Lifelong Learning Sector
Ongoing learning sector covers adult education (16+) outside colleges and occurs in further education colleges, adult and community learning centres, work-bases, libraries, archives and information centres, the forces, NHS, prisons, non-public colleges. The learners range widely inside their ages, hobbies, abilities, ethnical and ethnic backgrounds, and so forth
Teacher's Roles and Responsibilities
Our role as ESOL teachers is quite diverse and includes a great many other aspects exterior teaching in class, e. g. we can become a subject leader, a manager of learning resources, a curriculum designer, a teacher, an assessor, an suggestions giver, an administrator, a record keeper, a great interviewer (Francis & Gould, 2009, p. 8), a coach, a facilitator, a presenter, a mentor, a trainer (Grevells, 2008).
Every role assumes certain responsibilities, which are determined by legislation, institutional requirements and ground rules.
Reflecting on my responsibilities of ESOL as educator, they consist of promoting a secure, supportive learning environment restoration that the entitlement, equality, inclusivity, diversity and differentiation guidelines are discovered; preparing lesson plans and educating materials; keeping records of lesson plans, attendance, retention, pleasure, progress, checks and complaints; interviewing possible students guaranteeing they sign up on suitable study program; answering inquiries; teaching lessons and providing tutorials for agreed quantity of hours; offering course data and elements; offering tips and advice; regularly examining student progress as part of the teaching/learning process and undertaking formal assessment to national specifications; complying with organizational procedures, relevant national and local laws and rules; facilitating acquiring appropriate qualification upon successful course; maintaining to date with subject expansion, following appropriate CPD way; marking students' work and discussing means of improvement; talking about academic progress and self-control matters with colleagues and also other assessors; participating relevant team meetings.
I observed some of these jobs and obligations in the process of organising our CELTA study course: the instructors performed management role by receiving and answering primary enquiries, calling prospective students providing details and informing them obviously changes; that they acted as assessors by simply conducting interviews and assessments to evaluate the applicants' level. Observing a professional tutor's lessons enabled me personally to see just how he marketed a safe and supportive leaning environment purchasing a new equality, at the. g. joining all students in various actions; catering several levels and needs by tailoring tasks and paraphrasing inquiries, encouraging contributions, promoting selection by improving their landscapes; establishing crystal clear ground rules, electronic. g. commence, duration and location of lessons; making the lesson interesting and engaging, electronic. g. by simply preparing interest capturing components, offering various activities and using interactive resources.
Since ESOL educators we need to be familiar with and stick in our day-to-day practice to current countrywide legislation applicable to the long term learning sector, e. g. Children Act 2004, Safety of Children Action 1999, Well being & Protection at Work 1974, Reporting upon Injuries, Illnesses and Harmful Occurrences Regulations 1995 (RIDDOR), Disability and Discrimination Action 1995, which include Part four, Code of Practice, Exceptional Educational Requires and Incapacity Act 2001, Sex Splendour Act 75, Race Associations Act 1976, amended 2000, Equality Work 2006.
Here are some examples showing how these works and restrictions are designed in the teaching/learning process:
Health & Safety at the job 1974
It is vital to ensure that the scholars work in a secure environment. Hazards (e. g. loose wiring or slippery floors) has to be reported in order to avoid any mishaps. During...
Bibliography: Francis, Meters. & Gould, J. (2009). Achieving the PTLLS award: a practical tips for successful teaching in the long term learning sector. Los Angeles; London, uk: SAGE.
Gravells, A. (2008) Preparing to Teach in the Ongoing Learning Sector. Exeter: Learning Matters
Ingleby, E., Joyce, D., Powell, S. (2010). Learning to educate in the ongoing learning sector. London: Procession.
Company for Learning. Code of Professional Practice (2011). Available at http://www.ifl.ac.uk/membership/professional-standards/code-of-professional-practice (Accessed 7 October 2012)
Piercy, G. (2009). Preparing to teach in the lifelong learning sector. Studies in continuing education. Vol. 31, Number 2, 212-215. Taylor swift & Francis.
PTLLS Resource. Role, responsibilities and boundaries, 2012. Available at http://ptllsresource.co.uk/resources/role-responsibilities-boundaries (Accessed 6th October 2012)
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