Roles and Responsibilities
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City and Guilds 7303 PTTLS
Question 1
Role, responsibilities and boundaries
It is essential to keep an accurate attendance record and establish ground rules e.g. mobile phones switched off, treat each other with respect, no bullying, violence or alcohol/drug abuse. It is also important to establish break times and finishing times. This exercise works better when the trainees are actively involved in the decision making process. Creating a safe, comfortable, non-threatening environment in a relaxed atmosphere, using carefully arranged seating plans, enables me to control and communicate more effectively with my trainees.
I consciously promote equal opportunities for all trainees. If a trainee has special needs or an obvious barrier to their learning, steps must be taken to address the problem. For example, if a learner has eyesight difficulties I would move him/her to a more suitable position in the room without embarrassing the individual or discouraging active participation.
I must prepare a lesson plan and plan the teaching session ensuring all visual aids/props/ handouts/ohp/flipchart/question papers/pens and pencils are available and in working order.
At the start of each lesson I establish the level of knowledge of the group by asking relevant questions then give a brief introduction to the subject and explain to the trainees what is going to happen during the session, setting out clear aims and objectives.
Using a variety of teaching methods (VARK) I encourage active participation from all trainees. I have good subject knowledge and use personal anecdotes and real life situations to interest and motivate the trainees. Breaking the lesson down into manageable stages with regular intervals helps to maintain the trainees’ focus and enthusiasm.
A positive attitude, inspirational approach and the ability to explain things clearly, encourages communication with trainees who experience different levels of knowledge and need.
During the...
Question 1
Role, responsibilities and boundaries
It is essential to keep an accurate attendance record and establish ground rules e.g. mobile phones switched off, treat each other with respect, no bullying, violence or alcohol/drug abuse. It is also important to establish break times and finishing times. This exercise works better when the trainees are actively involved in the decision making process. Creating a safe, comfortable, non-threatening environment in a relaxed atmosphere, using carefully arranged seating plans, enables me to control and communicate more effectively with my trainees.
I consciously promote equal opportunities for all trainees. If a trainee has special needs or an obvious barrier to their learning, steps must be taken to address the problem. For example, if a learner has eyesight difficulties I would move him/her to a more suitable position in the room without embarrassing the individual or discouraging active participation.
I must prepare a lesson plan and plan the teaching session ensuring all visual aids/props/ handouts/ohp/flipchart/question papers/pens and pencils are available and in working order.
At the start of each lesson I establish the level of knowledge of the group by asking relevant questions then give a brief introduction to the subject and explain to the trainees what is going to happen during the session, setting out clear aims and objectives.
Using a variety of teaching methods (VARK) I encourage active participation from all trainees. I have good subject knowledge and use personal anecdotes and real life situations to interest and motivate the trainees. Breaking the lesson down into manageable stages with regular intervals helps to maintain the trainees’ focus and enthusiasm.
A positive attitude, inspirational approach and the ability to explain things clearly, encourages communication with trainees who experience different levels of knowledge and need.
During the...