Roles, Responsibilities and Relationships in Lifelong Learning Essay Example for Free

Roles, Responsibilities and Relationships in Lifelong Learning Essay Carry out research into your own role and responsibilities as a teacher. Using your research, produce a written report of your findings which should include: a) A summary of key aspects of legislation, regulatory requirements and codes of practice relevant to the roles and responsibilities of the teacher. b) An analysis of the boundaries between the teaching role and other professional roles c) A review of points of referral to meet the needs of learners d) An explanation of how to promote appropriate behaviour and respect for others. Intro Teaching is a challenging and rewarding profession. There are many roles and responsibilities that teachers are required to fulfil, some of these are professional responsibilities pastoral There is lots of legislation that influences teachers, particularly in the area of outdoor pursuits. Much of this legislation is designed to keep students safe and followed in the wake of the Lyme bay canoe disaster in 1993.Following this tragedy the Activity centres (young person’s safety) act was passed in 1995. The Health safety commission (HSC) was charged with the terms of the act and the responsibility for drawing up new regulations. This resulted in the formation of the Adventure activities licensing authority (AALA) in 1996. This independent public body is responsible for inspecting outdoor activity providers (for under-18s) and granting them a licence if they are deemed to be operating safely in accordance with the guidelines of AALA and other national governing bodies (ref 1.1). These governing bodies are responsible for the regulation of each outdoor sport or activity in the UK and each governing body will have their own codes of practice. For example, Mountain training UK (2008: 11) states that they expect their members to; â€Å"Ensure that they operate within their competence and in a manner appropriate to the participants experience and ability† Teachers need to be conscious of maintaining professional relationships with students at all times. This is not always straightforward, particularly in  the often more relaxed atmosphere of further education where some â€Å"banter† with students will often be used to help build rapport. Teachers need to be careful not to overstep this boundary; students are rarely impressed and sometimes even embarrassed by tutors who try to identify with them too closely. Curzon (2003: 249) These boundaries also extend outside of college. Teachers need to be conscious of how they act and must protect their privacy on social media sites such as Facebook. Trying to meet the needs of all learners is a key foundation of teaching. Thorough planning is essential here as different learning needs and issues may be identified prior to teaching and plans made to support the learner. Sometimes issues may arise during a teaching program and these will need to be dealt with. If the teacher does not have the skills or experience to deal with the issue it is vital that they refer it to a professional in that field. Gravells (2012: 52) supports this stating that â€Å"you should always refer your students to a specialist or agency if you cannot deal with their needs†. (ref 2.2) Dealing with student behaviour is an important, complex and potentially time consuming part of teaching. Ideally a teacher should be a role model for students to aspire to and should be able to promote and reward appropriate behaviour. It is when student behaviour starts to become disruptive and prevents others from learning that problems occur. Curzon (2003: 245) believes that â€Å"lack of intrinsic and extrinsic motivation may be discerned as the root of the problem. This suggests to us that teachers should aim to inspire students and actively involve them as much as possible in the classroom. As well as providing inspiration a teacher will also need to provide discipline. There will need to be some ground rules that are laid down at the start of a teaching program to keep students on track. Ideally these ground rules should be decided on via a democratic process with the students although there will be some that the teacher will need to enforce the inclusion of e.g. no bullying other students. Any breach of the ground rules set at the start of the teaching program should be met initially with a friendly reminder of those rules. Students who continue to disrupt the learning of others by breaking the rules will need to be dealt with  immediately. It may also be of use for teachers to keep a record of behaviour for students. This could highlight patterns of behaviour that may be possible to avoid in future, for example by changing the seating plan. Any continued patterns of behaviour could also highlight the need for additional support as disruption could be a way of asking for help Gravells (2012: 101) Conclusion The research in this report shows that teachers need to have a wide range of skills and knowledge. They need to have an understanding of government legislation and how it affects them Word count words References Curzon, L.B. (2003) Teaching in further education, London, Continuum books Gravells, A. (2012) Preparing to teach in the lifelong learning sector: The new award, London, Sage publications Mountain leader training (2008) National guidelines for walking and climbing leaders, Wales, Mountain leader training

