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

Roles, Responsibilities and Relationships in Lifelong Learning Essay a) As Gravells (2012, pp.19) states, the legislation, regulatory requirements and codes of practice relevant to a teacher in the lifelong learning sector will â€Å"differ depending upon the context and environment in which you teach†. For example, different organisations and employers are likely to have differing policies and guidelines, such as dress-code, time-keeping, equalities, regulating the role of the teacher. When teaching accredited courses it is necessary to be aware of the requirements of external bodies, such as Ofsted, which may inspect provision, as well as awarding and funding bodies, such as an FE College, which will require evidence to assure the quality of qualifications and courses and course attendance. There is various legislation and codes of practice relevant to the role of the teacher. Generic examples relevant to my role as a trade union tutor are listed in the table below: There will also be legislation and codes of practice relating specifically to the subject area being taught, type and age range of students, and environment. Thus, the Children Act (2004) will be relevant to those teaching learners under 18 years. I have listed in the table below some of the legislation and codes of contact relevant to my role as a trade union tutor: Health Safety (Display Screen Equipment) Regulations (1992)| Information Technology Codes of Practice| Trade Union Labour Relations (Consolidation) Act (1992)| ACAS Code of Practice: time off for trade union duties and activities| Legislation, codes of practice and regulations can change over time, and from organisation to organisation, and course to course. It is therefore important to check these regularly and ensure that, as a teacher, your knowledge and skills are up to date. b) â€Å"boundary n., pl. –ries. 1. Something that indicates the farthest limit, as of an area; border† Sinclair, J.M. et al, 1994, pp.187. Thus, boundaries both help to both define and limit our role as teachers; they are core to recognising our own areas of responsibility and expertise, and to recognising and respecting those of other professionals with whom we may work. The boundary between the role of the teacher and the specialist is seldom clear. Therefore, to more clearly understand where appropriate boundaries lay, it is important to understand the role of the teacher. These can be broadly outlined by the teaching cycle, which consists of five processes: identify needs, plan and design, deliver/facilitate, assess and evaluate. As a teacher I may encounter barrier in each of these aspects of the teaching/learning cycle, and I may need to seek the assistance or guidance of other professionals. For example, if IT equipment is required to deliver, then it is the responsibility of the IT Officer to set this up. Similarly, at times it is necessary to invite a specialist, such as a lawyer, to provide briefings on particular areas such as legislation or to consult with them in the development of course materials. As a trade union tutor I regularly work alongside colleagues in a variety of professional roles, including: lawyers and legal advisors, dyslexia and learning support services, trade union officials, technicians and IT support, Human Resources managers, college administrators and other tutors. As a teacher it is important to engage with other professional roles in a confident, respectful and professional manner, and to recognise and continually assess when aspects of my role can be more effectively dealt with by another trained professional. And again, as Gravells (2012, pp.16) says, â€Å"If you are ever in doubt about the boundaries of your role, always ask someone else† c) â€Å"The IfL Code of Practice states: Members shall take reasonable care to ensure the safety and welfare of learners and comply with relevant statutory provisions†. (ibid., pp. 51) Having identified barriers to learning, it is then important to identify the correct services to which learners may be referred. These points of referral can be simply separated into internal and external support services. Internal services are generally those provided by the education provider or organisation. Thus, many FE colleges have student support services which might include counselling, financial support, learning support etc. Trade unions may provide less internal services for learners, but there is generally an Education Officer or department, which can provide support to learners, and sometimes bursaries, and there is usually an IT department which can provide technical support and assistance. Many unions also have Learning Organisers, who can provide specialist advice and referral, and access to Union Learning Fund (ULF) resources. In addition, full-time union officials can assist learners in negotiating time off and financial and other assistance from their employers, and will work with them to develop an Individual Learning Plan (ILP). External support services generally refers to specialist organisations can refer to organisations such as Samaritans, Lesbian Gay Switchboard, NHS Direct, which provide specialist support and advice on specific issues which may affect learners. Within trade union education, external support services may also include referring learners, with their consent, to their employer. Many employers can provide financial and other assistance with learning, and offer support for staff with dyslexia and those for whom English is a second language. There are also other organisations, such as NIACE and the Workers Education Association (WEA) which provide additional training courses. d) â€Å"A good first impression will help establish a positive working relationship with your students.†, states Gravells (2012, pp. 10), â€Å"The way you dress, act, respond to questions, offer support†, all of these factors and more will place a part in setting the boundaries and establishing appropriate behaviours amongst learners. As a teacher it is vital to set a positive example, and to facilitate learners in establishing ground rules for behaviour during lessons, such as arriving on time, keeping phones on silent and listening respectfully to others. Learners’ involvement in establishing the acceptable standards of behaviour is key to gaining their buy-in, and thus in maintaining and regulating behaviour on an ongoing basis. Establishing routines in the learning context can be helpful, and it is necessary to constantly monitor, review and evaluate the behaviours within the lesson at all stages of the teaching/learning cycle, and to encourage and engage with feedback from learners regarding their experiences. In each situation it is necessary to determine appropriate actions; if unacceptable behaviour is repeated by one or more individuals, it may be necessary to address this with learners on a one-to-one basis in order to identify and, hopefully, to address the causes of any problems or issues. Bibliography Gravells, A (2012) Preparing to Teach in the Lifelong Learning Sector – The New Award, 5th Edition, London: Sage. Lefrancois, G.R. (2000) Psychology for Teaching, 10th Edition, Wadsworth. Sinclair, J.M. et al (1995) Collins English Dictionary Updated Edition, Harper Collins.

