Discrimination in Employment Act Essay

Legislative requirements are defined by law, The health and safety act 1974 ensures a safe working environment. The electricity at work regulations 1989, The COSHH 2002 regulations protects people against any chemical/substances hazardous to health, the MHOR 1999 how to move equipment safely without injury. The data protection act 1998, The equality act 2010 involves race relations and disability, age, Each has their own act , sex discrimination act 1975 and age discrimination act 2006. RIDDOR 1995 for the reporting of injuries,disease and dangerous occurrences. Regulatory requirements include IFL code of practice for teachers to ensure responsibilities towards safe guarding vulnerable adults in learning, public liability insurance , a waiver for clients to sign to say they are happy to be treated by trainees under supervision, risk assessments. Hygiene standards, registered personnel, terms and conditions of employment, codes of professional practice LLLS 2008 IFL, and your duty of care. 1. 2 To value and celebrate everyone, as each learner will each have a different range of abilities, you must treat everyone equally and with dignity and respect, no matter their age, race, culture or disability. Everyone is entitled to education and adapt your teaching methods to include everyone. Have a look at Reisenberger & Dadzie 2002, Equality and diversity in adult and community learning- a guide for managers, Niace, which you can access at http://www. excellencegareway. org. uk/pdf/A1181. pdf Accessed 20th October 2012. 1. 3 Think about what you will be teaching prepare and organize a plan. Make the lesson interesting but informative. To adapt your lesson if something goes wrong, are the learners benefiting from the lesson and how to tell if they are. Assess your methods if you notice they are not picking up on the topic, track progress and look back on paperwork/ evidence try another method. Be positive, knowledgeable in your profession, confident, enthusiastic and encourage, keep up to date with the beauty industry. Good practical experience and keeping up to date records show organisation. 1. 4 Identify the needs of the learner, then look at the type of methods available. Then we can assess if the learner is getting what they need out of that teaching method, deliver current and relevant information, the learner may have a preference of how they would like this to be done. You will need to try all methods and adapt them, use different resources while your lesson is in progress, reflect on your own experiences in order to motivate the learner. As a teacher you may need to mentor, support, plan, design and deliver to the best of your ability, reflect, adapt and communicate effectively, observe and listen, to self assess yourself, justify your decisions, keep records and make referrals as necessary in order to do this I use the table below called the smart guide and I follow this to involve an objective setting. S | Specific, know what need to be achieved | |M |Measurable, ways of measuring completion | |A |Achievable, is an event that is achievable | |R |Realistic, factors such as resources and time | |T |Time scaled, deadlines, stops people postponing tasks. They relate to a | | |guide for objective setting. | 2. 1 A relationship between the learner and the teacher should be of a professional manner, listen to them when they are talking, do not involve yourself or others with any personal issues, confidentiality is important , but we need to know when to refer the learner . No contact by phone or outside the premises, if you know the learner you must inform your line manager. When you are with a student in a one to one situation leave the door open or have someone else in the room with you. 2. 2 You need to know when to refer a learner for internal or external support services, be prepared to be the first point of call and you need to know what services are available for them, then you can refer them to another trained professional and concentrate on supporting them. There are many services available for learners such as the Samaritans helpline, drugs, dyslexia, citizens advice bureau, victim support and NHS direct, as well as assistance with funding. 2. You can clarify your own responsibilities with your line manager, be a team player, register with organisations within your field such as HABIA (Hair and Beauty industry authority), LAPS ( Lead authority partnership scheme). Health and safety in Hairdressing and beauty therapy( online) ( updated 27th Ju ne 2012) ( Accessed on 20th October 2012) available at http://www. hse. gov. uk/hairdessing. 3. 1 The environment that you work in should be safe and clean with adequate lighting and space, good maintenance of equipment with appropriate records to hand. You should provide facilities so the learner can research their material, have access to books or the website, show videos, outings to a salon with a good reputation, ensure the layout of your class room is meeting the requirements of the learner this may change. Do a lesson plan, identify all needs, Assess if your methods have been productive, encourage and support all learners, motivate them to build their portfolio of evidences, give them feedback after practicals, share your experiences , discuss the positives with the negatives. 3. 2 Do not interrupt a learner when they are talking, listen to them and express an option. Encourage them to make their own ground rules to show respect to others, there may be other professionals or clients watching. Think of your colleagues as a client, maintain their dignity, wear full uniform this reflects your professionalism, hair tied back, no nail polish, nails short and clean, wash hands, wear appropriate footwear, set standards for the learner to follow. Mobile phones on silent, equipment to be cleaned and put away safely. Give the learner responsibilities such as a stock check. Conduct yourself in a professional manner at all times this will reflect on the running of the salon and the sales of the bu siness. Bibliography: London underground trainers code of practice.