Safe Environment Allows Student Growth

A Research On Safe Environment Essay
Safe Environment A safe environment allows for a student's basic needs to be met, which can be a
great preventative measure to inappropriate student behavior. This safe environment should be
psychologically safe in that students can feel free to share and explore ideas and knowledge.
Additionally, the environment should be physically safe, in the setup of the classroom and behavior
of the students. Without a safe environment, students aren't free to value learning and come to be a
lifelong learner.
Positive Relationships
Contributing factors to a safe environment are positive relationships, including student–teacher,
student–student, and parent–teacher. In developing each of these relations, I will be present and
pleasant.
To develop positive student–teacher relationships I will begin the school year by getting to know
each student. I will do this through having the students answer questions about themselves on a
notecard or on a self–portrait. These questions might include their favorite color, favorite animal,
favorite subject, and an interesting fact. I would also share my answers with the students so they can
get to know me. Another strategy I will use is greeting my students at the door as they enter and
leave, to develop the relationship in the classroom and show that I continue to care as they leave.
Another crucial part of this relationship is to show your belief in them. I will exemplify this by
calling on all students equally by using the notecards developed at
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Level 4 Award in Preparing to Teach in the Lifelong...
[pic] Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS – City & Guilds
6302) [pic] 5th – 7th September 2012 10th ,12th and 13th December 2012 18th – 20th March 2013
[pic] Assignment 1: Unit 008 (level 4) [pic] Roles, responsibilities and relationships in lifelong
learning Brief for Assignment 1: unit 008 (level 4): Roles, responsibilities and relationships in
lifelong learning Use the poster template to write an overview of your roles and responsibilities as a
teacher within your subject area and context. Word count: 1200 words 1) Summarise key points
from the following legislation, regulatory requirements and codes of practice that are relevant to
your subject ... Show more content on Helpwriting.net ...
| | | | |4.11 |Effective and inclusive approaches to learning and teaching in own specialist area in
meeting needs of learners. | |4.12 |Creating and selecting resources to meet the needs of learners. | | |
| |4.13 |Providing assessment opportunities that meet the needs of learners, including giving
personalised constructive feedback to motivate | | |learners | |4.14 |Creating an inclusive learning
environment to engage and motivate learners. | |4.15 |Establishing ground rules with learners to
promote respect for others | |Personal statement of: (name) | |Essential criteria:|How do you fulfil the

Managing and Responding to Behaviours in a Learning...
MANAGING BEHAVIOURS IN THE LEARNING ENVIRONMENT
TETA : 1029
TASK 1
Case Study
IMPROVING STUDENT LEARNING BEHAVIOUR
Case Brief
The case I would like to address in this assignment is based on one of my 2009/2010 NC classes in
the afternoon. Despite the initial group discussion on expected behaviour, this group was
demonstrating a whole host of disruptive behaviours. This group also included a special needs
student, who was being supported by a Learning Support Assistant, whom I assumed had been
briefed on the needs. The observed disruptive behaviour included the following:
Arriving late
Listening to iPoD
Persistent talking
Throwing objects
Derogatory remarks
Withdrawn attitude of a few
The ... Show more content on Helpwriting.net ...
Lack of resources that could shift the teaching methods to a more kinaesthetic end.
Proposed Ways to Improve Behaviour (1000 words)

One can argue that the potential to cause disruptive behaviour from the perspective of a student or a
group of students does not automatically result in disruptive or troublesome behaviour. Such
behaviour can be kept dormant, controlled, neutralised or changed over a period of time.
Keeping troublesome/disruptive behaviour dormant is not the ideal solution and although it has its
short–term benefits, it may adversely affect the rapport between teacher and learners – not a good
start. Abatement, enhancing or changing disruptive behaviour requires certain skills and so it is
hoped that by addressing the pre–requisite, specifying an appropriate methodology, identification,
and selection of appropriate techniques a logical flow to this section is established.
Pre–Requisite
Before selecting and describing a few techniques

Benefits Of A Lifelong Learning At Wal Mart
It 's becoming more important than ever for companies to stay up–to–date on information, training
programs and the latest technology, in order to promote forward thinking, growth and evolution
within a company 's infrastructure. A study by the Evollution Research Report found that 96% of
employers believed encouraging lifelong education made a positive impact on job performance.
Beyond job performance, lifelong learning in the workplace offers a myriad of benefits. Read on to
discover additional benefits for lifelong learning in the workplace. Retain Employees
Most employees want the opportunity to be involved and advance in their career. There is always
the possibility an employee may move on to other work opportunities. But by providing upskill
training, you significantly up your chances of keeping them. Larger corporations like, Wal–Mart
have found success in implementing lifelong learning programs in the workforce.
In 2010, Wal–Mart partnered with American Public University (APU) to offer college credit in
exchange for hours worked at Wal–Mart. The program has resulted in higher growth of retention
and upward movement for employees who have successfully completed the program. It's a win/win
for all involved.
By giving your employees educational opportunities, you also provide them with the chance to
strategize goals and invest in the company 's long–term plan. Employees who feel as though they
share a vested stake in a company tend to remain more loyal.

The Middle Phase Of Learning
In Queensland schools, the Middle Phase of Learning is a distinct period for students in the Year 4
to Year 9 cohorts. It is divided into two phases. The onset of the Middle Phase of Learning is a time
of transition, many learners are keen to discover and investigate an extensive range of learning
experiences. However, some learners begin to lose interest and progress in learning may diminish.
The subsequent phase for learners, is filled with challenges. Physical, emotional, intellectual and
social issues can impact upon students learning. For learners to be prepared for the senior phase of
learning, student's curiosity and enthusiasm must be nurtured and further opportunities provided to
enable learners to gain knowledge and skills if progress slows.
(http://education.qld.gov.au/etrf/pdf/midaction03.pdf)
During this phase, learners are shifting from concrete to abstract thinking and have emergent
capacity for higher order analysis and reflection. They are also moving towards more rational
decision making and an improved understanding of the consequences of behaviour.
Middle Phase learners have an increasing interest in ethical and moral enquiries and exploring real
world social issues. For many students, the transition from primary to secondary school can be
stimulating and stress–free, while others feel fearful and hesitant as they have a powerful need to
belong and accepted by their peers. Subsequently, Middle Phase learners strive to be independent,
but while outwardly

Roles Responsibilities as a Teacher
Review what your role, responsibilities and boundaries as a teacher would be in terms of the
teaching/training cycle
The Teaching/Training cycle is a model of assessment of needs, planning and review set out to
guide teachers in their roles, responsibilities and boundaries.
Initial assessment and the identification of individual learners needs is a crucial part of the learning
journey. The initial assessment of individual needs helps to identify both learners' skills against
national standards and further diagnostic testing can identify preferred learning styles. The analysis
of results can then be used to design an individual programme of learning for the learner which
underpins the success of a course and act as a benchmark from ... Show more content on
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Adult Teaching Adult Learning (Continuing Education Press, University of Nottingham, 1997)
Hall L. and Marsh K. Professionalism, Policies and Values (University of Greenwich Press, London,
2005)
Your role/responsibility is to facilitate learning to everyone, without discrimination, gender or racial.
To work at each individuals level and to assist learning to their capabilities, ie if you have someone
with dyslexia how would assist this,(find out what they needed to help with their dyslexia, pink or
yellow paper, or use of a laptop). This could be assisted with a test paper at the beginning of a
course (the colleges provide you with this its a generic paper). This can pinpoint who needs extra
help with basic English, etc.
You are a teacher and assessor, so therefore you will be teaching the subject to the curriculum,
ensuring that aims and objectives are met, to continually assess throughout the course, to give
constructive feedback to the student indicating where they are not achieving and suggestions on how
to achieve.
You will support each student, observing how they are coping with the work and offering assistance
if needed.
To ensure that all assignments, modules are completed, set homework and mark this.
To prepare the student for practical assessments as well as theory assessments.