Masks in The Catcher in the Rye Essay examples -- Catcher Rye Essays

Masks in The Catcher in the Rye What happen if everyone in the world is wearing a mask? That is exactly what this world is; everyone wears a mask. Most people we see every day have their true identity hidden behind a facade. Although a true identity cannot be divulge just by looking, but with a careful scrutiny of one's character will reveal to what is behind the facade. Equivalent to what happened in J.D. Salinger's novel The Catcher in the Rye. Holden Caulfield, a typical teenager in the 50's with a morally loose, rude and obscene personality. However, his rudeness is just a mask that he uses to cover his decent, sympathetic, and mature character inside. Throughout the entire story, Holden uses unchaste language to offense himself. The use of these words may insult the reader, but the truth is, he is building a facade so that he can obtain the approval he feels they have oppose him thus far. As a teenager, the critical period of his life, Holden struggled to find the meaning of life, and his survival, they easily depressed Holden demands their company, even though he calls them "phonies." Holden is really a decent and mature teenager, but he only hides behind the false front to obtain the approval. In the meantime, he tries to find the meaning of his existence. There's Holden's false front, a rude and without standard teen, but what's behind it are important. A decent, sympathetic and mature teen lies behind the mask. The only time he reveals these distinctions is when he comes to some poin... ...true self, his reality. He also delighted by his younger brother, Allie. He stated that Allie is a nice boy. Allie loved to write poems, so he wrote poetry all over his own baseball mitt. Holden kept Allie's baseball mitt after Allie died of leukemia. When his brother died, Holden was so upset that he broke all the windows in the garage with his fists. Subsequently, Holden wanted to be the "Catcher in the Rye," but he now realized that he cannot "catch (or safe) all the children that started to go over the cliff." Thus, Holden's mask is just a false front, a facade. But what's behind it is the most important. He uses the language to find the meaning of life, his existence. The true Holden shows his decent heart, sympathy and maturity.

