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1.1	Describe features of inclusive teaching and learning. 

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1.1	Describe features of inclusive teaching and learning. 

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Ensure you as a teacher trainer are approachable to all. To do this you can get to know their individual interests so they can engage with you using something that sparks their interest making them want to learn. Try using a first name basis when they enter the room, give good eye contact. You can also use different teaching strategies and methods to engage learners interests and be more inclusive. All have different ways of learning and by including different methods of teaching you are ensuring more variety to individuals to meet their learning needs. Also be fair in your marking, use the same approach when assessing learners work. For example, it one person in the group does something particularly well in comparison to the rest of the group, try not to over praise as you are excluding the rest of the group and they may feel intimidated and loose confidence.

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1.2	Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs. 

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1.2	Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs. 

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1.3	Explain why it is important to provide opportunities for learners to develop their English, mathematics, ICT and wider skills.

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1.3	Explain why it is important to provide opportunities for learners to develop their English, mathematics, ICT and wider skills.

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It is important to provide opportunities for learners to improve their skills. By doing this you are helping them to build on their knowledge and understanding. It encourages a wanting to the learners to learn more and develop their personnel development and help towards career goals for the future. By improving maths and English skills they will be able to work more confidently both career wise and life in general.

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2.1	Explain why it is important to create an inclusive teaching and learning environment.

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2.1	Explain why it is important to create an inclusive teaching and learning environment.

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If you do not create a inclusive learning environment you are essentially being insensitive to your learners needs. As teacher trainers we have the responsibility to ensure that the we provide an accessible service, not discriminate and know the diversity of the group you are training. We need to ensure that certain conditions are met to meet the needs of the individual. For example if a learner has a disadvantage we as teacher trainers need to address this and tackle the situation to ensure the learners needs are met. By being inclusive in training we are encouraging social interaction, all marking of individuals work is done in a fair way giving equal opportunities to the whole group. Inclusion encourages interaction between teacher/trainer , the learner and their peers therefor promoting a want/need for them to learn and be interested in the subject. By promoting things such as eye contact, first name basis, individual teaching methods, you are making yourself approachable to the learner. We also have a legal obligation as teacher/trainers.

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2.2	Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual learner needs.

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2.2	Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual learner needs.

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2.3	Explain ways to engage and motivate learners.

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2.3	Explain ways to engage and motivate learners.

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Fear of failure
A lot of learners have a fear of not being able to succeed. This could be,for example, a fear of letting people down such as parents, teachers or even their peers. Or even more so a fear of feeling like failures themselves. This may work to the advantage of a teacher/trainer as even though the individual may have a fear of failure they could use this to encourage the learner to want to learn more and engage in what is being tought.

Achieve a qualification
Some students want qualifications for numerous reasons, for example, to further their career, to get onto another course( perhaps at a higher level to what they are doing). This is not something that can be used as a short term motivator. Goals need to be set and learners will need to accept that this is a longer term way to motivate themselves. An example of motivating learners could be, this course could help develop your skills to go onto further training to ensure you get the career that you are aiming for. Learners could feel motivated by language such as this and therefor the motivation is there for them to want to learn more about the course/subject for their self development.

Natural curiosity
Some learners have a natural curiosity in the subject they are learning. They want to engage and learn more. Teacher /trainers can use this natural curiosity to motivate learners and encourage their curiosity.

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3.1	Devise an inclusive teaching and learning plan.

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3.1	Devise an inclusive teaching and learning plan.

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3.2	Justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual learner needs.

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3.2	Justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual learner needs.

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2.4	Summarise ways to establish ground rules with learners.

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2.4	Summarise ways to establish ground rules with learners.

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There are many different ways to establish ground rules with learners. Ground rules can come from the teacher/trainer and the learners themselves. When establishing ground rules with learners use clear and understandable language. Learners understand what is expected from them from the very beginning and respect is promoted throughout the group. Ground rules that could be put in place could be, for example, Switching off mobile phones so that there is no distraction, not to talk over teacher/trainers, have respect for peers by not making fun/ bullying, apprechiating that everyone wants to be there to learn, ensure from the start that also appropriate behaviour is encouraged throughout the group, for example, set boundries don't talk about personal life, especially teacher/trainer as you are there as professionals. When with learners remain professional by remaining in control, being fair to learners, discourage the use of bad language, don't let your personnel problems effect your work, and know where you stand boundary wise if a learner comes to you with a personnel problem and also ensure that they understand your responsabilities too.

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4.1	Use teaching and learning approaches, resources and assessment methods to meet individual learner needs.

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4.1	Use teaching and learning approaches, resources and assessment methods to meet individual learner needs.

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4.2	Communicate with learners in ways that meet their individual needs.

