A Teacher, Lecturer or Trainer must always be fully aware of their role, responsibilities and the boundaries in terms of the teaching/training cycle. This essay will show examples of this process inside the role as a hairdressing trainer at United Salons, where students learn how to become a hairstylist both practically and theoretically. It will describe the five stages of the learning cycle and show examples of how these stages are applied within the roles and responsibilities as a trainer for United Salons. Identify needs - Stage one. Establishing what is wanted, needed of you and the course from the student.
Prior to first meeting the students it is vital to find out as much as possible about the students and their needs. This can be done by doing background research, for example, checking the student’s c. v or getting references from previous employers or colleges. The lecturer may also wish to carry out an initial assessment, which could be done during a one to one with the student or an enrolment interview. This can help the trainer to find out what the student’s previous academic results have been and if they have any previous hairdressing experience, as well as what type of a person they may be.
It is important to check with the student prior to this to ensure they are happy for the trainer do this so as not to breach the students confidentiality or their data protection rights, Finding out where the students are in terms of previous training will help make sure that the trainer isn’t repeating any previous learning which may create a barrier between them and the student as well as a lack of motivation. Once meeting the students a good way of getting to know their personal needs may be to arrange for a quick stage test; this can help the trainer to find out the students individual needs.
Within the salon a simple literacy and numeric test could be needed as students will have to use both within the salon environment. It can also be helpful to find out if any of the students may require any additional help and support from the trainer or an outside source. It is essential that the student should feel they can approach the trainer for help regarding their training at any time. The student’s preferred learning styles should become apparent as the trainer gets to know them but a helpful guide may be to get the students to carry out a Mc Carthy 4mat test on the internet.
The 4mat system suggests “There four major learning styles, each of which asks different questions and displays different strengths during the learning process. ” Huitt, W. It is the job of the trainer to help the students succeed within the United Salons training courses and knowing how the students may learn the easiest way they can help the student move along with their education quickly and efficiently; it may also make the job as trainer easier as they can find out how to teach the students with optimum results.
When assessing and identifying the students’ learning and personal needs it is essential that the trainer treats everyone equally but always allows for different types of learners. The Disability Discrimination act 2005 states that any disabled person should have the right to an education and employment; this could mean that when teaching a practical demonstration the trainer may wish to allow students with sight impairments or who are using wheel chairs to be closer to the front to see easier, “students who use wheelchairs or whose sight is impaired are at risk of not learning as well as they might.
Many other factors can impact negatively on learning. This is not due to the learner’s disability, but due to a lack of the provision that would meet their needs. ” Petty, G (2004; 89) providing worksheets in pink coloured paper for students with learning difficulties is also a great way of helping and supporting students. United Salons is an equal opportunities hair dressing establishment and so all students will be welcomed in to the training salon as well as being provided with the correct situation for the students to learn at their best.
Plan and design- Stage two. Scheme of work and lesson and syllabus planning. To teach the students the relevant information and skills to pass the salons hairdressing course, a lot of practical and theory needs to be learnt and taught, planning the course and separate lessons are vital. Therefore the course length, starting and finshing date should be decided prior to the course starting. The basic plan of how the teaching should take place and the course syllabus should also be decided before commencing teaching.
It is important for a lecturer to help the students to relax into the lessons and to get to know the other students in the group and so planning group ice breakers like paired introductions or finding rhyming names can help break down barriers and help with informal introductions and with student bonding. Trainers should help encourage their student’s creativity but also remember to stay in control of all members of their class. “They say you can’t teach creativity, maybe so, but it can sure be killed. ” MacKay, H.
Setting out ground rules for the students will also help this the students understand what is expected of them and each other. Ground rules can start to introduce the health and safety of the students, their environment and for the trainer. Once starting the lessons a plan should be designed for each lesson, lessons plans should include the aims and objectives for the lesson, all aims and objectives should be made by using the SMART technique, which will make the aims and objectives specific, measurable, attainable, realistic and time appropriate.
This will help the trainer to stay inside the decided course curriculum and help them stay on track throughout a lesson when distractions from students may occur as well as making it clear for the students what they should know by the end of each lesson. Trainers can also use the smart aims and objectives to carry out formative assessments throughout the lessons. It is important to be firm but fair and close any inappropriate conversations immediately. The trainers should always remember they must stay within the training/teaching boundaries this means that teachers must; help as much as possible within the classroom and be approachable.
As a teacher it is important to remember to not be overly friendly with students and to not give out personal details to any member of the class like; telephone numbers and social networking site personal details. The salon atmosphere is always explained to the students as soon as they come to the salon on their first lesson. Students can be asked if they agree to the standards/ground rules and wish to add anything to the standards in which they feel will benefit them and help them learn.