To guide them through essential health and safety issues.
To explain how the assessing procedure is done, ie assessor,

Speech On Being Self Aware
students. I provided office hours addressing any questions or concerns they may have or just general
chit chat and this was a language school and every opportunity was an opportunity to speak English.
Being Present 1. When I arrived to class I expected myself and my students to be fully present. If
they were experiencing joy, sadness, a burden, I would have them share with the class before
continuing on. This allowed my students to be focused on the now and not on what happened or will
happen. An exercise that helped them accomplish this was to write something down that may be
hindering them from being present and deposit it, without their name, into a classroom box.
Temprarily, I was able to clear their mind and get them focused on what is happening now. – See
more at:
http://www.educationworld.com/a_curr/profdev/profdev170_c.shtml#sthash.E0UtKEEc.dpuf Being
Self–Aware . Being self aware while teaching meant that I was aware of what I was saying, what I
was thinking and how I was responding to the leaners' and the instructional material. I was self–
ware of the decisions I made in and out of class. This is also what I encouraged in my students.
Encouraging students to be self–aware, they consciously paid more attention. The learner
proactively viewed themselves from the position of their higher self, through their feelings thoughts,
decisions, and actions. I expected no less of them than what I expected of myself. Unskilled. Two
areas that I am not familiar with, but

Explain the Way in Which You Would Establish Ground Rules...
Having explored the three methods of setting ground rules during session 2 of PTTLS course, it is
evident that for the ground rules to be effective, determining the appropriate method of ground rules
setting is crucial to informing how the learners will be likely to respond to the 'ground rules' and
how this will later affect the session or sessions to be delivered.
The three methods of setting ground rules offer advantages and disadvantages depending on the
context of the lesson and the dynamics of the group. For example the teacher led process provides
the teacher with a clear set of uniformed rules and offers the teacher an opportunity to consider
issues which may otherwise have been overlooked such as the learning environment and ... Show
more content on Helpwriting.net ...
The learners would have no choice but to adhere to the rules as they would be bound by their own
principles. This method does fail to acknowledge the teachers experience in understanding the
dynamics of groups and how the teacher could provide a valuable contribution to ground rules
which consider the needs of individual learners. This method may also inhibit the teacher from
delivering an effective lesson as consideration may not have been applied as to whether the rules are
suitable for the teaching environment. For instance taking into account the actual content of the
lesson to be delivered and forgetting to include the health and safety of the learners.
In establishing an effective set of ground rules for my learners, I would consider a method that
offers the teacher the opportunity to create a learning environment that is safe, efficient and
stimulating for the learner (Armitage, A, et al, Teaching & Training in Post Compulsory Education,
OU, 2007).
This would be implemented through getting the learners to negotiate their own ground rules with
assistance from myself. I would take charge of facilitating the discussion to ensure all learners had
an opportunity to contribute, and to ensure the inclusion of crucial rules which allow me to
effectively

Benefits Of Being A Lifelong Learner
LifeLong Learners
Yes, I believe that we should all be lifelong learners. Lifelong learners are motivated to learn and
develop new information because they just want to. It will help all of us with skills that we all need
to know in life and it will help us get better at them. It can enhance our understandings of this world
around us, providing us with better opportunities to improve our lives. Becoming a lifelong learner
can help you achieve a more satisfying personal life, making us smarter with our words, and able to
understand a concept better. It helps you want to develop a new skill that in some way enhance your
life. There is no specific reasoning to become a lifelong learner but it can be a rewarding experience
for everybody who does it. If you keep the brain active it has many advantages since learning can
help you out with many things in your life. Being a lifelong learner can help the world globally
because it can help us with skills we all need to know and it can help everyone become smarter in
their careers. It makes you talk and write smarter, so you can do many things. Becoming a lifelong
learner you have to be able to learn skills that will help you with this world that keeps changing.
You can learn all of these skills at a young age will will help you become more advanced on it later
in life. In your future everything globally is going to change and you have to be ready for those
changes. You can learn all the skills you need to learn to become a lifelong

Education and Lifelong Learning
City and Guilds 6302 Award in Preparing to Teach in the Lifelong Learning Sector Unit 001 Roles,
Responsibilities and Relationships in Lifelong Learning Assessment Task 1 By Contents Task 1
Assignment Page 3 References Page 7 1. Understand own role and responsibilities in the lifelong
learning. (1.1) Having been requested to produce a brief on my roles in teaching and professional
values whist teaching in this role. I have to deal with variety of personnel from different ability
groups and cultures. I often have to deal with ever changing legislation such as the Joint Service
Publications (JSP's) regarding subjects taught at the training wing, as well as the JSP's we have to
work in line ... Show more content on Helpwriting.net ...
(2.3) In my role I have certain responsibilities regarding the relationship with other members of the
training team and also do all correspondence with other outside agencies that are with our
evaluating area such as keeping all internal evaluations are kept up to date with the current policies
and keep are lessons up to date and accurate. I am also responsible for maintaining and evaluating
all learner feedback and amending

The Theory Of The Mathematics Teacher
"While the rule–taught youth is at sea when beyond his rules, the youth instructed in principles
solves a new case as readily as an old one". (Spencer, 1878, p.57)
"What you see and what you hear depends a great deal on where you are standing. It also depends
on what sort of person you are". (Lewis, 1994, p.108)
The mathematics teacher builds examples into their arsenal of resources to help demonstrate the
mathematical principles they are trying to teach (Dreyfus, 1994). However, not all examples are
equally constructed and provide the same learning experience to the learner. Spencer (1978)
believes that learners who know principles are more prepared than rule–focussed learners to tackle
problems. This is the same within mathematics, ... Show more content on Helpwriting.net ...
The methodology will describe how the study will be conducted and why. Observations will be
recorded on the process of constructing examples and how they are employed in the classroom.
Percentage examples will be constructed and these will be used in the teaching of percentages to a
Year 7 class. Further observations will be made on how the learners approach and conduct the
examples. Analysis of the response to these examples will be made where recommendations will be
offered to improve my application as a mathematics teacher. It is intended that this investigation and
use of Variation Theory will improve my understanding of the construction of examples and thus
improve the learners' experience.
BACKGROUND
The study was conducted in a Leicestershire high school that accepts learners from year 7 to 9. Year
7s enter directly from several feeder primary schools and generally leave to join a single upper
school where they sit GCSEs. Although it does not take the learners through formal exams,the
school's primary focus is on the preparation to attain qualifications. This means its Scheme of Work
(SOW) is fixed to meeting the National Curriculum (NC).
The class studied is a year 7 mixed ability mathematics class. This consisted of 32 learners with a
boy to girl ratio of 2:1. There are several behavioural issues regards some learners disrupting the
class and,

