Wider Professional Practice

Task 1 Wider Professional Practice We were selected to deliver a pedagogics natural process on the concept of Professionalism in the LLS. Tasked to investigate the meaning of nonrecreationalism, utilise the perspective of organisations such as the Lifelong eruditeness UK (LLUK), the training and emergence Agency (TDA), Institute of study (IfL) and also considering the broader context of tune. In grade to broaden the scope of research the radical were allocated specific tasks.We gathitherd the comment of professionalism from a eight separate sources such as traditional dictionaries, the internet, line of merchandise sources, including administration bodies interpretations. This was beneficial as I learned the range of definitions and how professionalism is delay in variant sectors. The gathering dynamics were completely normal, with some(prenominal) constituents non meeting dead lines for submission of resources, others macrocosm too dominating with phantasmagori c expectation, members not macrocosm unfluctuating attendees, some contri exactlying too minuscule others contributing too very much.I would say that it was a typical host mixture and as the mathematical groups were selected randomly the result was the best mix. I was very capable to carry with all the members. We were able to agree on the most comp definition as continually achieving excellence by dint of a departing, eagre and responsible approach to enhancing ones own relevant qualifications and competency (LLUK) the development of ones own noesis and the application of broad(a) practise relative to learn and learning (CPD) developing people and up(a) young lives (TDA).It was also agreed that a t severallyer should exist some principles of professionalism Teachers should take a responsible and proactive approach to 1. Improving experience 2. The application of good practice 3. Addressing spirit, diversity and inclusivity issues 4. Complying with the law 5. R especting professional codes of practice 6. Accepting governance and accountability 7. Being altruistic in professional duty and 8. Embracing change and making it work.Through our research we came crosswise the business idea adopted by the Japanese methodology where the process of work has been organized into five stages, so in-order to say work at that place ar 5 phases or the 5 S 1. Sorting, 2. Straightening or setting in order, 3. Sweeping or systematic cleaning, 4. Standardising, 5. Sustain the discipline or self-importance discipline. We looked at a report by Ashwin Kini (2011) who gave his view on professionalism and dist rachiticed this into the 3 Ps of Passion, Persistence and Professionalism. Therefore qualities an individual should withdraw to practise comfortably and gain authority.However when I looked at a report from brownness and Turk (1998) the mmisuse of power can happen when a professional person takes hold up of a situation. People on the receiving end of power misuse savor powerless. Brown and Turk (Brown, 1998) suggest that children and vulnerable adults can be subject to physical abuse because of an abuse of power. These vulnerable people ar usually in care and because of their special require, the professional control access to their bodies beyond what would be considered typical (Brown, 1998, p114).We all were included in the discussions and opinions were heard but class boundaries were laid down to which the group was able to follow set tar locomotes. The homework was clear and developed a good foundation to which we were able to include a good volume of material with varied critical opinions. Learning took place when we introduced the concept and coupled with our ingest of interest we were able to shut up on the apprentices, with our idea.We also handed emerge a very comprehensive kernel of additional critical material in order so that the learners could confabulate back to it for future reference. Further muc h, if I had to do this again we would organize our sack material in either one honest handout, so that the learners could follow the speaker or dedicate the other group members stand at the back of the class, to hand out information. In order not to shade the main speaker and keep the noise level down as mentioned on the evaluation feedback sheet (see Appendix1). In the findings t was clear that predominately the individuals entangle that the institution, the group exertion was fit for purpose. The group aim was to en indisputable we organise the initiation in a comprehensive way and at the resembling time handout to a greater extent than enough information for the individuals to go through and sound out in there own time. I understand that a level of professionalism is an important part to the role of a teacher and although it is incorporated in the standards, guidelines and policies of organizations, is often not implemented nor highlighted in practice.Certainly in res pect to my shortly college and I life this acts as a restraint on my cash advance and my ability to be professional. The importance of this subject I go through goes beyond what a teacher whitethorn know, but if they lack a clear spirit of professionalism they are missing a broad realm of the profession. As teaching is such a demanding profession, careful consideration needs to be wedded to how effort is distributed so that every student gets fair to middling attention. As a professional it is important that consistency is maintained.When teaching students they will need to know what the learning objectives are so I understandably explained at the beginning of the lesson and recapped at the end. These are some of the patterns of behaviour that I waste adequate in my practice. I have discovered that these simple practices help to make students aware of how the topic connects to the Big Picture. Ginnis (200232) proposes, if pupils are allowed to see the big picture, the purpo se of the lesson, what it contains, how it fits with whats gone forward and where it is going, then more interest and motivation will be shown in lessons. As teachers we tell a passion that stimulates learning by easily-favored examples, ensuring clarity, providing individual as well as whole class practice in applying knowledge. These are some of the ways that I am able to support students in lessons to think for themselves and gain a better intelligence of the subject, thereby applying knowledge in light of other situations. Appendix 1 Peer feedback Feedback 1 Group facilitator should have hovered instead of walking & talking within group instead of letting us just get on with it. 0 handouts disturbed flow but also good resources & research Professionalism looked & delivered well Feedback 2 The overall presentation was very good. Evidence of research was evident, you seemed to have confidence in what you were doing and your findings will help me in my own professionalism. L earning took place but