Wider Professional Practice

Task 1 Wider Professional Practice We were selected to deliver a direction activeness on the conceit of Professionalism in the LLS. Tasked to examine the meaning of professed(prenominal)ism, using the perspective of organisations such(prenominal) as the womb-to-tomb culture UK (LLUK), the learn and Development delegation (TDA), Institute of Learning (IfL) and in resembling manner considering the ampleer background of air. In send to broaden the r all(prenominal)ing of analyze the throng were all in allocated restrain tasks.We self- immensity-possessed the ex jut outation of passkeyism from a eight unwrap sources such as traditional dictionaries, the internet, production line sources, including presidency bodies interpretations. This was beneficial as I learned the range of definitions and how professionalism is interpreted in different sectors. The pigeonholing dynamics were only normal, with m some(prenominal) divisions non meeting un employ line s for submission of resources, others world too bossy with unrea totalic expectation, members non being m devastation attendees, some contri besidesing too fine others contri nonwithstandinging too oftentimes.I would say that it was a typical conglomerateing mix and as the convocations were selected randomly the issuing was the best mix. I was precise happy to defeat with all the members. We were adapted to agree on the intimately-nigh comprehensive definition as continually achieving excellence by dint of a allow foring, animated and responsible approach to enhancing hotshotnesss own relevant qualifications and competence (LLUK) the cultivation of atomic number 53s own touch on and the operation of good praxis copulational to teaching and learning (CPD) developing raft and improving young lives (TDA).It was in addition concord that a instructor should attend some principles of professionalism Teachers should take a responsible and proactive ap proach to 1. Improving companionship 2. The application of good practice 3. Addressing character appointence, diversity and inclusivity issues 4. Complying with the virtue 5. Respecting professional codes of practice 6. Accepting nerve and accountability 7. Being altruistic in professional duty and 8. Embracing variegate and making it work.Through our research we came across the business idea adopted by the Nipponese methodology where the process of work has been organized into five st get ons, so in-order to understand work on that point ar 5 phases or the 5 S 1. Sorting, 2. Straightening or stage backdrop in order, 3. Sweeping or magisterial cleaning, 4. Standardising, 5. Sustain the discipline or self discipline. We looked at a fib by Ashwin Kini (2011) who gave his view on professionalism and distilled this into the 3 Ps of Passion, Persistence and Professionalism. Therefore qualities an soulfulness should put up to per mental strain advantageously up and do good authority.However when I looked at a report from brownness and Turk (1998) the mmisuse of power arouse pack pass when a professional person takes see of a situation. People on the receiving end of power misuse odour powerless. Brown and Turk (Brown, 1998) suggest that children and open adults end be subject to physical offense because of an subvert of power. These vulnerable mickle be ordinarily in care and because of their special lacks, the professional commence gate to their bodies beyond what would be considered typical (Brown, 1998, p114).We all were included in the discussions and opinions were heard only when pass on boundaries were primed(p) down to which the assemblage was able to follow set targets. The planning was clear and essential a good ensn scopetion to which we were able to include a good flashiness of temporal with varied scathing opinions. Learning took place when we introduced the concept and coupled with our take of engross we were able to engage the learners, with our idea.We also progress toed step to the fore a actually comprehensive amount of extra critical natural in order so that the learners could refer back to it for future reference. Further to a greater extent than than, if I had to do this again we would organize our freeing genuine in either one simple mess pop emerge, so that the learners could follow the speaker unit or give the other conclave members stand at the back of the class, to hand out selective culture. In order not to overshadow the main speaker and appreciation the noise level down as mentioned on the evaluation feedback sheet (see cecal appendage1). In the findings t was clear that predominately the individuals tangle that the presentation, the sort activeness was fit for manipulation. The crowd buzz off was to check over we structured the presentation in a comprehensive way and at the comparable time handout more than enough information for the indiv iduals to let and read in in that location own time. I understand that a level of professionalism is an grand part to the role of a teacher and although it is controld in the standards, guidelines and policies of organizations, is often not implemented nor highlighted in practice.Certainly in delight in to my flow rately college and I tint this acts as a restraint on my barelyance and my ability to be professional. The immenseness of this subject I feel goes beyond what a teacher whitethorn know, alone if they lack a clear mind of professionalism they are missing a broad area of the profession. As teaching is such a demanding profession, careful consideration needs to be portrayn to how effort is distri plainlyed so that either student gets refer attention. As a professional it is pregnant that consent is maintained.When teaching students they will need to know what the learning objectives are so I distinctly explained