The Role Of Nurse Generalist As An Advocate, Delegator,...
The roles of the nurse generalist as an advocate, delegator, and life–long learner
Myunghee Jung
Fairmont State University December 11, 2015
There are many professional roles of the nurse generalist that are essential in providing care to
patients, such as an advocate, educator, collaborator, and change agent and so on. In every day
nursing practice, nurses perform a variety of nursing roles. Meeting role expectations as a
professional nurse is for patient–centered care, which is one of the IOM core competencies. The
purpose of this paper is to identify nurse generalist roles as an advocate, communicator, and life–
long learner to implement IOM core competencies; "1)provide patient centered care, 2) work in
interprofessional teams, 3) employ evidence–based practice, 4) apply quality improvement, 5)
utilize informatics" (Finkelman, 2016, p. 50–51). This paper will also deal with what I have felt in
my nursing career in performing the nursing roles. According to Tomajan, "the role of an advocate is
to work on behalf of self and/or others to raise awareness of a concern and to promote solutions to
the issue" (Tomajan, 2012, para 5). Acting as a patient advocate plays an important role in providing
patient–centered care. In this role, nurses should be aware of patients' vulnerability and pay much
attention to their individual values and preferences in receiving care. However, in reality, it is
challenging for nurses to focus exclusively on patients' needs and

Effects Of Recasts And Prompts On L2 Learners
Ammar and Spada (2006) investigated the effects of recasts and prompts on L2 learners' written and
oral ability across different proficiency levels. The study fits in with the previous research, as in
previously the focus of research was just based on CF being a solution for low levels of grammatical
efficiency, which have been explained as the proof against the accuracy of understandable input and
exceptionally meaning–based direction. The researchers have thus proposed FFI in CF, which is
based both on reactive and proactive form of feedback and which has been proposed by the
researchers as the most important way of attracting the learners towards language form in case of
communicative classroom environment. The main motivation, just as in previous article, is to
explore the form–focused instruction as alternative way of instruction so as to make CF more
proactive as well as reactive. The main hypothesis of this research is that learners who have been
more exposed to the communicative activities including components of the CF would probably get
more benefits as compared to those who are exposed only to the communicative activities alone. For
this purpose, there were 64 students, who were divided into three different groups in ESL classes in
Montreal and there were two experimental conditions that were applied to them. One group had
received the CF in the form of prompts as well as recasts. Similarly, other was the control group.
The target structure was third–person

Life Long Learning Is The Key Axiom Of Life
Learning is one of the greatest aspects of life. Accepting that learning from all experiences leads to
the greatest version of yourself and your ultimate accomplishments is a key axiom of life. I believe
that lifelong learning is the most important concept and skill to have. A large amount of skills that
make people successful in their professional and academic careers comes from unconventional
learning which is a major part of the lifelong learning process. Unconventional learning develops
many very practical and applicable skills that help in a variety of areas. These unconventional
concepts paired with conventional learning and the ever growing drive for knowledge is known as
"Life Long Learning." Lifelong Learning is the most important concept to grasp. There are three
categories of learning that are associated with lifelong learning. They are "Formal Learning", which
is affiliated with the typical brick and mortar school. "Formal learning is any clearly identified
learning activity that takes place in an organized, structured setting that leads to certification"
(Taylor, Trumpower, and Pavic). The next type of learning is Non–Formal Learning.Non–Formal
Learning is learning that usually coincides with Formal education but is not measured or certified
for proficiency. An example of this would be someone going to a public speaking convention and
learning new public speaking skills but its does not lead to certification. The last type of learning is
"Informal

My Personal Philosophy On Teaching And Implementing A Pbss...
I have been fortunate enough to further my understanding of an administrator 's role in developing
and implementing a PBSS over the last five weeks. In gaining a broader depth of knowledge from a
leadership perspective, I am learning the responsibilities and grit it takes to succeed in a larger role.
During this research driven study, I have discovered the many facets that create a positive learning
environments for learning. An area that I have focused most of my energy on is, creating a desirable
school culture that promotes prosocial behavior among students. This shift in culture is guided by
clear and concise policies that take a preventative approach to behavior, while minimizing the need
for strategic intervention. This evidence based approach will improve aptitudes and attitudes
essential to higher achievement focusing on the whole child, creating safe and socially and
emotionally supportive climates, and engaging parents and the community (Alessandro, D. A.H.,
Brown, M. P., Corrigan, W. M., 2013). Intentions in this paper are to outline what my own personal
philosophy on learning is, and to declare three clear professional goals which will state my intent as
a graduate professional. Personal Philosophy of Learning My personal belief is that every single
child has the potential to be great and a solid contributor to the community. My philosophy on
learning is that it's constant and always changing in order to adapt to students various needs. To do
this, I will

Ptlls Assignment 1 Roles and Responsibilities Essay
Lifelong Learning Sector Lifelong learning sector covers adult education (16+) outside universities
and takes place in further education colleges, adult and community learning centres, work–bases,
libraries, archives and information centres, the forces, NHS, prisons, private colleges. The learners
range widely in their ages, interests, abilities, cultural and ethnic backgrounds, etc. Teacher's Roles
and Responsibilities Our role as ESOL teachers is extremely diverse and includes many other
aspects outside teaching in class, e.g. we can be a subject leader, a manager of learning resources, a
curriculum developer, a tutor, an assessor, an advice giver, an administrator, a record keeper, an
interviewer (Francis & Gould, 2009, ... Show more content on Helpwriting.net ...
As an ESOL teacher, I will be required to explain fire evacuation procedure pointing out to the
nearest fire exit and keeping a register in case of fire, check the classroom before and after the
lesson, ensure appropriate ventilation and lighting. Equality Act 2006 ESOL teachers should ensure
that all learners are treated equally and have equal opportunities regardless of their race, sex,
cultural background and abilities. During the observed lesson, the teacher treated the learners with
equal respect, he gave them equal opportunities to participate in the activities and discussions, he
listened to everyone and respected their views and opinions. The class was conducted taking into
account the multicultural nature of the class and different backgrounds of the students. Boundaries
When our responsibilities are clearly defined in the job description, during induction process and in
instructions and guidelines, it ensures clear understanding and co–operation, effective working
relationships, positive psychological environment and smooth running of all aspects of
teaching/learning process. The Institute for Learning (IfL) is responsible for enforcing the Code Of
Professional Practice introduced in April 2008 to regulate the activities of

