You Have Already Discussed Why It Is Important to Maintain a Safe Physical Environment; You Now Need to Explain How Else You Can Maintain a Safe, Inclusive Environment for Your Learners.
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- Date Submitted: 11/24/2015 12:22 PM
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Knowing learners name, giving students extra time and support if requested, making students feel part of the lesson by asking questions and opinions .
• Some classroom conditions are variable and can be affected by the time of day, medication or temperature; this may occasionally result in absences.
• Be aware of health and safety checks, be aware of any possible hazards in the classroom, do a risk assessment prior to every class.
• Any comments or questions from the group should be repeated by the tutor so that no information is missed.
• Try and face the class as much as possible and avoid turning away to write while speaking.
• Use microphones in lecture theatres wherever possible as Loop systems (for hearing impaired students) are dependent on this.
• Verbalise and explain any information you write, draw or show your class.
• Write new terminology or unfamiliar names on the board.
• Use the student's names when you address them make them feel valued and that their contribution is important.
• Be mindful that some students may need to go out or have a break during sessions.
• Encourage ground rules e.g. only one person can speak at a time. Get class buy in so everyone agrees these ground rules
• Where possible give lists of specialist words (glossary) with meanings.
• Having a zero tolerance to bullying, make sure the class meshes together via group activates in groups they would not normally be in to stop clichés forming. Be aware of legislation such as the 1974 Health and safety act and the 2010 Children Act.
• Making students aware of fire exits and how to report any problems on day one of the course, what do you do if there is a fire or an accident? Who to appeal to in regards their work, making them aware of line management structures.
• Some classroom conditions are variable and can be affected by the time of day, medication or temperature; this may occasionally result in absences.
• Be aware of health and safety checks, be aware of any possible hazards in the classroom, do a risk assessment prior to every class.
• Any comments or questions from the group should be repeated by the tutor so that no information is missed.
• Try and face the class as much as possible and avoid turning away to write while speaking.
• Use microphones in lecture theatres wherever possible as Loop systems (for hearing impaired students) are dependent on this.
• Verbalise and explain any information you write, draw or show your class.
• Write new terminology or unfamiliar names on the board.
• Use the student's names when you address them make them feel valued and that their contribution is important.
• Be mindful that some students may need to go out or have a break during sessions.
• Encourage ground rules e.g. only one person can speak at a time. Get class buy in so everyone agrees these ground rules
• Where possible give lists of specialist words (glossary) with meanings.
• Having a zero tolerance to bullying, make sure the class meshes together via group activates in groups they would not normally be in to stop clichés forming. Be aware of legislation such as the 1974 Health and safety act and the 2010 Children Act.
• Making students aware of fire exits and how to report any problems on day one of the course, what do you do if there is a fire or an accident? Who to appeal to in regards their work, making them aware of line management structures.