Nazism :: essays research papers

Nazism was the ideology held by the National Socialist German Workers Party (Nationalsozialistische Deutsche Arbeiterpartei, commonly called NSDAP or the Nazi Party), which was led by its "FÃ ¼hrer", Adolf Hitler. The word Nazism is most often used in connection with the dictatorship of Nazi Germany from 1933 to 1945 (the "Third Reich"), and it is derived from the term National Socialism (German: Nationalsozialismus, often abbreviated NS). Adherents of Nazism held that the Aryan race were superior to other races, and they promoted Germanic racial supremacy and a strong, centrally governed state. Nazism has been outlawed in modern Germany, yet small remnants and revivalists, known as "Neo-Nazis", continue to operate in Germany and abroad. Originally, Nazi was invented by analogy to Sozi (a common and slightly pejorative abbreviation for socialists in Germany). The original Nazis from the era of the Third Reich probably never referred to themselves as "Nazis" and generally always as "National Socialists", since Nazi was most commonly used as a pejorative term. Currently some Neo-Nazis also use it to describe themselves. There is a very close relationship between Nazism and Fascism. Since the term Nazism is normally used to refer to the ideology and policies of Nazi Germany alone, while Fascism is used in a broader sense, to refer to a wider political movement that exists or existed in many countries, Nazism is often classified as a particular version of Fascism. According to Mein Kampf (My Struggle), Hitler developed his political theories after carefully observing the policies of the Austro-Hungarian Empire. He was born as a citizen of the Empire, and believed that ethnic and linguistic diversity had weakened it. Further, he saw democracy as a destabilizing force, because it placed power in the hands of ethnic minorities, who he claimed "weakened and destabilize" the Empire, by dividing it against itself. The Nazi rationale was heavily invested in the militarist belief that great nations grow from military power, which in turn grows "naturally" from "rational, civilized cultures." Hitler's calls appealed to disgruntled German Nationalists, eager to save face for the failure of World War I, and to salvage the militaristic nationalist mindset of that previous era. After Austria's and Germany's defeat of World War I, many Germans still had heartfelt ties to the goal of creating a greater Germany, and thought that the use of military force to achieve it was necessary. Many placed the blame for Germany's misfortunes on those, such as Jews and communists, whom they perceived, in one way or another, to have sabotaged the goal of national victory, by obtaining a stranglehold on the national economy, and using the nation's own resources to control and corrupt it.

Oedipus: A Tragic Hero or Not? Essay

Oedipus is definitely a tragic hero. In Aristotle’s theory he talks about the ways you become a tragic hero. The first thing that happened to Oedipus is the ‘the reversal of fortune leading up to a final recognition’. In the story this happens man times, When he is a baby he was sent to the mountain to be killed which would be a misfortune. A shepherd comes up to the mountain and saves him by bringing him back to Corinth. Oedipus kills his biological father. Later in life Oedipus solves the riddle of the sphinx and becomes the town hero. The next thing that happens would be when Oedipus finds out that he married his mom and killed his father which was what he was trying to stay away from his whole life. Another trait that a Tragic Hero has is experiences heavy suffering. Oedipus suffers many times in this play. When Oedipus was on top of the mountain his parents put some type of metal pipe in his feet so he could not walk. Oedipus must have felt pain there. Emotional wise when he found out the king and queen of Corinth were not his parents he must have felt pain. When he found out he killed his biological father he must have felt pain and when he found his wife/mother hanging he felt pain. When Oedipus looks back at all the tragedies in his life you can see that he had heavy suffering throughout his entire life. The last thing that can be a characteristic of a tragic hero is when his misfortune is brought about by error of judgement. This also happens a lot in the story Oedipus Rex. The fist error of judgement in my opinion would be when Jocasta and her husband decide to put Oedipus on the mountain instead of killing him right on the spot. If they would have none of this would have happened. Another misfortune by error of judgement would be when he killed  his father. He and his gang of thugs killed the king and most of his men. Why did he have to do it? That death was cause for no real reason accept for money and he could have escaped the prophecy if he would have stopped killing for money. These are the errors of judgement in Oedipus Rex.

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