Personal Narrative: A Change Of Mindset
A Change Of Mindset
"Our culture, our traditions, our language are the foundations upon which we build our identity (–
unknown.)" No one should be labeled as a "slow learner" or "culturally disadvantaged." Moreover, I
believe diversity and expectations from others change someone's point of view of people and the
world. No one should be labeled as anything, but should be treated like a human being. People are
judged and labeled everyday, culture is one out of many things that are attended to be judged and
labeled. For example, in Springboard 2014 the story "An Indian Father's Plea" a father is writing a
letter to his son's teacher and letting her know that his son isn't she has labeled him as a "slow
learner." Wolf's father states "He is not ... Show more content on Helpwriting.net ...
I was opting for fluidity, self invention blue jeans and t–shirts and renouncing of cast observant
"pure culture" marriage in the muherse family." while on the other hand Bharati's sister mira feels
discriminated against. " I feel manipulated and discarded." Not only that did she state that but also
"If america wants to make new rules curtailing benefits of legal immigrants, they should apply only
to immigrants who arrive after those rules are already in place." another example in springboard
2014 the story where worlds collide" the tourist feel the need to expectations from others as pico
explains in his story "They came out blinking, into the bleached, forgetful, sunshine, in dodgers caps
and rodeo drive t–shirts. To further explain both stories are expressing the feeling to americanize
themselves to look and be american. In the story Two ways to belong in america the two sisters are
both experiencing the need to uphold an expectation of others, in other words the need to to
americanize herself while the other sister feels discriminated against, she has not americanized
herself or self–transformed herself to look and be american. Not to forget, in the story where worlds
collide the tourist also feel the need to uphold the expectations from others, and to americanize
themselves. In the view of these people and people and people who feel discriminated against but
also feel the expectation to americanize themselves, also feel that people that are "different" from
them shouldn't discriminate, label or judge. Therefore the tendency to go straight forward to these
things thus having the effect if no change at

Ptlls 6302 Roles and Responsibilities Essay
An introduction to roles, responsibilities and relationships in lifelong learning
Legislation and codes of practice
The code of practice for teaching further education, within the lifelong sector is regulated by the
Institute for Learning (IFL). This independent professional body provides a register of
teachers/trainers and skills, promotes continuous professional development, and represents their
members when interacting with government, agencies and sector organisations (IFL: 2011).
General legislation that teachers should adhere to include; * The Equality Act (2010) is legislation to
protect against discrimination and disadvantages (Equality and human rights commission: no date) *
Health and Safety at Work Act (1974) ... Show more content on Helpwriting.net ...
Ongoing assessments and evaluations, tutorials, positive feedback and assessing learning styles will
ensure the learner's needs continue to be met (Petty: 2009 & Grimsby Institute: 2012). The
humanistic school of learning is based on meeting learners needs and has demonstrated to be
influential in adult learning (Petty: 2009). The tutor should also ensure that resources are available,
and that a variety of learning methods are utilised to include everyone.
Figure 3: Maslow's hierarchy of needs (Petty: 2009)
Boundaries between the teaching role and other professional roles
Boundaries may arise if a student has a disability that a teacher is not equipped to handle. An
example may occur if a student requires help with visual or audio aids. If the tutor is not a first
aider, and an incident occurs, the student will need to be referred to a first aider. A tutor is
responsible for reporting possible safeguarding issues to a designated person within the
organisation. Social problems may require the learner to seek help from qualified professionals,
such as counsellors or financial advisors (Gravell: 2008).
Review points of referral to meet the learners' needs
A tutor may notice a student is struggling with the course material, and may suspect a learning
difficulty or social problem.

Ptlls Assignment 1
T1 ASSESSMENT PTLLS USING THE FIVE DIFFERENT STAGES OF THE TEACHING
CYCLE DESCRIBE THE ROLES, RESPONSIBILITIS AND BOUNDARIES. Alexandra
Kennedy–Stamos 10/04/11 In this assignment we will be looking at the five stages of the teaching
cycle and once identified describing their roles, responsibilities and boundaries. The cycle can be
followed by teacher and learner alike and must be followed for learning to be truly effective as
described in the following quote: Ann Gravells (2008: 27) "It's called as cycle as you can start at any
point, but you must follow through all the other points for teaching and learning to be effective." We
will join the teaching cycle at the "Identify needs". This is the most important stage of the teaching
... Show more content on Helpwriting.net ...
Susan Wallace (2007:114) "A key consideration in the planning of any lesson, therefore, is that it
should create learning activities which are accessible to all learners and which do not make any
learner feel excluded, directly or by implication" The lecturer needs to be aware of the awarding
body's requirements while devising a scheme of work, time restraints within a lesson will mean that
you have to keep to your aims and objectives and that they are realistic resources need to be
reasonable and not outside the reach of any student/ lecturer/ learning facility's budget. Delivery and
Facilitate The delivery or lecture (call it what you will) is the method of getting the information over
to your learners, it's all about how you deliver the lesson as to it being a success or failure. It is the
purpose of delivery and facilitating to ensure that as Susan Wallace (2007:95) states "the body of
knowledge or set of competences which must be transferred to the learner." The act of facilitator
enables the students to be guided by the lecturer and "allows" the students to become responsible for
their own development, only stepping in when needed. There is a balance between Lecturer and
Facilitator mode. The lecturer must also take into consideration all of the legislative laws and
implement them where's required. It is the lecturer's responsibility to also:– A, Create a positive
classroom environment which is safe, friendly and inclusive to all learners. B, Begin lessons

Explain Own Role and Responsibilities in Identifying and...
Explain own role and responsibilities in identifying and meeting the needs of the learners As a
teacher and trainer I have found that one of the simplest ways to make learning accessible to both
myself and to those I am teaching is by relating to real–life situations and circumstances that I have
faced. If one takes the approach of trying to memorise lists of facts of how to deal with First Aid
situations the information becomes more difficult to absorb and less likely to be retained. Context
can help provide a more intuitive framework for people's skills, whether it is as simple as telling a
story that can be recalled if and when relevant or even if it delves deeply enough to understand why
certain techniques are used in First Aid ... Show more content on Helpwriting.net ...
All literature for the course can be checked beforehand (if necessary) to confirm the level of literacy.
Basic numeracy skills are essential to any professional career, though having a calculator on hand
can assist if a trainer does come into numerical difficulty. People skills are really the most important
and pressing skills to have as a teacher and I would suggest that a degree of psychological
understanding is implied within the definition of being a teacher/trainer. There is however, a big
difference between a nervous student and one with a medical condition that needs more specialised
help and in extreme cases referral to a medical professional would be required. Mentoring and being
a role model is equally implicit and should extend to all values of being a human being and not just
those related to First Aid. I believe that, in this regard, there can not be any real boundary to how a
teacher/trainer can act. List and describe the points of referral to meet the needs of the learners
There should be no need to signpost learners to someone with greater knowledge of First Aid, nor
should there be another trainer with more appropriate teaching style, as different teaching styles can
be used by anyone. If someone is struggling with a language barrier that seems insurmountable, a
trainer can recommend a different teacher who may be better able to communicate with a learner
(perhaps in a different language, by signing for a deaf student etc.) Religious restrictions may

