1.1 Explain what your roles and responsibilities would be as a teacher. What Boundaries must you be aware of?
I am a Registered Nurse (RN) and also a director of a domiciliary care business based in North Somerset. I have done a number of clinical teaching courses and have studied at Post Graduate level. This is my first generic teaching or training qualification.
My roles and responsibilities as a teacher are to impart skills and knowledge, and in my specialist area this means training my staff in vocational and / or academic skills. In addition it is my responsibility whilst teaching to provide sessions and plans that are as inclusive as possible to as wide an audience as possible. I must not discriminate against a learner and must provide every opportunity that learning will be achieved as equally as I can. To be able to do this properly I need to have prior knowledge of my students through the initial assessment process.
I have to train my staff in a manner acceptable to the regulatory body called Care Quality Commission (CQC) and the training must adhere to the guidelines laid down by the Heath and Social Care Act 2008.
My actions in training my staff also fulfil my responsibility as an employer to enable staff to learn and develop which is underpinned by the Employment Rights Act 1996.
Furthermore it is in my interest as a business person to train and retain staff who bring business to me. The learners that I teach, or enable to be taught, gain qualifications which help them to earn wages and therefore pay taxes.
The Capitalist society that we live in values the notion of the work ethic or “protestant work ethic” as it is commonly known. The start of this movement is largely attributed to the 19th century economist Max Weber, who directly argued against the works of Karl Mark, and tied capitalism to religion to promote work as the route to salvation. Weber M 1904: The Protestant Ethic and the Spirit of Capitalism.
Following the above capitalist concept by providing teaching and training for my staff I can regard myself as contributing to society, and developing the staff themselves to become more socially mobile and potentially better people.
There are several boundaries that I need to be aware of whilst undertaking training or teaching of my staff team. It is possible that they may disclose information to me that means I would not be able to teach them, or that a safeguarding issue has arisen resulting in me needing to make a referral to another individual or body. In my case this may be the local North Somerset Council safeguarding team. I also should avoid making anecdotes about service users whom the staff may know, as this would be a breach of confidentiality and may demean the service user (albeit not present). Lastly I should not become engaged in inappropriate relationships with the staff I train or teach. This may include via social networking media.
1.2 Identify the key aspects of Current Legislative requirements and codes of practice relevant to your specialist area.
I am aware of a number of pieces of legislation that impact training and teaching. Firstly the Education Act 1994, 1996, 1997 and 2002. The Children Act 1989 and 2004. The Learning and Skills Act 2000. Equality Act 2008, The Health and Safety at Work Act ( HASAW) 1974 and the Employment Rights Act 1996.
There are a number of further legislative requirements particular to the sector I work in. These briefly are The Health and Social Care Act 2008, The Working Time Regulations 1998, Safeguarding Vulnerable Adults Act 2006, Manual Handling Regulations 1992, Control of Substances Hazardous to Health (COSHH) 2002 and the Personal Protective Equipment at work Regulations 1992. There are many other pieces of health and safety legislation that are useful, but the overarching legislation is the HASAW. Similarly the Equality Act has repealed a number of previous legislations such as the Disability Discrimination Act 1995.
1.3 Identify other points of referral available to meet the potential needs of students.
During or after the sessions I produce, I should provide information for the following:-
Further Reading: this may include a list of books, journals or online resources that provide greater detail for the student, and enable them to undertake self directed study.
Study Group Information: Refer the student / learner to other groups who are participating in the same or similar studies or are undertaking research.
Further or Advanced Courses: Refer the student / learner to other courses that may interest them.
Study Skills: I have often found that students / learners are unaware of the amazing resources that are available, if they use some study skills and utilise Library services. For instance university libraries will hold Masters and Doctoral works and other works not readily available. Also through this route learners could look at indexes and even source material through the Research Libraries which include the British Library and the Bodleian in Oxford.
Vocational Resources: There may well be a charitable source that meets regularly. For instance the stroke association provide talks and seminars and will invite students to attend.
Research: I have left this to last as it may well be the most risky, but it may be possible for the student or learner to conduct their own research or to meet researchers undertaking work nearby. This may be unpublished but it would offer the student a real insight into progressing forward with their chosen subject.
Courtney from Study Moose
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