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4.2	Communicate with learners in ways that meet their individual needs.

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4.3	Provide constructive feedback to learners to meet their individual needs.

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4.3	Provide constructive feedback to learners to meet their individual needs.

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5.1	Review the effectiveness of own delivery of inclusive teaching and learning.

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5.1	Review the effectiveness of own delivery of inclusive teaching and learning.

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5.2	Identify areas for improvement in own delivery of inclusive teaching and learning.

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5.2	Identify areas for improvement in own delivery of inclusive teaching and learning.

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 and develop their personnel development and help towards career goals for the future. By improving maths and English skills they will be able to work more confidently both career wise and life in general.

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Use teaching and learning approaches resources and assessment methods to meet individual learners needs

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arning environment.
2.1 Explain why it is important to create an inclusive teaching and learning environment.
2.1	Explain why it is important to create an inclusive teaching and learning environment.
If you do not create a inclusive learning environment you are essentially being insensitive to your learners needs. As teacher trainers we have the responsibility to ensure that the we provide an accessible service, not discriminate and kno

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learning.
3.1 Devise an inclusive teaching and learning plan.
3.1	Devise an inclusive teaching and learning plan.
3.2 Justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual learner needs.
3.2	Justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual learner needs.

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improvement
improvement 

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When teaching the staff at work (following an initial student assessment) I plan various methods to ensure all staff are engaged within the learning process. This can be practical involvement, paired and group work, problem solving, reflection and writing notes. During this time I am able to continually assess the learning progress through observation, written and oral questions, completion of work books and by using peer and self- assessment. I engage the staff by using various mediums, video and DVD presentations, power point presentation, discussions, work books and practical demonstration. The teaching methods I use are based on the requirements of the subject I am teaching. In the Domiciliary Care sector, there is great emphasis on the physical and hands on approach. I also find workbook study, question papers and group discussions are usually more productive in the morning when the student is fresh, with practical demonstration and role play work taking place after lunch to help to keep the student motivated

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tuytytyh

shush u shmuck
hey polo
hiiiiii so whoever sees this i just want to let you know im hungry so please send me food
my address is
donut road
snackshall
BUG 3R5
THANKS SO MUCH :)

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THATS MY BOYFRIEND DNT GIVE HIM ANY FOOD

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THATS MY BOYFRIEND DNT GIVE HIM ANY FOOD

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n ever gonna give you up, never gonna let you down

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u guys r so meannnnnnnnnnnnnnnnnnnnnnnnnnnn

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u guys r so meannnnnnnnnnnnnnnnnnnnnnnnnnnn

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sb

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Kinaesthetic learners want to see props or equipment to learn information (resource). These students process information effectively when they use their bodies and when they are doing something. They put into practice what they have learned. 

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Kinaesthetic learners want to see props or equipment to learn information (resource). These students process information effectively when they use their bodies and when they are doing something. They put into practice what they have learned. 

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Subject___Proxemics, peripheral vision and positioning in positive behaviour management.Tutor_Cheryl Finch Unit/module________________Outcomes: At the end of this session the SSBAT1Reflect on the importance of proxemics through experiencing their own social, personnel and intimate space being intruded 2Practice using peripheral vision by looking at their environment and recognising indicators useful for prevention of challenging behaviour3Identify hazards if not applying safe positioning in relation to service userand your exits 4Devise a list of preventative precautions learnt through the activities you have carried outTime Tutor activity Learner activity Assessment method Resources1minIntroduction Explain the aim of the lesson, to learn about preventative techniques in Positive behaviour management by looking at Proxemics, peripheral vision and possitioning Listen to the introduction Flipchart, marker pen ( These will be done in advance befor the lesson begins) Three headings Proxemics Peripheral vision Positioning

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Subject___Proxemics, peripheral vision and positioning in positive behaviour management.Tutor_Cheryl Finch Unit/module________________Outcomes: At the end of this session the SSBAT1Reflect on the importance of proxemics through experiencing their own social, personnel and intimate space being intruded 2Practice using peripheral vision by looking at their environment and recognising indicators useful for prevention of challenging behaviour3Identify hazards if not applying safe positioning in relation to service userand your exits 4Devise a list of preventative precautions learnt through the activities you have carried outTime Tutor activity Learner activity Assessment method Resources1minIntroduction Explain the aim of the lesson, to learn about preventative techniques in Positive behaviour management by looking at Proxemics, peripheral vision and possitioning Listen to the introduction Flipchart, marker pen ( These will be done in advance befor the lesson begins) Three headings Proxemics Peripheral vision Positioning

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wdym go kys, ill be killing myself too dw

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wdym go kys, ill be killing myself too dw