Self-Managed Learning in the Context of Lifelong Learning
SELF–MANAGED LEARNING IN THE
CONTEXT OF LIFELONG LEARNING
Unit 13 Personal & Professional Development
Introduction
NatTrainSolns (NTS) a small but influential management training consultancy agency based in City
West Industrial Park, Dublin. We deliver professional educational training to both the public and
private business sectors. Our mission is to provide targeted training solutions to meet the needs of
our clients, operating under the highest ethical standards and treating our stakeholders with respect
and acknowledgement for their contributions to the success and furtherance of the company's
mission and goals.
NTS will develop and execute content and training consistent with the most effective trends in self–
managed ... Show more content on Helpwriting.net ...
As suggested by Abdullah (2008), learners need to connect learning to their knowledge/experience
base. To help them do so, our tutors will draw out participants' experience and knowledge which is
relevant to the topic, then relate theories and concepts to the participants and recognize the value of
experience in learning.
When implementing educational programmes, attention ought to be paid to the fact that older
employees may have a low level of motivation for education and that time should be set aside for
talking about this (European Centre for the Development of Vocational Training, 2006). Each
module will begin with debates in the classes regarding general presentation, usage of the
knowledge into Teagasc work routine and the learners' general expectations about the subject. NTS
believes this critical thinking of future tasks can be incorporated by the learners in a lifelong basis.
Considering the motivational aspect of evaluation, lower grades can discourage the learner during
the learning process. Our focus of assessment at NTS tilts from a vertical or content–based
dimension, where the acquired knowledge is compared with an orthodox model of what it is
expected to have been learned; to a horizontal or process–based dimension, considering the learner's
actions in enquiring, creating, reflecting and evaluating in forums, chats and classes. This approach
to assessment encourages the Learner testing against

Summary Of Lifelong Learning : Fostering A Culture Of...
Lifelong learning: fostering a culture of curiosity The article lifelong learning: fostering a culture of
curiosity by Toni Eaton published in creative nursing, volume 16 goes in to depth to prove how
important the idea of lifelong learning is in the workforce especially for an occupation like nursing,
in the paper he goes on to describe the reasons we need lifelong learning and the factors that aid it to
be so essential like, evidence based learning, and human curiosity. Eaton begins by describing how
lifelong learning contributes to the development of knowledge and skills in nursing. he stresses the
fact that continuous learning is imperative to remain relevant, professional, and accurate as well as
to advance in the nursing field. He then shares the two most essential factors to for success in this
field which are evidence based practice and the need to be lifelong learner, these both can be
achieved through research, education and the desire. Evidence based learning is crucial part of
lifelong learning and vice versa. New ideas are brought to nursing through a cyclical cycle of
research, application, and education without one of these steps the lifelong learning would not be as
valuable. Nursing as a profession has wide range of career opportunity however once you have
graduated school and have gotten a career in nursing the learning can not stop, it is explained that
nurses are responsible to keep up to date on all clinical techniques and new advancements, this

Bronfenbrenner : Theoretical Frameworks
.10 Theoretical framework
The ecological frameworks theory created by Bronfenbrenner (1979) guided the study. This theory
concentrates on the way that learners develop at the focal point of interconnected relationships and
environments that all impact their development. In this study, the environment is the school and it
goes about as a framework involving components which work in agreement amid the process of
orientation and mobility training.
Bronfenbrenner (1979) accords moderately equal significance to both the environment and the
developing individual; for him development is adequately the developing cooperation between the
variables. In connection to this, it is viewed that for adequate learning and training in orientation and
mobility, various variables need to cooperate for its success. These incorporate time, joint effort,
administration, perceptions and policies. The fundamental unit of investigation for Bronfenbrenner
is the two person framework, a fact which itself shows a sense of duty regarding not seeing the
subject of development in social segregation.
Chronosystem; Bronfenbrenner counts the measure of time. Time is significant as it involves the
designing of environmental activities. This is interpreted as meaning that for orientation and
mobility training to occur there ought to be arrangement of time. This planning will give the span
for training.
Microsystem; these alludes to the exercises and connections that happen in the individual's prompt
setting. Learners are impacted by the general population in their Microsystems. In this sense the
perception of the learner towards orientation and mobility is of prime significance as this will make
the child be inspired or not to be trained to acquire the skills of independent travel. Exosystem;
Team work is imperative in the advancement as well as execution of orientation and mobility
instruction. Mesosystem; these implies to the affiliations or interrelations among such Microsystems
as homes, school and peer group. Bronfenbrenner contends that development is inclined to be
improved by solid, steady connections among Microsystems. This is the place where the teacher–
pupil ratio falls. Macrosystem; this is an expansive belief framework

Write a Critical Evaluation of What It Means to Be a...
4. Write a critical evaluation of what it means to be a teacher/ trainer in your context within the
Lifelong Learning Sector
LO,1. Demonstrate a systematic and critical understanding of the concept of professionalism; the
range of roles and responsibilities, both across the sector and in relation to own subject teaching and
the impact of each.
LO .2. Demonstrate a critical awareness and understanding of theories and principles of reflective
practice and models of continuing professional practice in relation to self;
LO,3 . Demonstrate and address own identified learning needs for skills and knowledge and explore
the impact of own continuing professional development on own teaching and wider professional
role.
2000 words. Actual ... Show more content on Helpwriting.net ...
There can be a wide differentiation of learners within each course and from one course to another.
What is vital is that quality, consistency and professionalism are maintained at all times.
The definition of professional as stated by Britannica online dictionary is; Characterized by or
conforming to the technical or ethical standards of a profession or The conduct, aims, or qualities
that characterize or mark a profession, or a professional person
The definition of professionalism as stated by Merriam–Webster online dictionary is;
Exhibiting a courteous, conscientious, and generally business–like manner in the workplace
It would appear that the meaning of professionalism isn't easily defined. Barber suggests (1993,Pg
599–615) that
"Professionals require a systematic and generalised body of knowledge" and that "The behaviour of
professionals is strictly controlled by a code of ethics" he went on to continue to define
professionalism in terms of criteria such as autonomy, knowledge, and education."
However Maister (2000) argues that
" Professionalism is predominantly an attitude not a set of competencies. A real professional is a
technician who cares."
It would appear that whilst both

Specialist Area in Teaching C&G 7303 Dtlls Course...
Specialist area in Teaching C&G 7303 DTLLS COURSE ASSIGNMENT ONE At present my
specialism is Teaching Climbing activities. My role is to deliver different courses in climbing which
are funded by the individual learner or the awarding body as part of their course (example BTEC).
Some of the courses I cover are: Beginner courses which teach the adult learner to climb indoors
independently over a period of 3 weeks. Rock club is perfect for those that have just completed a
beginner's course or returning to climbing. Technique courses are about improving your techniques
so that you can progress your grade which naturally comes after the beginners course. GCSE and A
'Level groups who are completing their BTEC Award in Public ... Show more content on
Helpwriting.net ...
They might help the learner to find the relevant information or check their work and help them to
correct their own mistakes. Other tasks they assist in are reading, spelling or filling in their
logbooks. Sometimes in the work place learners may not be able to come in at the start of the
session and the supporting instructor then explains what we are doing without disrupting the rest of
the class. We are accountable to the BMC "The British Mountaineering Council recognises that
climbing and mountaineering are activities with a danger of personal injury or death. Participants in
these activities should be aware of and accept these risks and be responsible for their own actions
and involvement." Risk Assessments are put in place any accident is to be reported to Health and
Safety and BMC (British Mountaineering Club) We have a Duty of Care to our learners by setting
up rules structured by the BMC. They are part of the duty of care that we, as operators, owe to the
learner, the customer, by law. We also have a duty of care to act responsibly towards the other users
of the centre. Statements of 'Good Practice' are posted around the centre adjacent to the relevant
facilities. These describe the accepted methods of use and how learners are expected to behave
towards each other. High Sports (The Climbing Company which I teach for) receives information
from BMC which provides advice on all aspects of climbing wall provision,