there were too many distractions handing out handouts. Feedback 3 Group member should not be speaking whilst one member is delivering. Handouts could have been sent via email really Feedback 4 Please do not talk to other group members whilst one of your group is giving the presentation Feedback 5 If we had more time on the military action, wouldve been more profitable. I know you were pressed for time. I really enjoyed it, otherwise everything was very professional. I want to know more. Thanks. Feedback 6 Lots of handouts which were given out at the same time as the information which proved a small distracting. Very well planned & executed presentation. Feedback 7 I impression it was put across very professionally, very good, sharp and interesting well doneFeedback8 Too much/many pieces of paper. References Brown. H, TurkV, (1998) Defining inner abuse as it affects adults with learning disabilities in K100 Understanding Health and loving Care, Offprints Book, Milton Keynes, The Open University Ginnis, P. (2002) The Teachers Toolkit. Wales. Crown House Publishing. Kini. A. A Personal View of Professionalism http//www. ipthree. org/ web log/professionalism-what-does-it-mean? start=5 (Last accessed 22. 05. 11) http//tlp. excellencegateway. org. uk/tlp/cpd/puttingcpdintoa/putting (Last accessed 29. 4. 11) http//www. ifl. ac. uk/(Last accessed 29. 04. 11) http//en. wikipedia. org/wiki/5S_(methodology) (Last accessed 29. 04. 11) Task 2. The role of Quality presumption in LLS. Following the brief display by the group we were asked to manoeuvre the incertitude How would you evaluate the role of a teacher in monetary value of quality self-assertion? Following this statement the group continued to spark to the group body process. The activity charted out a time-line in which individuals were asked to see what there role at each stage.I found this a little dispute initially as I havent considered my role in term of quality bureau in terms of the complete bicycle of the learner on a course of study. The aim of the learning activity was useful in as much as it affixd my understanding of the salutary range of a learners route down in the mouth across a time line, which I have not seen present in this form. I would recommend that the introduction be extended on the simple fact that the time used by the individual to understand the activity and its purpose the group could have eased the learners in to the activity without disrupting engagement.But it did not give a simple explanation of Quality Assurance, something similar is a type of quality improvement, which leave behinds provisions with recognition that they have reachd quality against a set of standards. This provides settings with satisfaction and shows parents/carers that the provision has raised standards above minimum. ( discipline Childrens chest 2007). Clearly the subject was well researched by the group cosmos show through the material pr ovided as well as the delivery of the presentation had a good rapport, which allowed for a smooth transition between group members.As a result of having participated in the activity I now gather in the importance of quality assurance at a come up of different stages. Also that the aim of the quality assurance in knowledge is to provide a framework for reviewing, measuring and modify the quality of the work being done by approved institutes. I also learned that the systems operate on a number of processs which measures the quality of provided by the service and identifies areas for ongoing quality improvement.With the ultimate aim of these quality assurance systems for learning providers to promote and ensure quality outcomes for learners. But the learning activity did not cover the possible methods which can be used to increase and improve Quality Assurance in institutes by increasing its cognisance to teachers. I detect that this can only be achieved through a shared understa nding of service aims, priorities, policy developments and monitoring and evaluating mechanisms. This requires everyone involved to have a clear vision of what they are working towards and commitment?I would identical the group to also be specific and maybe assay addressing the issue of whether it is possible to provide an overall service for learners which encompasses every learner in every asp viperect of society. Furthermore I would have like the group to mention the definition of what constitutes quality as I have found out that it has been the subject of an ongoing debate particularly in relation to the balance between parent-led and professional-led services for children and families. Overall having participated in the activity I now realise the importance of quality assurance across a much wider range of correctts.I have in the past given little attention to quality assurance and for sure followers the presentation I have advance investigated this topic in relation to broaden my own learning. It has been an important exist for me to investigate further the areas that I may not have considered very important but where now for me a Tutorials can be seen as a form of quality assurance as they offer the learner advice and give feedback on their learning excursion how far they have come, where they are now and where they are going to.Reference National Childrens Bureau (2007) Putting children and young people first online Available from http//www. ncb. org. uk/Page. asp (Last accessed 22. 05. 11) Group 3 An aspect of adapted opportunity policy and its jounce in LLS It was clear that this group had done there research and show a relatively competent understanding of equal opportunity. Through there presentation the aim was to get the information concisely delivered to the class by means of power point material as well as by a main speaker.A colorful leaflet was also created. The confine were, concise bits of information regarding the definition of disability under the Equality moment 2010. The leaflet was very concise and I feel that under the destiny the information that I got was very limited and in order for me to get a stronger grip with the subject I would certainly require further research in the area, in my own time. I felt this to be a negative aspect to the material and would have hoped to get a more detail list of resources.As for the presentation, this group decided to hand out a group activity. This involved a list of three blossom forth questions designed to draw from the group its understanding on issues relating to equal opportunity. I felt that the initial request to undertake the questioner was very subdued in its instruction announced to the class. Following this the supervising staff I felt were a little too keen to get the group started in there discussion, rather than allowing the groups a moment to absorb the requirement.The aim of the learning activity was useful in as much as it increased my und erstanding of barriers of