# data[].attributes.body
Inspire.

Facilitate.

Set the example and be a positive 'role model'.

Plan and prepare sessions and resources.

Give advice and guidance.

To assess learners (needs and abilities).

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Providing feedback and information

Safeguarding

Mentoring/coaching

Producing curriculum

Role model behaviour

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Set an example in terms of behavior and knowledge. Ensure the curriculum is taught effectively. Contribute to the learners' overall development. Embed functional and soft skills. Ensure safeguarding, prevent etc are followed. Monitor data security. Adapt teaching for individual learners where appropriate. Assess and feedback to learners as they progress.

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To ensure I am prepared for the session.

The session will be smoother if planned.

Resources will be ready and appropriate for the session.

Allows time management.

Ensures we/I stay on track throughout the session/course and ensure nothing is missed.

Ensure we meet the overall aim.

Makes the session easier to handle and control if planned.

# data[].attributes.body
Be a role model

Learn your audience

read the room

build rapport

inspire your learners

be the best you can be and encourage them to do the same.

embed knowledge in FS and the core subject

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Ensuring that the timing of the lessons are well planned and structured.

To ensure that objectives are relevant and in mind throughout the session.

To ensure that any individual needs are considered beforehand and adaptations made if needed.

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To make sure I have a list of things to cover to keep a good rhythm of learning.

To advise on time management keep on target

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Laying out what is to be taught and approximate timings to ensure the learners are delivered all the knowledge they need for that session... there is not always a simple opportunity to catch up afterwards.

Makes the teacher look at the group and assess where any adjustments need to be made and what that might look like.

To ensure time is managed appropriately and each topic is sufficiently covered.

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They did not have a clear idea of the course going into the learning (onboarding misconceptions).

Family or personal issues eg sickness/bereavement.

Insufficient drive and effort to complete.

Misunderstanding or misconception of assessment and criteria.

Negative learning experience.

Course is too 'difficult' for their abilities or too 'easy' to keep them engaged.

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Inappropriate course chosen based off ability or doesn't match to what they wanted to learn

Lack of support from tutor, mentor, manager etc.

Lack of time.

Lack or change of motivation - ie Maslow, focused on more basic needs

Unengaging content or poorly delivered content.

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Maybe the subject is not right for them.

The course may be too hard.

They may be under achieving and give up.

lack of support from tutor.

lack of support from work.

immature behavior.

Out of their depth.

personal issues.

poor behavior may end in them being asked to leave.

Being made redundant

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Personality clashes... our learners are in a group away from home for a week at a time, some simply don't get on with that experience.

Failure at onboarding... If a student simply cannot comprehend the subject matter and has been put onto a course they cannot handle.

Teaching failure... Some teachers and students will find it hard to communicate with each other and this can make learning very difficult.

Safeguarding issues. A learner may have an issue that they are unwilling to raise with teaching or support staff and choose to just walk away.

Some of our learners leave because they lost the job that supports their qualification.

Geographical reasons... a student may move and not be able to attend the same institution.

# data[].attributes.body
poor previous education.

poor curriculum.

poor attitude.

other learners.

poor tutor.

poor facilities.

lack of support at work

lack of support at home

lack of support at collage or other

mental health

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Issues affecting LLN such as dyslexia.

Physical injury for practical learning.

Issues affecting concentration eg ADHD.

Lack of resources.

Lack of time.

Lack of support.

Wrong attitude towards the subject/learning.

Personal and health issues.

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Financial.

SEND not addressed effectively.

Lack of IT equipment.

English not at the required level.

Not motivated for numerous reasons

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Know your audience.

Be approachable.

Be kind.

know your role/ not mate your there tutor.

no such thing as a stupid question

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Advanced learning needs, personality clashes, language barriers, safeguarding issues, learner's social circle/ environment (peer pressure), learner's home life may be unsupportive or demanding, financial ie working two jobs or can't afford equipment...

# data[].attributes.body
Stretch and challenge goals.

Adapt resources to learner's needs.

Different outcome aims eg pass/merit/distinction as appropriate.

Immersive reader.

# data[].attributes.body
Get to know your learners to ensure that you understand their needs.

Use different activities/resources in sessions or adapt activities based on ability or needs.

Eg. text size, font, colours.

Have back up plans- size of group might change or learner may not have completed work required for the session.

Contextualise scenarios when explaining.

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Use a group profile?

Identify the individuals needs.

Check understanding instead of assuming.

Ensure a supportive group mentality, challenge the opposite.

Ensure you are open to questions and problems.

Plan with support needs in mind.

Talk about it, make needing support normal and not taboo.

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Know your audience.

Tailor your learning

use examples.

be practical

use similes to help understand eg: cross-ply tyre is like a shreddy

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Offering overlays to help dyslexic learners. Referral to teaching and learning team for additional learner support, using different teaching methods to reach the same topic so you reach more people ie teach on a powerpoint, recap with a game, give extra time on exams, make allowances for religious needs ie fasting, headwear, use universally friendly fonts and colours for presentations...

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Ground rules set out at the beginning with expectations.

Role modelling from the tutor.

Keep sessions positive -constructive

Challenge negative behaviours, don't avoid

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Universally friendly fonts and colours in presentations.

Keep environments calm and control group discussions carefully.