Benefits And Disadvantages Of E-Learning Systems
3. Question 2
E–learning systems
3.1. By saying training is just the "latest trend" the CEO means it's something everyone in the
corporate world is doing which is popular and after something else new comes in it will die and
everyone will follow it. The CEO sees e–training as a waste of money because it is something that is
going to die soon and it does not make sense to him to spend a lot of money on training if it won't
bring in positive results to the organisation.
3.2. The company Sunrise Inc. emphasises on sales for them to become successful and so the
company's employees need to be individuals who are sales oriented. Environments change and so
does the industry and so it is important that the company keep up with the latest sales techniques ...
Show more content on Helpwriting.net ...
An intuitive user interface – Navigation through the system should be guileless and clear.
Online coaching support – Quick responses from e–learning systems is essential.
A high level of interactivity – Online tests and quizzes must be available to offer immediate
response to learners.
Benefits and disadvantages of E–learning (Grobler et al, 2012):
Benefits: o Extraordinary amount of interaction between the learner and materials o Understanding
can be evaluated before the learner moves on o Responses can be personalised to the learner's
choices o Topics can be retrieved in an order which suits the learner o Probability for familiarising
the learning style to the user's necessities o Moderately easy to update text and graphics o Prepared
means of testing o Consistent form of training o Attractive to many learners o Learner can use
material at their own speed o Computer supported learning programmes are bendable on the subject
of the usage time o The opportunity of using a variety of material
Disadvantages o Needs precise equipment to run the programmes o Admission to a computer is
desirable for each

Computer Based Instruction As An Adult Learner
Computer–based instruction, or CBI, is widely used to deliver content to learners of all ages.
Although this form of instructional delivery has become nearly ubiquitous, levels of effectiveness of
CBI vary, particularly when considering computer–based instruction for adults. In 2005, researchers
Janis Lowe and Elwood Holton, III developed a theory regarding the elements necessary for an
effective CBI experience with adult learners and then drew five conclusions based on their
investigation. Lowe and Holton (2005) acknowledged a need for both external support and
instructional support if an adult learner's CBI experience will be deemed positive. Of their five
conclusions, this one was of particular interest to me based on the different computer–based
instruction experiences I have had. My first experience with a course conducted completely using
computer–based instruction as an adult learner occurred during the fall semester of 2007. I was
nearing the completion of my first Master's degree and enrolled in ED500A, which was an
educational research class. Although I had extensive experience utilizing technology and the
Internet, and had dabbled in CBI, this course was conducted entirely online and proved to be
challenging for me. The challenges were not due to the content, but were based on the limited
connectivity with other course participants and the instructor. I quickly adapted to the format of the
course expectations and developed a schedule in order to meet

Evaluate How to Involve the Learner in the Assessment Process
Page 1 PTLLS 6302 Roles and Responsibilities and Relationships in Lifelong Learning, Task 1–4
1.2 Analyse own responsibility for promoting equality and valuing diversity According to Urdany L,
(1991). The definition of Equality; Sameness, Similarity, Likeness, resemblance, Equivalence,
comparability, and comparison. The definition of Diversity; Difference, Unlikeness, Deviation,
Distinctiveness, Variation, Contrast, discrepancy, Range, and Multiplicity. According to the Equality
act, (2010) [When providing for learners they should all be treated equally despite] age, sex, sexual
orientation, ... Show more content on Helpwriting.net ...
Students will have identical rights and status. I will encourage students to challenge their own
attitudes and beliefs so that they can appreciate and respect each other's views situations and
opinions. Learner assessments can be done to identify disability. I should be non–judgemental. I
could use hand–outs which are representative of wider society. Page 3 Before I organise trips,
rewards, and incentives I will need to consider everybody's individual needs and plan things that
everybody can be included in as this will promote equality too. A good example of this is (Gravells
A, 2008). A group of leaners wish to go out for dinner. One is vegetarian, another is dairy intolerant
and a third does not eat fish. They all want to eat at the same restaurant and choose from the same
menu and be treated equally, enabling them to choose a different option from the menu. The diverse
requirements of the group are therefore being taken into account to differentiate for their needs.
Other useful organisations that deal with the issues of equality and diversity are, The Disability
Rights Commission, DRC. Equal Opportunities Commission, EOC. Commission for Racial
Equality, CRE. 1.3 Evaluate own role and responsibility in lifelong learning. Evaluating my own
roles and responsibilities will be an on–going factor. I will be eternally assessing my own
judgements and capabilities; I will need to reflect and review

The Three Major Characteristics Of An Educated Person
Characteristics of an Educated Person
Introduction
A person is made up of a variety of different characteristics, ranging widely from positive to
negative. When thinking of an educated person the mind may first consider, as I did, a book smart,
motivated person who holds degrees or titles. Upon further thought, that image was quickly
eliminated. An educated person is much more than books, titles and degrees. Some may not have a
college degree or have attended school at all. There are various qualities that truly educated people
possess. Many people enjoy the exploration of knowledge and a fulfillment. Emmons (2003)
suggests "A meaningful life is one that is characterized by a deep sense of purpose, a sense of inner
conviction, and assurance that in spite of one's current plight, life has significance" (p. 138).
Lifelong learning, open mindedness and a sense of curiosity are three major characteristics of an
educated person.
Lifelong Learners
Learning is not memorizing information, learning is not following rubrics, and among many other
things that learning is not, it is not something that can be done for you. According to Haydar and
Kadi (2012), lifelong learners recognize that learning is not confined to childhood or the classroom,
but takes place throughout life and in a variety of situations (pg. 4093). Lifelong learners are
enthusiastic about learning and this passion for learning reflects the value of interest in and inquiry
about the world in general and

Examples Of Metalinguistic Feedback
and/or phrases such as "I don't understand" which indicate to the learner that there is a problem with
his or her utterance, and that it needs to be reformulated. For example: S: "His preferit food" T:
"Pardon? I don't understand the word preferit" D) Metalinguistic feedback With metalinguistic
feedback, the teacher does not provide the correct form but "comments, information, or questions
related to the well–formedness of the student's utterance" as Lyster and Ranta (1997: 47) states.
Metalinguistic feedback is a corrective feedback form of implicit correction which implies ways of
negotiation of form without explicitly providing the correct form. It generally provides either some
grammatical metalanguage that refers to the nature of the error or a word definition in the case of
lexical errors. It can also be body language which involves non–verbal cues such as facial
expressions or hand movements to indicate errors about word order or tense. (Lyster and Ranta,
1997). For example: ... Show more content on Helpwriting.net ...
E) Elicitation Elicitation is a corrective feedback form of implicit correction which implies ways of
negotiation of form. In order to directly elicit the correct form from the learner, teachers can elicit
completion of his own utterance by "pausing to allow students to fill the blank" (Lyster and Ranta
1997:48). Teachers can also elicit the learners' self–repair by using a question in order to elicit the
correct form (e.g. How do we say X in English?) or use intonation in order to indicate that learners
should reformulate their utterance. For example: S: "He likes very much chocolate" T: "He likes

