15th May 2011 Assignment 1: Review what your role, responsibilities and boundaries as a teacher would be in terms of the

teacher/training cycle.

Roles and responsibilit ies wit hin the teaching role are f airly easily def ined, but some responsibilities may also be def ined by and within the r ole.

Gravells (2011, p.8) descr ibes the teacher / training cycle as having f ive dist inct stages which can be ent ered at any point, but requires all of the stages to be complet ed in order to ensure that teaching and learning are achieved eff ectively. The f ive stages are identif ied as ; identif ying needs and planning, designing, f acilit ating, assessing and evaluat ing. This is a cycle which should be repeated throughout a learning process to ensure that all changes to aims, requirements and needs of the learners are met.

As a Clinical Pract ice Tutor within the East Midlands Ambulance Ser vice (EMAS) m y role is clearly def ined, pr imar ily to ensur e that I identif y and meet any requirements and aims of the Institute of Healthcar e Development (IHCD), or other appropriat e awar di ng body. I need to f ully understand and adhere to current legislation with regard t o Data Pr otection, Health and Saf ety, Equalit y and Diversit y and Equal opportunit ies, as well as local rules and procedur es in or der to off er a saf e learning environment.

Further to this, I need to be aware of the changing educat ional needs of the organizat ion as a whole, and of my learners , taking into account their previous exper iences and knowledge , to ensure that needs ar e met , and aims ref lected, within the structure of my planning and f acilitating of training sessions. Gravells (2011, p35-36) discusses Maslows Hierar chy of Needs theor y which says that obstacles to learning need to be addressed and removed to off er the maximum opportunities f or p rogression in achieving their goals.

It is also a part of my role to research, design and provide m aterials cover ing the syllabus at the required level , including handout s and visual media, to strengthen and support learning , and to assess lear ner outcomes. These must be consistent wit h other tutor s, and in line wit h the guidelines governed by the awarding body. This will be supported by the required records that I am required to provide; attendance registers, lesson plans,
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15th May 2011 and assessment records which are placed on the student s f ile . The recording process will identif y wher e adjustment is needed in my deliver y in order to improve the lear ning experience f or my students.

It is my responsibilit y to identif y and f acilitate learning by deliver ing material and inf ormation required in interest ing, motivat ional and varied ways to meet the diff ering learning styles of my student s .

Gravells and Simpson (2010, p30) states: Knowing your own learning style , and that of your learners, will help you plan which teaching and learning methods are best suited to your lear ners.

I must also be support ive and aware that they may require assistance due to circumstances or disabilities . Learners m ay require diff erent fonts or coloured backgrounds if they suff er f rom dyslexia f or example, whilst others may lear n through a range of other media.

I am also responsible f or remaining current within m y f ield, as a practicing Healthcar e Prof essional, to ensure that m y standards of practice meet and exceed the standards of prof iciency required by the Healt h Pr of essions Council (HPC). To ensure this, I m ust research regularly, read new mater ials such as new Oper ational Policies, attend ref resher training, and cont inue to practice as a Param edic making sure that my own education is both current and relevant. This m ay be checked on an annual basis by the HP C by a requirement to subm it a portf olio of evidence . Failure to do so would remove my right to pract ice and teach.

Learners should be r espected and valued as individuals, however it is important to maintain prof essional relat ionships, respect ing the priv acy of both tutors and students, especially with the increase of social net working sites on the internet. This may imply f avoritism , or indeed discrimination against other learner s. To avoid this will aid in maintaining a positive lear ning environment wher e all learners f eel that they are given equal opportunit ies.

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Gravells (2011, p35) states: W hatever level of motivat ion your learners have will be transf ormed, f or better or f or worse, by what happens during the learning exper ience with you. You theref ore need to promote a prof essional relat ionship which leads to individual lear ning and trust .

It is also important to recognise the boundaries of the required lear ning, delivering the requir ed content, and encouraging students to r ead around the subject only if they are interest ed.

Word count: 718

Ref erences

1. GRAVELLS, A. (2011) Prepar ing to teach in the lif elong lear ning sector. 4th ed. Exeter: Learning Matters Ltd. 2. GRAVELLS, A. and SI MPSON, S. (2010) Planning and Enabling Learning in the Lifelong Learning Sector . 2 n d Ed. Exeter: Lear ning Matters Ltd.

Bibliography 1. GRAVELLS, A and SI MPSO N, S. (2010) Planning and enabling lear ning in the lifelong learning sector. 2 n d ed. Exeter: Learning Matters. 2. GRAVELLS, A. (2011) Prepar ing to teach in the lifelong learning sector. 4th ed. Exeter: Learning Matters Ltd. 3. RACE, P and PI CKFORD, R. (2007) Making teaching work. London: Sage Publicat ions.