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Understand the teaching role and responsibilities in education and training
lOMoAR cPSD| 3013804
1 3 Explain ways to promote equality and value diversity
Education Studies (Teesside University)
lOMoAR cPSD| 3013804
1: Understand the teaching role and responsibilities in education and training.
1.3 Explain ways to promote equality and value diversity:
The Equality Act 2010 is very clear on how everyone should be treat in all walks of life and when it comes to education that is ruled under Part 6 Education of the Equality Act 2010. Where in it states: (2) The responsible body of such an institution must not discriminate against a
student— (a)in the way it provides education for the student;
(b)in the way it affords the student access to a benefit, facility or service; (c)by not providing education for the student;
(d)by not affording the student access to a benefit, facility or service;
(e)by excluding the student;
(f)by subjecting the student to any other detriment.
(Equality act 2010) The above legislation alone makes it very clear that everyone in education is to be treated the same, and there are ways in which this can be accomplished. You do not even need to know the class or group specifics you will be teaching. I know there are many models to aid all-inclusive learning such as; Experiential Learning by David. A. Kolb which was adapted by Alan Mumford into the Learning Cycle however, the model I have always used to promote equality in learning is VARK postulated by Fleming, N.D. and Mills, C. from the VAK model proposed by Walter Burke Barbe and colleagues. Fleming sates:
“By questioning students, we found that many students attributed their learning diffiiculties to the form in which course material was presented.”
(To Improve the Acadamy, 1992)
Thus, from Fleming and Mills work we know that people learn better in different ways but that is not the only barrier to equality and diversity within the education setting.
There are also pre-established beliefs regarding people depending on their dress or the way they look or even the way they speak. To be inclusive these divisions must be discarded by both the teacher and the students.
The dress side of things is not so difficult within Sea Cadets as there is a set uniform and while working on theatre performances and rehearsals every one wares very old and disposable clothing or costume.
With all this in mind I would need to firstly, evaluate my lesson, how would it be best put across or, more over, how can I alter the lesson to include more styles of learning.
If there are students who have understood the lesson while others are struggling, I have found it is always good practice to enlist the aid of those students to help others in the class. This means that I am not only utilising peer-to-peer educating but those who may end up sat board while I explain something in a different way, can get involved and feel a part of the class and lesson gaining self-confidence and a feeling of pride at their work. This also comes in handy when I am instructing Sea Cadets and they are all different ranks and learning levels so the older Cadets pass on their knowledge to the younger ones. Also, everyone also has their own experiences and stories to tell, especially among cadets who go of shore or with theatre performers who have travelled the world and if there is a student with a story that corresponds to the theme of the lesson, I would have them pass on their experience to the rest of the class.
Another aspect of all-inclusion is to not allow stereotypes or issues such as personal grievances, discrimination or anti-social behaviour to take place. This can not only be damaging to the health and wellbeing of the students (both mentally and if let unchecked it can get physical) but also to their outlook on the wider world.
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