Speaking Unplugged
Speaking Unplugged: 30 Activities for One–to–One Classes By reducing the amount of material
that is imported into the classroom, the teacher frees the learning space for the kind of interactive,
talk
mediated learning opportunities that are so crucial for language development. Scott Thornbury:
Teaching Unplugged Introduction Like many teachers – I suspect – I used to turn up to my one–
to–one classes with a pile of worksheets under my arm. The worst thing that can happen in a one–
to–one class is running out of materials, I thought. And then one day, a private student told me he
didn't enjoy my classes because he felt I was just giving him a series of worksheets to complete.
What he really wanted to do was develop his ... Show more content on Helpwriting.net ...
23. Automatic Exclamation 24. Phrasal Verb Swap 25. Where do you see yourself in 5 years' time?
26. If I Ruled the World 27. Resolving Disputes 28. To Do List 29. Company Policy 30. You're the
Teacher 1. Know the Teacher Language Focus: Question forms, short answers Adult learners can
feel 'infantilised' when they speak a foreign language. They may have a confident and respected
public identity in their first language but feel like children communicating with adults when
speaking their second language, especially with their teacher, who they may respond to as a figure
of authority and an imparter of knowledge. This power relationship is, in my opinion, rather
unhealthy and unhelpful in one
to
one classes. As teachers, we are no more intelligent, cultured,
open
minded or wise than our learners. We are equals in all respects, except our ability to use the
English language. Therefore, I always recommend a 'getting to know your teacher' activity in the
first lesson. As well as giving you a good idea of your student's strengths and weaknesses, we can
also use this activity to break the ice. Start by asking your learner to write down a list of questions
they would like to ask you. Give them a few ideas, themes like work, family, hobbies, and let them
spend a few minutes thinking and forming questions. Let them write the questions first rather than
ask them to think them up on the spot. In real
life situations, we

Becoming A Lifelong Learner
A lifelong learner is one who takes the opportunity to learn through all kinds of situations whether
they're formal or informal learning circumstances. When you're eager as well as hungry for
knowledge, you're more likely to excel in your chosen craft. It's vital that you invest in yourself
when setting goals, so that you can achieve them with ease.
Be Curious
Take Courses
Don't assume that there is nothing you can learn. When you take courses, you're furthering your
knowledge in a variety of topics. Even if the topic doesn't seem to directly apply to your career, it
can lead to skills that are transferable. For example, learning about color theory can be applied
indirectly to real estate. While you might not be staging homes yourself, you'll understand what
colors don't work in the home, and why that's the ... Show more content on Helpwriting.net ...
It might cost a bit more and need a commitment, but that certificate at the end will bring value to the
education.
Personal Development
Join Toast Masters
As a club, this organization has members who are all about professional development. They work
together to educate each other and provide peer reviews for things like public speaking. There's a
video library online for those who want to learn skills that will help them excel.
Beginners to public speaking can ask for a mentor at their local club. This person will help you learn
how to craft a well–received speech, and how to speak to any group effectively. This is a skill that
you can take with you into any business setting or career.
Write to Clarify Ideas
Medium
When you can learn to write effectively, it helps your overall public speaking capabilities. You'll
start with a structure or outline and learn how to hook a reader as you would in a speech too. With a
platform like Medium.com, you can see whether your writing has the desired impact. It'll get likes,
comments and feedback that will help you

Understanding the Relationship Between Teachers and Other...
Understanding the Relationships between teachers and other professionals in lifelong learning and
possible points of referral for learners. A teachers primary role is to deliver information. The 2003
workload agreement (Woodward and Peart, 2013) not only defined the levels of work a teacher
could reasonably expect but also defined the roles which would provide a framework of support to
the specifics of the teaching role. Though this applies to secondary education the principles can
inform teacher roles in the lifelong learning sector. A teacher must develop an awareness,
understanding and professional respect of all the roles which support them in their efficacy. In the
Institute of Learning's Code of Professional Conduct is states ... Show more content on
Helpwriting.net ...
Upon commencement of the PTLLS course I was not able to define which benefit would ensure I
would receive funding for the course fees. The teacher advised that I speak to the clerical assistant
on the reception desk and she collated all my relevant information and inquire to her colleagues on
the matter and I received clarification of my predicament the following week and I was able to
complete the required paperwork. Maslow (McLeod, 2007)suggests that in order to achieve
actualisation for both teacher and learner their environmental needs must be attended to. This is the
role of the maintenance manager, caretaker and cleaners. Their roles are to ensure adequate heating
and lighting according to need and the buildings and equipment comply with all health and safety
requirements as specified in the Health and Safety Act 1974 (http://www.atl.org.uk.2013) The
teacher as with all other profession roles has a responsibility to communicate their requirements
effectively as well as ensure all equipment and buildings are used for their intended purpose and
treated with due care. The department of Education states (http://media.education.gov.uk, 2013)
"Employees should follow any health and safety procedures put in place by their employer". Some
roles maybe be specialised, for example, the information technology technician. When I could not
access from home the files required to complete my first assignment, my teacher

The Advantages And Disadvantages Of Role Play Activity
The Role–Play Activity
The Role–Play Activity could be the best way to stimulate conversation. By this activity, 1st year
EFL learners can learn new vocabulary, words statements and know how to use them in its correct
context by asking to perform dialogues, negotiate with your partner on an item such as computer or
large piece of furniture, and discuss things such as warranty that are found in (ESLGold, 2010). This
activity will help them to know the right place of each discourse and give them an opportunity to
practice it well, improve the FL and create a relaxed area while sharing ideas. As Livingstone said,
The role–play is a classroom activity, which gives the student the opportunity to practice the
language, the aspects of role behaviour ... Show more content on Helpwriting.net ...
In simulations, 1st year EFL learners could bring items to the class to create a realistic environment.
For instance, if a learner is acting as a singer, she brings a microphone to sing and so on. Role–plays
and simulations have many advantages. First, since they are entertaining, they motivate the learners.
Second, as Harmer (2001, p. 275) suggests, they increase the self–confidence of hesitant learners,
because in role–play and simulation activities, they will have a different role and do not have to
speak for themselves.
Storytelling
First year EFL Learners could create their own stories to tell their classmates or summarize a tale or
story they heard from somebody else. Story telling could help learners developing creative thinking
and to know how to develop ideas from introduction, body, and then conclusion without forgetting
to include the characters and the setting. Learners also can tell riddles or jokes. For instance, at the
beginning of each class, the teacher should call few learners to tell short riddles or jokes as an
opening. In this way, he will not only address their speaking ability but getting the attention of the
class.
Story