at the beginning of the lesson and recapped a t the end. These are some of the patterns of conduct that I arrest adapted in my practice. I throw away discovered that these simple practices financial aid to make students aware of how the topic connects to the openhanded Picture. Ginnis (200232) proposes, if schoolchilds are allowed to see the big picture, the purpose of the lesson, what it contains, how it fits with whats gone before and where it is going, thus more interest and motivation will be shown in lessons. As teachers we license a passion that stimulates learning by giving examples, ensuring clarity, providing individual as sound as whole class practice in applying knowledge. These are some of the slipway that I am able to brook students in lessons to study for themselves and gain a better perceptiveness of the subject, thereby applying knowledge in light of other situations. Appendix 1 Peer feedback Feedback 1 root facilitator should shake off hovered instead of walking & talk of the town within group instead of let us secure 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 presumption in what you were doing and your findings will help me in my own professionalism. Learning took place but there were too many distractions handing out handouts. Feedback 3 gathering member should not be speaking whilst one member is delivering. Handouts could have been sent via email sincerely 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 exercise, wouldve been more useful. I know you were pressed for time. I really enjoyed it, otherwise everything was very professional. I want to know more. Thanks. Feedback 6 oodles of handouts which were given out at the same time as the information which turn up a lilliputian distracting. Very well planned & executed presentation. Feedback 7 I thought it was put across very professionally, very good, sharp and interesting well doneFeedback8 Too very much/many pieces of paper. References Brown. H, TurkV, (1998) Defining sexual abuse as it affects adults with learning disabilities in K100 intellect Health and Social Care, Offprints Book, Milton Keynes, The Open University Ginnis, P. (2002) The Teachers Toolkit. Wales. big top House Publishing. Kini. A. A Personal bet of Professionalism http//www. ip trey. org/blog/professionalism-what-does-it-mean? start=5 (Last accessed 22. 05. 11) http//tlp. excellencegateway. org. uk/tlp/cpd/puttcpdintoa/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 role sanction in LLS. Following the brief entry by the group we were asked to address the drumhead How would you evaluate the role of a teacher in lines of fiber arrogance? Following this statement the group act to move to the group bodily function. The use charted out a time-line in which individuals were asked to see what there role at each stage.I found this a little challenging initially as I havent considered my role in term of bore assurance in terms of the end up cycle of the learner on a course of study. The repel of the learning activity was useful in as much as it incr projecting my intellect of the serious range of a learners route broken across a time line, which I have not seen exhibit in this form. I would remember that the introduction be extended on the simple accompaniment 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. notwithstanding it did not give a simple explanation of Quality Assurance, something like is a type of calibre purifyment, which provides groomings with recognition that they have achieved pure tone against a set of standards. This provides settings with satisfaction and shows parents/carers that the provision has raised standards above minimum. (theme tikerens Bureau 2007). clearly the subject was well researched by the group being demonstrated through the material provided as well as the pitch shot 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 realize the importance of quality assurance at a occur of different stages. Also that the purport of the quality assurance in development is to provide a textile for reviewing, step and improving the quality of the work being done by approved institutes. I also learned that the systems operate on a material body of processs which measures the quality of provided by the military service and identifies areas for current quality improvement.With the ultimate aim of these q uality assurance systems for learning providers to promote and assure quality outcomes for learners. But the learning activity did not cover the assertable methods which can be used to increase and improve Quality Assurance in institutes by increasing its awareness to teachers. I feel that this can only be achieved through a portiond dread of service aims, priorities, policy developments and monitoring and evaluating mechanisms. This quests everyone involved to have a clear vision of what they are working towards and commitment?I would like the group to also be specific and maybe tried addressing the issue of whether it is possible to provide an overall service for learners which encompasses every learner in every reflection of society. Furthermore I would have desire the group to mention the definition of what constitutes quality as I have found out that it has been the subject of an on-going tilt particularly in relation to the eternal rest between parent-led and profess ional-led services for children and families. Overall having participated in the activity I now embody the importance of quality assurance across a much wider range of events.I have in the past given little attention to quality assurance and surely chase the presentation I have further investigated this topic in relation to broadening my own learning. It has been an important experience 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 render the learner advice and give feedback on their learning journey how far they have come, where they are now and where they are going to.Reference National Childrens Bureau (2007) Putting children and young large number first online Available from http//www. ncb. org. uk/Page. asp (Last accessed 22. 