This can be very helpful to the trainer as they can then refer back to the agreed salon standards, if at a later date there should be a problem regarding the atmosphere. Teaching methods for each lesson may vary from a practical training to a theory session but all teaching methods should be decided well before the lesson starts. Any resources the trainer may need should be taken out of the budget for that acedemic year and organised before any lessons begins. The students should be assessed with regularity to see how much they have learnt and so formative and summative assessments should be planned.
United Salons carry out end of module tests and small tests at the end of each lesson to help the trainer gain knowledge of what the students have learnt and what may have to be taught again by a different teaching method. Deliver- stage three. Delivering the lesson. When delivering the lesson to the students it is essential to have the lesson plan and for the trainer to know exactly where they want to be and when, although it is sometimes necessary to adapt the teaching method within sessions.
This may be because of many reasons, for example if the trainer feels that the students didn’t understand the last lesson’s teaching, or reach the last lessons SMART objectives, they may wish to change the lesson from a question and answer senario to a more practical hands on experience. It is important to stay on task and stick to the lesson structure whenever possible though and to remain professional and consistent. Explaining the aims and objectives the trainer may have for the lesson, to the students can help the students to stay motivated during the lesson and also help them find an end goal.
It is important to always remain calm and manage the students but it is also worth remembering not to control any of the students. If the trainer is not sure of an answer to a question it may be worthwhile exploring it with the students and finding the answer out together, this can help build up a further dimension to the student/trainer relationship. The trainer should always use appropriate language within the teaching establishment and the students should understand this as well.
Lecturers must always stay within the teaching boundaries as United Salons is a working salon and therefore clients will not want to hear bad language from the students or the trainers. Teachers must also remember that they must not for any reason implement any physical contact with their students. It is important to never single a student out in an unfair way as this could cause the student to feel worse and be detrimental to their learning. It is also the trainer’s responsibility to provide a relaxed and calm environment for their students to learn in. All students must feel that they are positively and equally valued and accepted, and that their efforts to learn are recognised and judged without bias. ” Petty, G (2004; 81) Assess- Stage four. Find out what the students have learnt and understood. This is an important part of the training cycle both in terms of the students’ learning and for United Salons as a business; it can help determine what the students have learnt and where they are in terms of understanding the hairdressing skills and practice.
A formal assessment like an end of module test is normally carried at the salon, but things like projects may also be set so that the students can show what they have learnt in a different way. The results of these assessments will help the trainer in planning what can be done next to help the students learning. One to one meetings may also help to guage how the student may be feeling, as well as practical assessments in which the students have to show what they have learnt on a client instead of just explaining in theory. Trainers should conduct formative and summative assessments should be ongoing throughout the course.
Evaluate- Stage five. How has the course gone? Gaining an idea of how the course has gone from the students is important and can help the trainer to understand how the student feels they have progressed and what could be changed within the course. It is important to United Salons as it is a working salon, and it wants all its trainees to have a good understanding of the science and skills behind hairdressing, as well as assuring the quality in the salon, it can help to ensure the salons standards won’t slip. The students feeling on how the course has gone can also help the trainer improve in their teaching as well.
One to ones can be an excellent way of gaining this information in a slightly more relaxed environment. It is important to remember though that the trainer and the student should be safe at all times. It is best to hold these meetings in a public place like the reception area, or in a room that has glass windows, where the trainer and student can both be seen. Another member of staff should always be told what is going on to protect everyone. The trainer should always take ideas on board and show they are listening as this can futher help to build the trainer/student relationship.
Teachers need to be constantly aware of their professional boundaries throughout out their teaching career; this is to protect both the teacher and the student. Teachers at United Salons regularly carry out Child Protection training and all their lessons are planned with the Every Child Matters legislation. Trainers at United salons are also in regular contact with the college that their students go to; in which there is a student counsellor. Trainers can contact the student counsellor if they feel a student needs special help.
Teachers should also never give out personal details like; mobile telephone numbers, personal email addresses or social networking details. This stops students from becoming to friendly with their trainers and allows their to be a respectful teacher/student relationship,, this in turn can prevent any misunderstandings and help to prevent a boundary in which neither teacher or student will cross. To summarise it is extremely important to follow the five stages of the teaching/training cycle, and to continually consider the trainer’s role, responsibilities and boundaries which they must be aware of for the student.
The education United Salons trainers provide can help to mould the salon’s future hair stylists. This will continue to uphold the salon’s high standards and expectations for both the student and the business for the future. It is up to the trainer to give the best educational experience possible for the student while staying within the training boundries so that they can continue training other students and progress their own career as a salon trainer.