Pushing Too Hard

Problems in Youth Athletic Problems in Youth Athletics One of the greatest feelings a parent can experience is watching a child excel in an activity. Rightfully so, many parents encourage children to perform well in sports. The problems start when the encouragement begins to go too far. Many parents and coaches toady exceed the boundaries of encouragement, and enter a realm of abuse. A lot of this behavior will start when a parent of coach believes that they are mentoring the next superstar athlete. When parents and coaches start to look at children as major prospects the problems in youth athletics begin to become major issues. In the 1950’s youth athletic programs began to grow quickly all over the United States. Today millions of children participate in organized youth sports programs. These programs were set out to help develop the skills of the youth not only in sports but in life as well. Also, an important focus of the youth leagues was for the children to have fun. In the past few years, the focus of the youth leagues has been changed by the parents and coaches due to the focus on performance and winning. Children are being introduced to competitive play at an earlier age than ever before. Some of the youth leagues have children competing as early as age four. Today many children are expected to play one sport all year long through various leagues. A commitment of this level is not good for young children. There are many problems that come along with pushing children too hard in competitive sports. â€Å"Burnout† is one of the biggest problems a young athlete can experience during youth sports. Burnout is also known as overtraining syndrome. According to the Childrens Memorial Hospital, â€Å"burnout, or overtraining is a condition in which an athlete experiences fatigue and declining performance in his/her sport despite continuing or increased training. †(2002). There are many factors that can lead to burnout in a young athlete today. Burnout can be caused by pressure to perform at a high level, from parents and coaches. Parents pushing children through excessive training will also contribute to burnout. Excessive training can be seen as parents pushing children to play only one sport, and play that sport all year long. Burnout does not just mean that a young athlete does not want to play sports any longer, but also has other repercussions. Childrens Memorial Hospital states that symptoms of burnout can also include muscle and joint pain, fatigue, and weight loss among other symptoms. (2009). For many young athletes burnout will cause them to quit sports all together. This is becoming a major issue with children in their early teens. Cary stated that some eighteen million children stopped participating in team sports in 2002. (2004). This is a very disappointing number considering how many of those children loved the sports they played at one time. Burnout causes many talented players to quit playing just because they do not enjoy sports any longer. As parents and coaches continue to become more aggressive toward youth sports, injuries to the participatants are on the rise. The old saying, practice makes perfect may be true but, overuse can also cause injury to young athletes. As more children are pushed into participating in just one sport, and often on a year round schedule, doctors are seeing more overuse injuries. The National Alliance for Youth Sports stated that Dr. James Andrews, and orthopedic surgeon, is seeing four times as many overuse injuries than he did in the last five years. (2010). A good example of overuse is in youth baseball travel teams. A talented pitcher is asked to pitch in thirty or more games in a season. They would also have the young child practicing year round. The pitchers at the professional level are not asked to pitch that much in a season to prevent injury. The children are not protected from overuse but the professionals are. When a parent or coach asks a young athlete to perform at a level that even the professionals are protected from, it is just a matter of time before a child will sustain an injury. When youth sport began the programs were brought about with great intentions. Children were supported by positive role models and learned teamwork, but most of all had fun learning to play a game with their friends. It has been shown that parents and coaches are taking the fun out of youth athletics. Many of the parents want to believe that children will have more fun if they are the best at the sport they play. Overtraining a child has shown that children stop having fun and no longer care to play sports. The schedule and intense training that many children are being pushed into are causing many children to give up on sports. Most children want to start participating in youth sports because â€Å"They want to have a good time, make friends, and learn something new. † (Stenson 2004). â€Å"Avery Faigenbaum, an associate professor of exercise science at the University of Massachusetts in Boston asks kids who have quit why they are no longer interested in sports their typical response: â€Å"It is not fun anymore. †. (Stenson 2004) This helps prove that pushing kids too hard in sports will only take the fun out of the game. When the children do not want to play any longer then all of the time invested in over training children will not benefit anyone. When parents and coaches take the fun out of sports the children will not learn teamwork, and will have lower self-esteem. Childr en should be able to enjoy sports and gain all of the benefits from playing games they love. Actions must be taken to resolve the problems in youth sports. The children are the ones getting hurt in the process of parents and coaches pushing too hard in youth athletics. As children begin to quit playing sports they become more susceptible to bad influences and poor decision making. Without playing sports, children will become less physically active. Children that are not physically active will have a greater risk of becoming obese. Kids that are obese at a young age have more health risks as they get older. When the children that have dropped out of youth athletics get older the poor decision making can really take effect. Without the positive influence that a team sport can have on children, they will be more likely to try using drugs. Children using drugs will only lead to more problems and other illegal activity. Parents are a large problem in youth athletics. Many parents have turned watching their children play into something more serious that it really is. According to Parade, there was a case where a woman assaulted an eleven year old boy who was rooting for the team her son was playing against. (2005). There have been many time that parents and coaches have made children continue to pitch in a little league baseball game even though the child was complaining that their arm was hurting. One of the worst cases of parents going too far over youth athletics came at a hockey practice. Two parents were involved in a fight and one of the men was beaten to death during the altercation. Children should never be witness to these kinds of actions, especially during participation of a sporting event. Coaches can be just as big of a problem as parents in youth athletics. Many youth coaches want to win no matter what it takes. Coaches have been seen screaming at children when they make a mistake. They have been seen pushing and even hitting kids during a practice or game. Coaches are the ones who set out overly demanding practice schedules. It seems as though many coaches have forgotten what it really means to be a coach. The focus of youth athletics today needs to shift to fixing the problems in Youth athletics. Parents and coaches have to stop trying to live their dreams through the children they mentor. There are a few people who understand that changes must be made in youth athletics. Some organizations have begun to start up with the vision of teaching parents and coaches how to be positive role models in children’s sports. The National Alliance for Youth Sports has certified over two million youth coaches. (Cary 2004). The Positive Coaching Alliance is a training program that teaches parents and coaches to be positive. The famous National Basketball Association coach, Phil Jackson found the ideas of the PCA to also be effective at the professional level. (Cary 2004). These programs are just a good beginning to changing the way youth athletics are ran across the United States. One of the best programs to improve youth athletics started in the state of Maine. The program is called Sports Done Right. According to Parade, it is a program led by Duke Albanese and Robert Cobb. The SDR program marks parents and coaches as the two biggest problems in youth sports. The program requires that parents of children in youth athletics go to training sessions on behavior at sporting events. The parents also have to sign a compact to abide by a higher standard of sportsmanship. (2005). If improvements are to be made in any youth sports program has to be a main focus. The Sports Done Right Program is on coaching as well. Sports Done Right recommends compensation based on their level of training. †(Parade 2005). Coaches that are trained in the correct ways to motivate and teach children see improvements in their abilities. As parents and coaches receive proper training in dealing with youth athletics, the children participating will have more fun playing sports. As with many things in life, youth sports have drifted away from the original intentions . Youth sports organizations began as a way for children to stay busy and stay out of trouble. Sports gave children role models to look up to. Children will always benefit from the physical activities required by participating in organized sports. It is a shame that children are overworked too early and too often in sports so parents and coaches can try to relive their childhood dreams. The parents should let the children work on their dreams at their own pace. Youth athletics can have a major impact on a child’s life. It is the responsibility of the parents and coaches to ensure that the children they mentor are having a positive experience when participating in youth sports. The parents should focus on youth athletics is a fun experience with an opportunity to learn new skills and life lessons. Everyone knows that winning is fun, but winning should not be the number on goal in sports. It is time to take back youth sports for the children, and just let them play. References Cary, Peter. (2004). U. S. Fixing kid’s sports: rescuing children’s games from crazed coaches. News and World Report. Retrieved From http://www. alcdsb. on. ca/~regiath/cats/articles/FixingKidsSports. df National Alliance for Youth Sports. (2010). Overdoing it. Retrieved From http://www. nays. org/fullstory. cfm? articleid=10303 Parade. (2005). Who’s killing kids’ sports? Retrieved From http://www. parade. com/articles/editions/2005/edition_08-07-2005/featured_0 Stenson, Jacqueline. (2004). Pushing too hard too young. Retrieved From http://portal. northbayyouthsoccerclub. com/Clubs/portals/InnisfilSoccerclub/Medi a/Image/Articles/tt_pushing. pdf If you need to type anything after the reference list then start it on this page

