Award in Education and Training Unit H/505/0053

During lessons it may become apparent that a learner has a specific need that requires help such as financial guidance, bereavement, dyslexia, or help with maths/English skills.

A consistent approach to behaviour helps pupils learn right from wrong and to appreciate that rules exist for the good of everyone.

The main role of a teacher/trainer should be to teach in a way which engages learners and actively engage learning during every lesson irrespective of the environment. In my position as IT manager at Barnsley College there are roles and responsibilities that are set to facilitate personal and organisational goals the same can be said for teaching and learning. As a teacher/trainer I will need to be able to adapt my style of teaching by being a friend, counsellor, mentor to ensure that my learners are

It is important to take into account the health and safe requirements of all pupils before planning or starting any activity, ensuring that the environment is free of hazards and the children can play and learn safely.

Supporting the curriculum is also one of my roles. Under the guidance of a classroom teacher I will understand the theories of learning. I will be aware of the development process in learning and any difficulties, the factors that affect pupils and how each national strategy works, including national numeracy and national literacy.

It is important to promote appropriate behaviour and respect for others to achieve a safe learning environment, that is orderly, co-operative and purposeful. A good way to initiate this is by establishing ground rules and set boundaries at the start of the course. This can be a dual input exercise, with both the students and the tutor having input, whilst ensuring the tutor’s

2.2 The teacher would need to promote appropriate behaviour and respect for others in the ground rules. Although this is not always adhered to by learners the teacher would make clear to the individual that inappropriate behaviour would not be tolerated and ask them to remain quiet or leave the session depending on the severity of the behaviour. Distractions from learners has the potential to distract others, therefore wasting time and potentially leading to the early commencement of the session.

Total credit value for the achievement of the Level 3 Award in Education & Training (6502) must equal 12 credits.

Consider the responsibilities and limits of learning support staff in ensuring the safety of children and young people in a school, in terms of:

T = How will I tailor the learning experiences to the nature of the learners I serve? How might I differentiate instruction to respond to the varied needs of students?

One of the tips I plan to use for myself as a future teach is "To create a safe environment, show that you are human"(Koch, 2013, p 173). This is a very important tip for me to use because as a

For a constructive and safe learning environment, learners must abide by ground rules to govern an effective exchange and construction of knowledge. Common ground rules, which ensure learning without disruption by members of the group, are: arrive on time, switch off mobile phones and be courteous to other learners, I use a contract board at the start of the training, giving a overview at the start.

Integrating an effective safe and secure learning environment is very imperative when ensuring student safety and success. Student safety is a number one key aspect towards a successful student learning environment. Statistics show that if students are presented in a safe and effective place, whereas the best practice principles in leadership is development accurately, they will grow as students, and their learning abilities will grow as well.

Unsafe learning environments create a climate of fear and insecurity and a perception and this reduces the quality of education for all students.

My Rationale- Importance of the role of a teacher: Classrooms today reflect a progressive, ‘constructivist’ and child-centered model of school instruction as against a traditional, teacher-led, learning by rote, ‘front-of-class-style-of-teaching’ generation to which I belong. Teachers of today are professionals who are now expected to not teach in that sense- its more to do with acknowledging and understanding the fact that learning is a life-long process and ‘to offer children the benefit of that understanding’ ; ‘they need to build and develop a capacity for change and risk’ (Hargreaves, 2003) , and learn new ways to teach. They are trained to ‘build special knowledge of professionalism’ which in my understanding means to be reflective ‘change agents’ who need to ‘bridge’ the past, present and future; make meaningful connections between the traditional and the innovative in order to constantly adapt to the process of change in modern society.