Ptlls_1.1

1.1 Review what your role, responsibilities and boundaries as a teacher would be in terms of the teacher training cycle. 1. Identify needs and planning 2. Designing 3. Deliver/Facilitate 4. Assessing 5. Evaluating A teacher’s roles and responsibilities can be divided into subsections and placed into the teaching training cycle as shown above. There are other variations of the cycle in existence which are used and allow for further subdivision of the above stages, giving more detail but adhering to the same basic principle, such as the nine stage cycle used by the Florida Center for Instructional Technology (2012). No matter which one is used however, the cyclical nature of the teaching training cycle allows the teacher to continually assess and improve a lesson, due to the ability to amend any stage at any given time upon receipt of further information. 1. Identifying Needs There are many methods that a teacher can use to assess a learners hopes and needs such as pre-course questionnaires, application forms, verbal questioning and observations, or indeed information supplied by other organisations such as a learner’s employer. “You will need to identify the learning needs, styles, aspirations and potential of your learners. What they expect to learn may not be what you expect them to learn” Gravells, (2008. 37). A frequent problem encountered in my industry (security and conflict management) is that learners are reluctant to disclose any needs which they may have, such as a lack of basic numeracy or literacy skills and as such I must constantly observe and adapt my delivery so as to include all learners and allow them to feel comfortable, without the perceived ‘stigma’ of disclosing any issues. Another area of which one must be constantly aware is that of catering for other needs such as disability, access or audio/visual aids as on the whole I would say that I train able bodied persons but would need to be aware of other’s needs. 2. Designing The next stage on the cycle is that of design, with many important issues to take into account before any lesson can proceed toward a successful outcome, such as pre-requisite course guidelines or individual learning needs identified during the previous stage. The type of course should be carefully considered with the proposed delivery being reflected in the layout of the room and course materials available. A well thought out design stage will assist the teacher in achieving the learning objectives due to the enabling of a competent and flowing delivery platform, with Reece and Walker (2003:46) stating that, “the old style of teaching should disappear and you should see yourself as a facilitator with much of your work being done out of the classroom in preparation for individualised learning.” 3. Deliver and Facilitate Gravells (2008:62) suggests “Your subject should never bore your learners. You need to inspire your learners and maintain their interest. If you are passionate about your subject, your enthusiasm will show through.” There are many learning styles just as there are many styles of delivery and in order to ensure the interest of learners a teacher should utilise differing ways of delivering course content, such as anecdotal evidence based on experience, both that of the teacher and the learner, allowing group discussion and constructive feedback, which in turn will encourage the less confident to contribute and feel included within the learning environment. Other styles could include audio/visual aids or scenario based practical exercises, dependant on the needs and ability of the group. 4. Assessing All learners attending a course with a view to entering the Private Security Industry must pass a multiple choice exam with a specified pass mark, dependant on which of the many areas they are trying to gain access to. This SIA requirement allows for accurate collation of a learners understanding of the subject matter, clearly identifying areas for further development and also allowing the teacher to identify areas where delivery methods may need to be altered or re-designed. Annual trainers’ courses also enable the teacher to be assessed by the governing body, allowing input and feedback received to reflect on developmental areas which may be identified. 5. Evaluation The Security Industry Authority (2012) state “for SIA regulation to be effective and trusted it is vital that action is taken against those who no longer meet our criteria or break the law. We revoke licences where the licensing criteria are no longer met and suspend licences if there is a threat to public safety.” As a result of the strict laws governing the Private Security Industry it is essential that standards and course content are maintained. Not only to comply with the law under the Private Security Industry Act 2001 (as amended) but in order to allow for self and learner evaluation, an on-going process combining self- reflection and learner feedback gained from end of course feedback forms and questionnaires. By acknowledging feedback from learners I would adapt and modify my delivery styles in order to encompass all learning styles and promote inclusivity for all. The 5 stages above are by no means exhaustive and whenever new issues or needs are encountered by the teacher it is up to them to return to the cyclical teacher training model and use the information to update their teaching methods and overcome any problems. It is only by constantly adapting and evolving methods that the teacher can consistently deliver the required course content to learners of all abilities. A teacher should also be aware of their own limitations and professional boundaries when delivering training to learners, something that as a police officer I have to be conscious of at all times. Inappropriate language or behaviour must never be tolerated, with clearly defined rules outlined at the beginning of each course. A teacher should be trusted by their learner with regards to the flow of sometimes confidential information however, on occasion a learner may disclose something which needs to be acted upon or where I feel that person needs support that I am unable to provide, possibly because further involvement on my part may undermine work done by other professionals, to the detriment of the learner. For instance a learner may disclose that they are in an abusive relationship or are struggling with a substance misuse problem where, to get involved in my professional capacity may be inappropriate and against the wishes of the learner, so the best approach would be to gain help from an outside source or at the very least direct the learner to the appropriate agency. Often a multi-agency approach is the best method where, by seeking help and advice from professionals in other areas such as social services, the job centre, council housing officers and youth workers, a myriad of skills and experience can be readily available to both the teacher and the learner. This can assist the learner and the teacher when the need arises, allowing the professional relationship to flourish and still maintain boundaries.