Roles and Responsibilities of the Teacher in the Lifelong...
Amanda Smith
Pttles Teaching Programme
Tutor: Joanna Martin
Essay Title/ Level 4 Assessment:
'Review what your role, responsibilities and boundaries as a teacher would be in terms of the
teaching/ training cycle'?
Describe what your role, responsibilities and boundaries would be as a teacher in terms of the
teaching/training cycle.
Traditionally the role of the teacher has been as a purveyor of information and trusted to be the
fount of all knowledge. This suggests that the teacher was the one in control of the passing of
knowledge onto passive students. Of course this 'chalk and talk' approach has now altered
dramatically from the 'traditional' model and thus altering the role of the teacher. Reece and Walker
believe that, " ... Show more content on Helpwriting.net ...
The need to encourage innovation and be a keen supporter or motivator as well as catering to the
special needs of all the students. Record keeping, administration, organisation and planning are
essential to the development of a course and to help to gauge whether the learner's have learnt from
the sessions. I see my role of the teacher as one who orchestrates learning through experience and
practical methods interwoven with an accelerated learning style. It is also the role of the teacher to
self evaluate his/her sessions. Although, we can have a gut instinct to a delivered session what went
well what didn't work as planned etc it is agreed by many teaching professionals that there need to
be a much more structured and systematic approach to self evaluation such as checklists, rating
scales, questionnaires or perhaps to keep a diary of each session.
Reece and Walker suggests, to include such diary headings as: prep/ presentation/classroom
relationships/ Communications/ Assessment and provide a list of appropriate self designed questions
for each heading (Reece & Walker 2002)
The Pro–forma headings for self evaluation could be as Reece and Walker suggest: Preparation/
entry behaviour/Aims; Objectives/ Aids/

A Lifelong Learner Must Be Highly Motivated
The undеrlying prеcept of lifelоng learning is that lеаrning is tоо importаnt to be left tо schools and
univеrsities, and that the rеsponsibilitу for lеаrning thrоughout lifе and from life liеs with
individuаls. In this sеnse lifelong learning is sustаinаblе lеаrning – in that it rеliеs оn self–directed
individual initiаtives rаthеr that hаnding down of knowledge frоm еxperts or a centrаl аuthоrity
(www.ciea.ch).
A lifelong learner must be highly motivated to engage in the learning process and he has to have the
necessary confidence and skills. According to Knapper and Cropley (www.ciea.ch) these skills
include the fоllоwing three dimensiоns:
 Pеоple plan and mоnitor their оwn learning;
 Lеаrners engage in sеlf–evaluatiоn and rеflectiоn;
 Аssessment fоcuses on fееdback for chаnge and imprоvement.
As stated above, individuals are responsible to set and aссomplish their self–mаnaged learning
goals. Ian Cunningham has argued that some form of оverall assessment is necessary for effеctive
self–managed learning as it focuses the mind and crеаtes clоsure. To be confident and motivated a
lifelong learner has to monitor and evaluate his own performance and achievements. Self–SWOT
analysis is an useful tool that gives the individual the ability to recognise his strengths and
weaknesses and it helps in finding the right direction for change in both personal and professional
contexts. This will motivate people to set higher goals, to strive for continuous improvement of their

Assessment Process
The following table may be used to aid your completion of this unit. Alternatively, you may want to
record your knowledge and understanding in an assignment type format. If you choose the
assignment format, please make reference to the criteria numbers in the margins adjacent to relevant
paragraphs.
Record your responses in the spaces that follow each set of bullet points. The table will expand as
you type.
Although some questions may appear similar, there are subtle differences that need to be considered
if you are sign–posting one answer to another.
Criteria Number
Assessment Criteria
1.1
Explain the functions of assessment:
Why is assessment carried out?
What is the purpose of assessment?
What does assessment measure?
What ... Show more content on Helpwriting.net ...
Consider:
Motivation
Range of experience and understanding
How to involve expert witnesses
4.2
Summarise the types of information that should be made available to learners and others involved in
the assessment process e.g.:
Documentation
Policies
Procedures
Skills analysis outcomes
Others
4.3
Explain how peer and self–assessment can be used effectively to promote learner involvement and
personal responsibility in the assessment of learning?
Consider:
Development of analytical skills

Understanding of specifications
Self reflection of own performance
4.4
Explain how assessment arrangements can be adapted to meet the needs of individual learners e.g.
Time consideration, work/shift patterns etc.
Confidentiality issues
Consideration of learning styles
Variation of assessment methods
5.1
Explain how to judge whether evidence is:
Sufficient – Are the requirements met and how do you know?
Authentic – Is it the learner's own work and how do you know?
Current – Have the working practices around that activity changed since the evidence was
produced?
5.2
Explain how to ensure that assessment decisions are:
Made against specified criteria – Refer to your standards
Valid – Accurately measured using a method that suits the situation
Reliable – Ensuring the same results regardless of who is assessing
Fair – That equality

Education, Training and Social Care Policies and Procedures
Social Care has got Policies and Procedures staff has to follow, same as in Education and Training.
Some of the Policies are :–
Data Protection Act (1998) made provision for the regulation of the processing of information
relating to individuals, including the obtaining, holding, use or disclosure of such information. It
was amended in 2003 to include electronic data.
Protection of Children Act (POCA) (1999) was designed to protect children. It gives responsibility
to Local Authorities to make enquiries when anyone contacts them with concerns about child abuse.
Safeguarding Vulnerable Groups Act (2006) introduced a vetting and barring scheme to make
decision about who should be barred from working with children and vulnerable adults. Teachers
may need to have a Criminal Records Bureau (CRB)
Equality Act (2010) replaced all previous anti–discrimination legislation and consolidated in into
one act (England, Scotland and Wales). It provides rights for the people not to be discriminated
against or harassed because they have an association with a disabled person or because they were
wrongly perceived as disabled.
Health and Safety at Work 1974 imposes all staff within an organisation commensurate with other
role and responsibility. Risk assessments should be carried out where necessary. In event of
accident, particularly one resulting in death or serious injury, an investigation by Health and Safety
Executive may result in the prosecution.
Legislation in the UK

ASSESSING LEARNERS IN LIFELONG LEARNING
Learning Outcome
Be able to conduct and record assessments in accordance with internal and external processes and
requirements
2.1 Review the assessment requirements and related procedures of learning programmes (AQA.
2012).Assessment is the process by which a learner's skills and knowledge are reviewed in order to
evaluate what they have learnt or in the case of NVQs, how they are performing against the
competencies they are required to demonstrate. I see classroom assessment as having four main
purposes. The first three include: Diagnostic or needs assessment purpose: To determine what
students already know so teachers can decide the topics and approaches to use.
Formative purpose for teacher: To assess ... Show more content on Helpwriting.net ...
When teachers' classroom assessments become an integral part of the instructional process and a
central tenet in their efforts to help students learn, the benefits of assessment for both students and
teachers will be boundless. The purpose of these assessments is to ascertain the student's levels of
understanding and see if there is any room for improvement and whether there are any weaknesses
so as to be able to correct them. My focus is to improve my assessments to make them motivating
and to enhance student learning.
Assessment challenges that have been identified are as follows: Figuring out what really is
important for students to know and be able to do in history.
Teaching the skills of "doing history" in a world of testing that often seems to value only factual
knowledge.
Identifying and using assessments that provide teachers with better information than only multiple–
choice exams.
Getting students motivated to do a good job on essays and other written work.
Helping students learn to improve their own work and produce quality products.
Holding students accountable for quality work, as opposed to them just turning in something.
The assessments have to be conducted and recorded in accordance with internal and external
processes and requirements. I use these assessments to evaluate my practice and to identify any
opportunities for improvement.
FIG. 2 Assessment objectives
Good assessments should follow these

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