05. 11) Group 3 An aspect of equal luck policy and its impact in LLS It was clear that this group had done there research and demonstrated a relatively skilled understanding of equal opportunity. Through there presentation the aim was to get the information concisely delivered to the class by agency of power point material as well as by a main speaker.A colorful leaflet was also created. The contents were, concise bits of information regarding the definition of disability under the Equality minute 2010. The leaflet was very concise and I feel that under the circumstances the information that I got was very limited and in order for me to get a stronger reach 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 intractable to hand out a group activity. This involved a list of three open motilitys designed to draw from the group its understanding on issues relating to equal opportunity. I felt that the initial request to approach the moveer was very vague in its instruction announced to the class. Following this the manage staff I felt were a little too keen to get the group started in there discussion, kinda than allowing the groups a moment to absorb the requirement.The aim of the learning activity was useful in as much as it increase my understanding of barriers of education, equal opportunity for all for an inclusive classroom by setting achievable targets, managing facilities and differentiation cerebrate to versatile learning needs and of the relevant Acts of practice 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. head one involve 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 massiveer to understand, one primer coat could be that it was not to the point. I felt that the group also realized this fact as they attempted to ask an additional two questions in order to eliminate to the desired 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 says.Under the circumstances this was not practical as it was a class activity 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 presidency 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 director 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- all Child Matters (electronic countermeasu res/ elmwood) The group introduced the activity which was an introduction to the government unfledged paper Every Child Matters (Children Act, 2004). In 2003, the Green Paper Every Child Matters was published and designed to protect children and tap their potential in response to the terminal of capital of Seychelles Climbie1, This opening sequence had me completely engaged. I learned that the tragedy of Victorias death uncovered the weaknesses in our ability to protect the most vulnerable pupils.This publication sets out a framework for the bracing approach to the well being of children and young people from birth to the age of 192 and it is aimed at helping reduce the number of educational failures, offences and anti social behaviour and those who suffer from ill health, teenage gestation and abuse. I learned that although the current optical fusion government has moved away from the term electronic countermeasures and withdrawing its funding, it has simply replaced the ter m to ELM (Every Learner Matters). Although the principle of ECM is carry on 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 affect to base there practice on ECM ideology. Regarding the activity, the instructions could have been more clear and concise to avoid communicate the group to repeat the instructions. 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 unneurotic as they were able to demonstrated a smooth transition from each member. I felt that the learning activity was passing helpful 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 whatever their background may be 1. To be healthy 2. To stay effective 3. Enjoy and achieve 4. To make a positive contribution 5. To achieve stinting 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 provided 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 kindle 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 inter est 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 unremittingly changing and in order for me to keep up with the changes I plan on investigating further ongoing progress. I would be certainly tone deeper in to the idea of professionalism in the stage setting 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 all-inclusive 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 cons tant review to match this initiative and as a result the college has adapted divers(a) approaches to ensure learners receive the best realise 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 service is required I enable the pupils to access the curriculum to achieve their full potential. In addition I will need to explore the following reports in greater depth, Success for All (2002), Skills for Life (2001), 14-19 precept and Skills The Tomlinson Report (2005), The Foster Review (2005) expression at the future of further education colleges. Further The National improvement system (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 ski tow Skills, improving Life Chances (2006), Raising expectations and engage Excellence. Furthermore I will like to investigate w hy it is that in the current political and economic climate the government is sending contradictory passs, where on the one hand major 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 trained and professional LLS workforce.