education, equal opportunity for all for an inclusive schoolroom by setting achievable targets, managing facilities and differentiation related to diverse learning needs and of the relevant Acts of law related to equal opportunity but these area did not cover any in-depth explanation on these areas which I could refer to at a later date. Question one ask a list of potential barriers to learning and assessment.For the initial question our group was able to chart out a number of barriers. Although the second question took relatively longer to understand, one reason could be that it was not to the point. I felt that the group also realized this fact as they act to ask an additional two questions in order to lead to the sought after outcome. The final question required the group to list relevant Acts relating to equal opportunity, with the ability to use the internet to gather the answers.Under the circumstances this was not practical as it was a class act ivity limited by time, I was in a group of mature individuals who through their long experience in teaching have come across a number of the government Acts. Listing the Government Acts related to equal opportunity was useful in as much as it highlighted my understanding of what they are, but it would have been better if they could have given a simple Executive Summary, which would have helped me more. As a result of me participating in the activity I now realize that it is important for me to investigate further Policies in the education sector.Group 4- A government policy- Every Child Matters (electronic countermeasures/ elmwood) The group introduced the activity which was an introduction to the government green paper Every Child Matters (Children Act, 2004). In 2003, the commonalty Paper Every Child Matters was published and designed to protect children and maximize their potential in response to the last of Victoria Climbie1, This opening range had me completely engaged. I le arned that the tragedy of Victorias death uncovered the weaknesses in our ability to protect the most vulnerable pupils.This return sets out a framework for the new approach to the well being of children and young people from birth to the age of 192 and it is aimed at helping nullify the number of educational failures, offences and anti social behaviour and those who suffer from ill health, teenage pregnancy and abuse. I learned that although the current coalition government has moved away from the term electronic countermeasures and withdrawing its funding, it has simply replaced the term to ELM (Every Learner Matters). Although the principle of ECM is preserved by the Children Act (2004) and even though the terms have changed the organizations linked with ECM i. social workers, health workers, and the police continue to base there practice on ECM ideology. Regarding the activity, the instructions could have been more clear and concise to avoid enquire the group to repeat the i nstructions. The group members demonstrated a competent understanding of the subject area as they were able to share there knowledge confidently and answer all questions. The group worked well together as they were able to demonstrated a smooth transition from each member. I felt that the learning activity was extremely encouraging but I think they could have explained in detail the Government aim for a learner.This resulted in me finding out that the Governments aims for all young people any(prenominal) their background may be 1. To be healthy 2. To stay natural rubber 3. Enjoy and achieve 4. To make a positive contribution 5. To achieve economic wellbeing The aim of the learning activity was useful in that it increased my understanding of how and why the policy of ECM was introduced but it did not cover in-depth the main outcomes of this policy. I would have liked to have more information to allow me to further investigate this area and i feel if a critical material list was pro vided it would have been very helpful in my learning.This has clearly highlighted a need for me to extend my understanding with the regulations of ECM/ELM. Reference 1 BBC News www. news. bbc. co. uk/1/hi/in_depth/uk/2002/victoria_climbie_inquiry/default. stm (Last accessed 22. 05. 11) 2 http//www. everychildmatters. gov. uk/aims/ (Last accessed 22. 05. 11) Task 4. In light of the experience of the other group discussions I was very much interested in the subjects covered. I personally feel that these subjects although covered before were far more effective when delivered by peers in this format.The interest and passions was certainly palpable in there delivery. I learned something new with each subject either through the group activity or through the presentation. The area of the Life Long Learning Sector (LLS) is continuously changing and in order for me to keep up with the changes I plan on investigating further ongoing progress. I would be certainly look deeper in to the ide a of professionalism in the context of my teaching and college. The aim being I incorporate it more heavily in my future teaching and development for the future.The Every Child Matters initiative is integrated into the college system. But it is not openly publicised and following the presentation I feel its certainly something I need to incorporate in my personal understanding. currently the college that I work at is undergoing radical and extensive changes with the introduction of regular staff training days and I will make sure to attend are the ECM/ELM initiative. The systems are under constant review to match this initiative and as a result the college has adapted various approaches to ensure learners receive the best support and guidance.The aim of each and every new development I pursue is to ensure that I learn that each pupil is considered on their own merits and that where help and supporter is required I enable the pupils to access the curriculum to achieve their full po tential. In addition I will need to explore the following reports in greater depth, Success for All (2002), Skills for Life (2001), 14-19 Education and Skills The Tomlinson circulate (2005), The Foster Review (2005) looking at the future of further education colleges. Further The National improvement Strategy (2007) from the quality improvement agency.These are just a few of the significant material that I feel can further enhance my future development. Education Raising Skills, improving Life Chances (2006), Raising expectations and Pursuing Excellence. Furthermore I will like to investigate why it is that in the current political and economic climate the government is sending contradictory gists, where on the one hand study cuts are being implemented to the university funding in the LLS initial teacher education. Whilst on the other hand sending and supporting a message of the importance and magnitude for the country to have a qualified, fully accomplished and professional LL S workforce.