'Describe What Your Role, Responsibilities and Boundaries Would Be as a Teacher or Trainer in Terms of the Teaching and Learning Cycle. How Might “Equality”, “Diversity” and “Inclusion” Impact on a Learner’s Experience?\r'

'PTLLS Assessment pass what your berth, responsibilities and boundaries would be as a instructor or trainer in terms of the teach and schooling cycle. How skill â€Å" comparison”, â€Å" conversion” and â€Å"inclusion” usurpation on a pupil’s follow through? take for examples from your own experience and look to support your assertions. â€Å"This submission is unaccompanied my own work unless I waste utilise quotation marks to indicate my prolongation to the work of others”\r\nAs a instructor or trainer, on that point ar a mixed bag of roles and responsibilities that are important to suppose. The of import role of a teacher is to create a relaxed, cozy encyclopaedism purlieu for bookmans to equal their learning needfully. In umteen slip-ups, the teacher’s role also involves prevaily of specialised content as delimitate by a program, in order to prepare students for passing(a) examination. As such unmatc hed of the main responsibilities of the teacher is to be aware of either curriculum and examination requirements of a blood.\r\nanother(prenominal) role of the teacher is to take guardianship that the lesson is inclusive of entirely learners and they are therefore responsible for recognising miscellanea inwardly the ag assort. This whitethorn acknowledge disabilities; langu develop barriers and cultural differences. These roles and responsibilities would give under the ‘identification of learners needs’ aspect of the tenet and learning cycle. This is a continual solve and would necessarily be bear on by other aspects of the cycle, particularly assessment and paygrade of the learning and doctrine.\r\nThis evaluation volition ever inform the teacher and pass on intromit such alter mediums as end of production line evaluation sheets as puff up as simple honoring of candidates demonstrating their knowledge and/or skills. It may be appropriate for can didates to live up to certain assessment criteria or competencies throughout a stratum as part of this evaluation process. In my experience of tenet manual(a) handling, I would involve leaners to be able to install specific manual handling, lifting, push and pulling skills during the course.\r\nEvaluation of preliminary courses and of the evolving requirements of students also champions to inform the prep and designing of lessons. In addition, the teacher is responsible for researching the subject sector to ensure a wide, genuine knowledge base that will help when establishing credibility and superiorism, and past to develop a vicissitude of interesting ways to deliver the content whilst ensuring a strong working environment for students.\r\nThe teacher’s role is therefore to deliver the lesson content in a manner uniform with the learning styles and requirements of the delegates. These might include lecturing, large convention tidings or case studies. In the past I have taught legislative considerations in find to health and pencil eraser aspects of manual handling and employ of march screen equipment and have used role play; microscopic group work and case studies to try to accommodate contrary learning styles. Within all this, it is inherent that the teacher establishes and maintains professional boundaries.\r\nThese can be varied and quite different, depending on the context, the environment and the group or single(a) being taught, for example, a teacher teaching method young tiddlerren would have a different implant of boundaries than a football game equipage coaching an adult football team. However, the teacher should always consider relevant legislation. This includes health and safety legislation such as the Health and Safety at Work Act, 1974; the Equality Act, 2010 and most relevant to the above example, child protection guidelines.\r\nOn a much general level, establishing ground rules such as timekeeping an d use of mobile phones is important in minimising disruption and allowing optimal language of course content. Promoting comparability, embracing mixture and ensuring inclusion are essential components of an effective teaching strategy, if the mark of that strategy is to provide a positive, rewarding learning experience for all learners. â€Å"Equality is nigh the rights of learners to attend and participate, regardless of their gender, race, cultural origin, religion, disability, sexual orientation and age”1.\r\nIf a teacher fails to actively promote equality, they run the adventure of excluding individuals from the learning process. For example a failure to acknowledge that side of meat may not be the for the first time language of near or all of the delegates and to alter the teaching session because would be detrimental. Once, when teaching a manual handling rearing session to porters and housekeepers working in a hospital, the majority of the candidates radi us Portuguese as their first language. I acknowledged this introductory to scratch the course and alter the course structure to raise the learning process.\r\nOne of the strategies I used was to include more small group work, ensuring a mix of people with clog understanding English, and those who were bilingual. â€Å" mutation is somewhat valuing the differences in people, whether that relates to gender, race, age, disability or any other individual characteristics they may have” 1. honorable like promotion of equality, the grandness of embracing diversity lies in recognising differences within any condition group and using this to enhance, sooner than detract from the learning experience.\r\nDiversity within a group will allow a variety of different perspectives on any given topic, thereby promoting wider understanding in the group as a whole. Johnson and Romanello2 examined teaching and learning considerations when teaching generationally diverse nurses. They opine d that when presenting health problems to nurses from different generations it â€Å" deals student to share insights that can be applied to patient care with multiple groups of patients across generations”. 2 â€Å"Inclusivity is about involving all learners in relevant activities rather than excluding them for any reason” 1.\r\nIn many ways, failure to acknowledge diversity and/or promote equality will inevitably lead to exclusion. In order to in effect ensure inclusion, planning of the teaching process, utilising a variety of teaching methods is essential. Moreover, the ability to adapt course content and delivery methods interest recognition of diversity within a group is dominant to ensuring equality and inclusion. Even something as basic as starting and finishing a lesson on time will help with inclusion as a failure to do this might exclude learners who have commitments outdoor(a) of the lesson times such as childcare.\r\nWith regards to the learning cycle, t he assessing and planning stages: assessing the requirements of the group and planning the format of the lessons therefore are essential to ensuring inclusion. References 1 GRAVELLS, A, Preparing to Teach in the lifelong Learning Sector, Bell and Bain Ltd, Glasgow, 2008, p. 18. 2 JOHNSON, S and ROMANELLO, A. Generational Diversity. pedagogics and Learning Approaches, Nurse Educator, 30(5): Sept-Oct. 2005: 212-216.\r\n'