I would consider my main role to be a motivating and inspiring facilitator in an inclusive classroom environment with a lesson plan where with the participation of the learners they can learn and develop their skills to the best of their ability.
My lesson plan would be well planned and prepared with clear aims and objectives and I would try to accommodate all learning styles within it. My teaching and learning activities would attempt to take account of the needs and well-being of individual learners as well as groups of learners.
My responsibilities would be to –
• demonstrate professional behaviour to inspire learners
• promote a safe and supportive learning environment
• encourage appropriate behaviour and respect for others
• design a lesson plan appropriate to the course aim, that incorporates a variety of learning resources
• plan learning activities based on the needs of the group
• share best practice with colleagues and learners
• adhere to key legislation, regulatory requirements and codes of practice
• recognise when and where to signpost a learner
• maintain an accurate record of individual learners’ progress and future needs
• keep accurate records of recruitment, retention, achievement and progression
• contribute, feedback and reflect with peers in order to improve the experience and achievement of learners
• be organised
• be reflective, learning from what went well and what did not

My role will involve working with a variety of internal and external professionals. Support staff such as, administration, advice and guidance, student services (welfare), supported learning, student records and finance, even caretakers. I would be working together with other teachers/trainers when reflecting on existing lesson plans and creating new ones, also through observation and feedback sessions. The professionals externally would include OFSTED, external verifiers, employers, employment services, universities, care workers and on occasion maybe even social workers, probation officers and police.
As a teacher/trainer it is important for me to recognise where my role as a teacher stops and when to refer a student to another professional for support. I would look to use the support network around me to get the right help for the student and not attempt to get personally involved myself. It is important that I understand the responsibilities of my role and that of professionals working around me. This understanding will ensure the student will receive a professional, consistent support service in a timely manner. Any delay or referral to the incorrect support could hinder the learning experience, resulting in an unmotivated learner.
As a good ambassador of the organisation I represent I would always act appropriately and professionally when liaising with both internal and external professionals.
It is important that I keep up to date and fully comply with all relevant legislation relating to my role. Legislation such as –
? The Data Protection Act 1998 – the processing of information relating to individuals, including the obtaining, holding, use or disclosure of such information.

? The Equality Act 2010 – to promote equality and to eliminate discrimination, treating all learners fairly and with equal respect. Giving learners the opportunity to participate on equal terms and with an equal expectation of success.
? Health and Safety at Work Act 1974 – requires that all practicable measures be took to manage risks.
? The Further Education and Training Act 2007 – implements recommendations made in the White Paper “Further Education: Raising Skills, Improving Life Chances”.
? The Education Act 2011 – Every child deserves a good education and every child should achieve high standards. The evidence and data presented in this report looks at gender, ethnicity, special educational needs (SEN) and disability, and socio-economic disadvantage.
It is also important that I keep up to date with codes of practice or policies such as –
Safeguarding – a term that is broader than ‘child protection’ and relates to the action taken to promote the welfare of children and protect them from harm. Safeguarding is everyone’s responsibility. Some learners may experience personal difficulties of a safeguarding nature whilst on their course. I have a duty of care to know which designated staff to contact with safeguarding issues.
Prevent strategy – This government strategy is about preventing terrorism and individuals becoming terrorists. A key message from the police in ‘if you suspect it, report it’ If I had any concerns about something I may have observed or an individual, then I would need to speak with a member of the safeguarding team.
Environmental awareness – to understand and manage environmental, social and economic affects and the prevention of pollution associated with activities. I would have a responsibility to learners and colleagues to increase and improve awareness of their environmental impacts.

Code of conduct – to be aware that learners are entitled to a high quality of service and that they have certain rights and responsibilities. I would also need to be aware of our expectations of them such as –
? Sharing in the responsibility for creating an environment in which everyone can learn and work together in safety.
? Wearing a student identity card at all times.
? Attending regularly and punctually and taking part fully in all lessons activities within their agreed learning plan.
? Meeting deadlines for handing in work.
? Reviewing progress regularly.
? Treating all staff, learners and facilities with respect.
? Recognising we live in an increasingly diverse society and need to be able to respond appropriately and sensitively to this diversity. Learners should reflect this diversity around gender, race and ethnicity, disability, religion, sexuality, class and age.
IT Acceptable Use Policy – defined as activities that are in line with the expectations of a user’s role in the workplace. In relation to learners, this includes undertaking activities related to their programmes of study or associated activities.
The legislation and codes are there to protect learners and myself.

I would have to adhere to Health and Safety needs, so I would ensure the room size was appropriate to accommodate the number of learners. The room temperature needs to be suitable and adequate lighting available. I would ensure the room had the equipment required for the session. Using effective communication skills, I would deliver my welcome and introduction clearly and begin the session with an appropriate icebreaker. When learners do not know each other, the icebreaker would help them introduce themselves to each other. An effective icebreaker will warm up the conversation and ensure that the learners enjoy their interaction and the session.

I would let the learners know that it is my role to support them and that we need to establish clear expectations and ground rules for the group. The group can decide these with my guidance. I would inform the learners of the support network available and which departments they should contact for additional support or specialist information.
I would present to the learners what the lesson aim and objectives are and how these relate to the overall course outcomes. From my lesson plan, I would deliver a course, which is appropriate for the learners that takes account of individual needs. My planned activities would be appropriate and varied to appeal to learners with different learning styles. My resources would be well prepared, sufficient for the number of learners and used to support the learning activities. I would vary my activities and adapt my strategies to ensure all learners can access learning.
I would be enthusiastic, encourage, and provide opportunities for discussion. Through facilitating experience, I have learnt that it is not a weakness to say I do not know, let us find out or I do not know – do any of you know the answer. In that respect, I understand it is my aim to enable learners to understand how to take responsibility for their own development. Through this course, I am also learning the importance of embracing new teaching strategies and being fully aware of group dynamics.

With a consistent and positive approach, I would encourage the learners to agree ground rules to be set out from the beginning so learners know what to expect from myself and what I expect from them. Leading by example and through effective communication, I would look to encourage, manage and improve behaviour. I would ask the group to respect and consider everyone’s input, views and ideas without interruption and to value the inclusion of everyone. This is important as it makes the learner feel comfortable, included and confident to share opinions and participate in a more interactive way to maximise active learning.

I would treat all learners fairly and equally. It is important that I maintain a professional distance and not become too friendly with learners but build a relationship based on mutual trust and respect. I would value all learners equally and encourage an inclusive active learning environment. The ground rules need to be set which are appropriate for everyone and I would need to ensure all resources are accessible to all learners. Learning materials should not discriminate against anyone and should be adapted where necessary (large print/audio format). To ensure no learner is treated unfairly, I need to be aware of different learning styles and when preparing my lesson plan take into consideration the environment, the classroom lay out, and make sure the teaching includes auditory, visual and kinsthetic learning styles.

Diversity is valuing individual differences and as a teacher thios could be promoted by planning lessons that are achievable, allowing learners to work at different levels according to their ability and using resources from different cultures, backgorunds and religions ,