麦考瑞assignment代写:终身学习部门

2017-09-28 17:40

终身学习部门的教师需要根据情况与其他专业人员进行交流。这些可能包括经理、其他支持人员（如图书管理员、技术人员、设施人员）、行政人员、经理、雇主和州长。这些互相冲突的需求可能会导致教师应变。为了解决学生所面临的问题，教师可能需要听取他人的专业知识和建议，如虐待、疾病、经济困难、欺凌、压力、学习技能问题和抑郁。当某个特定的情况属于他们的角色或当另一个受过训练的专业人员更有效地处理时，学习是很重要的。通常没有明确的界限，这将取决于老师所面临的问题，也会引起压力。本组织内的教师有各种各样的职能和专业人员。老师是不可能进入与外部人员接触（如公民咨询、社会关怀），没有事先的内部磋商。教师必须通过专业的了解自己的专业界限，适当的行为，对学生，留心观察，管理不当行为，创造一个安全的学习环境，在学习的地方只会生。他将承担其他许多角色。边界可以理解为需要认识到角色的局限性，并理解何时需要进一步的帮助，超出所能给予的范围。这是一个转介点，将取决于学生的性质，问题的性质和角色的性质，老师是在。教师可以确定行为的问题，是早期的导师来解决这。他可能怀疑诵读困难或障碍确诊病例更成熟的学生，与学生讨论后，让他来协助学习支持。由于学生的行为，教师可能会怀疑一个安全问题（如在家中受到欺负或某种形式的虐待）。这可能是在照顾的情况下弱势成人。他应该讨论这个安全防护人员，将学生。保安人员可与其他机构分享资料，以确保采取适当的行动。
麦考瑞assignment代写:终身学习部门
A teacher in the life-long learning sector needs to interact with other professionals depending on the situation. These may include managers, other support staff (e.g. librarians, technicians, facilities staff) administrators, managers, employers and governors. These conflicting demands may cause strain for the teacher. A teacher may be required to call on the expertise and advice of others in order to resolve issues faced by students e.g. abuse, illness, financial hardship, bullying, stress, study skills issues and depression. It is important to learn when a particular circumstance falls within their role or when it is more effectively dealt with by another trained professional. Often there is no clear line and it will depend on the issue the teacher is faced with, also causing strain. There are a variety of functions and professionals available to the teacher within the organization. A teacher is unlikely to come into contact with external professionals (e.g. Citizens Advice, Social Care), without prior internal consultation.A teacher must understand his own professional boundaries by acting professional, behaving appropriately towards students, being observant, managing inappropriate behaviour, creating a safe learning environment and only meeting students at the place of learning. He will undertake other many roles. Boundaries can be understood as the need to recognise role limitations and understand when further help is required, beyond what can be given. This is a point of referral and will depend on the nature of the student, the nature of the issue and the nature of the role the teacher is in. The teacher may identify behavioural issues and refer early to the tutor to resolve this. He may suspect undiagnosed cases of dyslexia or dyscalculia in more mature students and after discussions with the student, refer him to the learning support for assistance. A teacher may suspect a safe guarding issue (e.g. bullying at home or some form of abuse) due a student’s behaviour. This may be a vulnerable adult in a care situation. He should discuss this with the safe guarding officer and refer the student. The safe guarding officer can share information with other organisation to ensure appropriate action can be taken.

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