another important factor I must consider when identifying the needs of my earners is their learning process. A commonly used theory of learning process is that of Kolb (1984) who describes 4 different stages of the learning process. Concrete experience, observation and reflection, abstract conceptualisation, and in the long run active experimentation, once again just like the teaching cycle, the learning cycle can start at any stage and is continuous. This theory particularly emphasises the importance of varied teaching methods and teaching the same concept but through different means to ensure learners have a full understanding. Plan and designPlanning and design of the lesson will require myself to study the set learning criteria set by EMTA and from that create lesson plans to and engage the group of learners and financial support the group interested and wanting to learn more. formerly again I must adhere to the laws and legislation whilst doing this as the lesson been carried out involves the learners actually doing the pretend themselves which is andragogical teaching method. Further more as the class is hands on I must discombobulate sure that the equipment needed for the material body is available, and there is an internal verifier to sign off the work completed during the personal line of credit.Deliver Once I have identified the needs of the learners and planned and designed my contour I can now deliver my course the first thing I would do is to complete an ice breaker, maybe have a game of human bingo. This would entrust myself to protrude to know the learners and allow the learners to get to know each other, making a more relaxed environment. Then from there I can go about setting ground rules, the group will be aged from 16 to 21 so I wouldnt want to patronise them, I would negotiate the rules with the group, but many rules would be set in stone specifically laws and regulations for their own safety.To deliver the course my teachi ng style would be mainly andragogical as been an assimilator is a hands on role, this will allow the learner to carry out the task therefore learning the theory and learning how to carry out the task for them selves. In terms of learning styles I would try deliver all 3 styles visual, audio and kinaesthetic I would deliver the theory, view videos and show interoperable examples and give the learner the chance to carry out the task themselves. AssessAssessments are carried out over the course of the syllabus this would bring on sure the learner is actually learning and gaining the required knowledge from the course. These are non-negotiable assessment which would be carried out in their NVQ portfolios which involves practical and theory assessments. At the end of each class I would withal aim to have a quick questions session, allowing myself to ask the learners questions relating to the lesson plan, thus ensuring all aspects which I intended to teach have been understood.This p rocess would also allow me to identify any areas which are not understood, allowing me to recap or teaching differently in a future session. Evaluate In terms of evaluating teacher training cycle at the end of every course unit I would have one to one interview with my learners and discuss if objectives were meet not only to help the learner but also to help me with my teaching so I can always enterprisingness to mend. Another method to evaluate how the course went would be to ask the learners to complete a questionnaire allowing for more truthful responses as these could be filled in independently and without the learners name. valuation is a hugely important part of the process specifically for myself as this would allow me to identify any weakness and help me improve for the following modules. For all I will be asking for the course to be formally evaluated at the end of each module, I would make my learners feel confident that if there is any improvements they think I could ma ke within the duration of the course they can approach me and make suggestions. Evaluation should be constant during the teaching process to ensure I am teaching to the best of my ability and the learners are learning to the best of theirs.