Award in Education & Training Essay

naming No1 Explain how you would go about the task of promoting inclusion, comp beity and diversity set about by a spic-and-span theme of learners enrolled for the first class of your medical specialist subject, as well as summarising ways to get ground rules with them. for the first time we essential to understand the difference between equality & diversity which is well covered by Gravells reference Equality refers to the learners rights to attend and participate careless(predicate) of their differences, while diversity refers to valuing the learners differences (Gravells, 2008). Learners not only coiffe from different cultures and backgrounds simply they also differ in their abilities, needs, and the way they learn. Their differences must be accepted and considered by teachers who should treat them fairly and value each individual ir appraiseive of any differences. This way, learners will feel welcomed and included into the discipline environment, eng whiled, empower ed and back up by teachers (Gravells, 2008).Both equality and diversity can raise issues concerning learners gender, race, age, religion, dis energy, versed orientation, intellectual, linguistic or other characteristics. Despite differences, learners must subscribe to equal access to learning without any discrimination, prejud nut or other barrier. It is the teachers responsibility to eliminate or reduce any learning barriers by recognising and providing full access and support to learners with a disability or individual need (Miller and Sammons, 1999), for example, by providing large print, on tape or using symbols and ensuring appropriate class layout.In my current role as an ESOL tutor I am involved in teaching side of meat to a class of Nepalese immigrants which have a wide scope of abilities depending on how long they have been in the UK and the level of education they trustworthy in their homeland. There are also near cultural age / gender issues that mainly affects th e senior members of the community as the men & women need to be taught in separate groups / classes, although this does not affect the younger Nepalese who accept a mixed teaching situation in ourschools as the norm.Another problem with the beginners / older multiplication is that a lot are widowed women and live together in 3s & 4s, they dont understand or watch television / media and thence dont have access to additional learning in the home in such that on that point may be multi generations.Students from the multi generation ho drophold from grandparent / parents / grandchildren where Nepalese will be the first tongue still have a greater exposure to English via the younger generations macrocosm at work or school and more acceptance / use of media via internet / television via in house translation.With a new group of learners it is important to assess their abilities from a simple student form with piddle / address etc and then test their ability to write / speak / severa lise the alphabet. With this assessment we are able to separate the class into sm wholeer ability groups and with the financial aid of interpreters give additional support on a 1 to 1 or small group basis especially with virtually that may have had no formal education in Nepal and merely able to write their name in Nepalese and the ones that do we have to teach them to read / write from left to right to overcome their immanent right to left learning.Here we encounter additional cultural issues with some of the students wanting to sit next to a friend / relative they come to class with and through the interpreter we have to explain that people of comparable abilities will learn quicker together where as their friend or relative may be at a further re-create in the learning process to them. The important aspect is their ability to help one another and they seem to team up with people of the alike abilities very easily and you find them working well in their new groups very quic kly. The main thing is that all that attend the sessions is that they are all included irrespective of ability into a safe, social & welcoming learning environment that they feel they can be a part of. background signal RulesWith this ESOL learning group the ground rules are difficult to establish without extended interpreter help, although they are an extremely compliant and polite race and seldom have any issues with behaviour although it can become boisterous at times. Noise levels can rise as we use an open dorm room and with up to 4 or 5 ability groups and multiple tutors it is indispensable to sometimes quieten the hall and reset the teaching noise level. From a general point there essentially 3 ways to establish ground rulesTeacher imposedLearner ImposedNegotiatedMy preferred picking would always to negotiate the ground rules with learners which would be done at the spring up of the course using an introduction from the teacher & learners or as an ice breaker activity wh ere through discussion the learners set the rules. The benefit of this weft is that they feel through suggestion, rejection, agreement they have made they rules, they own them, respect them, are responsible for upholding them individually and collectively and to a certain existing enforcing them. It could be beneficial to keep the agreed ground rules visible / displayed in the form of flip chart to reinforce behaviour expectation especially around any Health & safety aspects and a reminder of their self-command and responsibility.Some ground rules cannot be negotiated, a typical example would be around Health & Safety if part of the teaching involves an environment where cautionary clothing / equipment is required ie a research testing groundoratory where a lab coat & glasses are required or a shop where safety footwear / glasses and hair protection are essential. In this instance if not negotiated through the group, then the teacher should suggest if there were to be any rule s around health & safety in the lab / workshop and use the opportunity to define the required rules for the particular environment.