Discrimination in Employment Act Essay

Legislative requirements be defined by law, The wholesomeness and expertguard 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 considers race dealings and disability, eld, 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 embroil IFL encrypt of practice for teachers to ensure responsibilities towards safe guarding vulnerable adults in learning, public financial obligation insurance , a waiver for clients to sign to say they atomic number 18 joyful to be treated by trainees under supervision, risk evaluatements. Hygiene standards, registered personnel, equipment casualty and conditions of employme nt, mandates of lord practice LLLS 2008 IFL, and your duty of care. 1. 2 To value and celebrate everyone, as each bookman will each have a dissimilar range of abilities, you must treat everyone equally and with dignity and respect, no exit their age, race, culture or disability.Everyone is entitled to education and correct your didactics 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 bookmans benefiting from the lesson and how to tell if they are.Assess your methods if you notice they are not plectrum up on the topic, track progress and look back on paperwork/ evidence try another method. Be posit ive, spangledgeable in your profession, confident, yearning and encourage, keep up to date with the beauty industry. Good practical pose and keeping up to date records show organisation. 1. 4 Identify the necessarily of the student, then look at the type of methods visible(prenominal). Then we can assess if the learner is getting what they take away out of that teaching method, deliver original and relevant information, the learner may have a preference of how they would handle this to be done.You will need to try all methods and adapt them, utilisation different resources while your lesson is in progress, speculate on your own experiences in order to cue 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 lustrous guide and I follow this to involve an clinical setting. S Specific, hunch forward 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 seat 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 service, 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 June 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 fork out facilities so the learner can research their material, have access to books or the websit e, show videos, outings to a salon with a good reputation, ensure the layout of your course room is meeting the requirements of the learner this may change.Do a lesson plan, key 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 testify an option. Encourage them to make their own ground rules to show respect to others, in that location 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 learn er 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 business. Bibliography London underground trainers code of practice.