Mein Name Ist Hase - Ich wei Bescheid - German Idioms

Like actually every language, the German language has a variety of expressions that are not really easy to understand as their literal translation usually doesnt make any sense. Those are best learned in an appropriate context. I will present a few interesting German idioms to you and add a literal translation as well as a similar English expression below it and if available some etymological information. Auf gehts: Mein Name ist Hase, ich wei von nichts. Lit.:   My name is hare, I know of nothing.  Fig.: I don’t know about anythingWhere does this come from?This expression has nothing to do with hares, bunnies or any other animal. It has to do with a certain man named Victor von Hase. Hase was a law student in Heidelberg in the 19th century. He got into trouble with the law when he helped his friend flee to France after he shot another student in a duel. When Hase was asked in court what his involvement was, he declared: â€Å"Mein Name ist Hase; ich verneine die Generalfragen; ich weiß von nichts.† (My name is Hase; I negate the general questions; I know of nothing) From that phrase came the expression that is still in use today.Funny FactThere is a popular song from the1970s by Chris Roberts with the same title that you might enjoy: Mein Name ist Hase. Viele Hunde sind des Hasen Tod Many dogs are of-the hare deathMany hounds soon catch the hare.   There is not much one person can do against many. Sehen wie der Hase luft See how the hare runs.See how the wind blows Da liegt der Hase im Pfeffer There lies the hare in-the pepper.That’s the fly in the ointment. (A small annoyance that spoils the whole thing.) Ein alter Hase An old hare.An old-timer / old-stager Wie ein Kaninchen vor der Schlange stehen Like a rabbit in-fron-of the snake stand.A deer caught in the headlights Das Ei des Kolumbus The egg of-theL Columbus.An easy solution to a complex problem Man muss sie wie ein rohes Ei behandeln One has-to handle her like a raw egg.To handle someone with kid gloves. Er sieht aus, wie aus dem Ei gepellt He looks as if (he was) pealed out of the egg.When somebody looks well put-gether. Der ist ein richtiger Hasenfu Hes a real hare-foot.He’s chicken. Der ist ein Angsthase Hes a fear-hare.He’s chicken Er ist ein Eierkopf He’s an egghead. (Hes a thinker but in a negative way) Where does this come from?This expression comes from the prejudice that scientists very often have a (semi) bald head which then reminds us of an egg. EDITED: 15th of June 2015 by Michael Schmitz