Roles_and_Responsibilities_of_a_Teacher_in_the_Lls

Roles And Responsibilities Of A Teacher In The LLS There are many aspects of current legislative requirements and codes of practice that apply to coaching within the equine industry. Key requirements are that all instructors registered with the British Horse Society are required to have an enhanced Criminal Records Bureau check and attend a BHS Safeguarding and Protecting Children Course, or a Sports Coach UK Safeguarding and Protecting Children Course. A refresher course from a list issued by the Training Department of the British Horse Society must be attended, at least once every two years, commencing from the date of registration. Another requirement is an up to date first aid certificate. Instructors or coaches have a responsibility to support and promote their equestrian discipline and its governing body, maintain appropriate standards of conduct and act with due respect to the reputation of the governing body
(The British Horse Society 2009). As a member of the Institute for Learning their Code of Professional Practice must be adhered to. Not only should the Human Rights Act (1998) and laws that outlaw discrimination on the grounds of race, gender sexuality and disability, be adhered to but also The Health and Safety at Work Act (1974). All students must have a fair and equal chance to learn. (Reece and Walker 2006 P294). For theory and practical work each session can accommodate a variety of learners and their needs. The class is split in to smaller groups of similar age, learning style, experience and ability. The needs of different religions are met, for example, a prayer room is available and time allowed for learners to use it as necessary. The classroom layout and access accommodate those learners with physical disabilities. Support staff are available to assist learners with any difficulties. For ridden work, groups are split as for the practical and theory classes, however, for safety reasons it is necessary to split able and disabled bodied riders and have support staff to assist from the ground. Each individual learner’s needs are taken in to consideration when planning lessons. As part of an evaluation, barriers to equality must be taken in to account so that any issues can be dealt with as ‘you must not allow any form of discrimination in your classroom or learning situation. Not only is it morally wrong, it is likely to be illegal’ (Reese,I and Walker,S 2007 P295). I incorporate functional learning in to my coaching by a variety of means. Although horse riding and management has a very obvious physical requirement, learners are also helped to improve their functional skills. Before working on any practical element I make sure that my learners have an understanding of the theory behind it. This gives me the opportunity to set either individual or group work whereby the learners may be required to read handouts and write answers to questions and this gives me an opportunity to incorporate literacy. Certain topics of horse management offer me the chance to incorporate numeracy, for example, feeding horses, where basic mathematical calculations are carried out to work out a horse’s nutritional requirement. Initial assessment is very important. I use it to ascertain, not only, at what level my learners are at and any prior knowledge that they may have but also their preferred learning style (Honey and Mumford 1986). Once I have achieved this I can then plan my teaching according to each learner’s individual needs. During group work I can split the learners as some may be further on than others and this enables me to pitch my teaching at the correct level for all. For ridden work, in particular, I use those learners with more experience to demonstrate skills to the others. My understanding of support and referral services for learners is that it aims to provide all learners with advice and guidance on anything that may affect their learning experience. Additional support is available for learners who, for example, require help with personal care and mobility, may need sign language interpreters or help if visually impaired. Referral services are available to assist the learner outside the classroom. Some examples include financial, personal and health matters, transport and childcare. Although within my role as a teacher I may be able to offer satisfactory support in certain areas I must know what referral services are available to my learners for areas outside my expertise. Within my industry it is necessary to establish ground rules with learners to firstly ensure their safety and secondly to ensure that all learners have an enjoyable and fulfilling learning experience. (Reese,I and Walker,S 2007) Horses are dangerous and unpredictable animals and therefore when handling, riding or working around them certain rules must be adhered to, some of these rules are non-negotiable whilst others can be negotiated with the learners. I establish the non-negotiable rules by giving each leaner a written copy of the rules. I will read them out and then ask the learners to read them for themselves and to sign a declaration stating that they not only fully understand the rules but are also willing to abide by them. Negotiable rules, for example, whether food or drink is to be allowed or whether music will be played during certain sessions, are discussed with the group and agreed upon. This process is done during the introduction phase but it may be necessary to regularly remind learners of the rules. It is necessary to keep various records relating to my teaching and my learners. The register is a requirement by law that is now filled in online. I keep a profile on all my learner’s which includes any difficulties or disabilities they may have, their preferred learning style and goals. This gives me the necessary information I require to enable me to ensure that all learners have their own individual needs met to make their learning experience both rewarding and enjoyable (Reese,I and Walker,S 2007). I keep a record of my learner’s marks so that I can assess achievement and track progression. Any slides, notes or handouts from my lessons are kept so that I may refer back to them in future sessions. I put lesson plans and accompanying notes online so that any learners not present for the lesson can access the information. Evaluations of my teaching are kept so that I can reflect upon them and self-evaluate. 1012 words