A discussion of equality and diversity issues in a teaching situation-CTLLS Essay

5. A discussion of compriseity and mixture issues relevant to the arsedidates teaching/training situation. equivalence is ensuring individuals or groups of individuals are treated more or less and equ tout ensembley and no less favourably than others. equivalence is about the rights of the find outers to attend and enrol regardless of age, sex, race, gender reassignment, disability, religion or belief, sexual orientation, marriage/civil coalition and pregnancy /maternity. Diversity is about recognising and creation tolerant of contrary views which individual citizenry ache, in landmarks of cultural backgrounds and contrasting lifestyle choices relating to any characteristics they whitethorn have. A diverse society is what we have as every individual has a varied culture, belief and life experience to the next. comprehension is about including all the learners in relevant activities rather than excluding them for any reason every directly or indirectly (Gravells 200 8). any learner has the right to expect that they pull up s beats receive high quality encyclopaedism appropriate to their learns and circumstances ion a safe and healthy environment. (Success for all DfES 2002). comprehensive teaching and teaching is possible when promoted.In order to achieve this I link up both the training cycle and the encyclopaedism styles from Kolb and Fry. These imply using Concrete experience, abbreviation Conceptualisation, Active Experimentation and Observation and Reflection. Learners the mixed bag up of which produces the training styles that best suits a learner, ie Converger, Diverger, Assimilator and Accommodator. By ensuring the lessons concur all encyclopaedism styles all learners allow for feel inclusion. Along with the education styles I would accommodate relevant resource materials . If a learner requires more intervention accordingly I may command to include the following additional classroom support, sufficient or specific resources, peer support, change innovation, content selection, reducing or increase time for activities Along with my mentor Geri stroller I have written the 5 day induction programme for impudent starters indoors the organisation.This includes lectures in subject depicted object using power point presentation and nones (abstract conceptualisation), Direct discrimination occurs when you treat soul unfairly due to at to the lowest degree the nine characteristics discussed. Indirect discrimination occurs when a live oning condition, environment or tackle disadvantages one group of mickle or person more than another. As a teacher it is important that to give equal support, you must(prenominal)iness not discriminate andmust not show favouritism in any way. A teacher should not impose views and opinions on the learners. It is necessary to hold in that the learners show dignity and respect to others in the learning environment. A teacher must recognise that each learner is different and accommodate for those differences wherever possible in the classroom. You should demonstrate your commitment to equal opportunities by means of everything you say and do in your work with adult students. (Daines, Daines and Graham, 1993). Geoff Petty states thatDifferentiation is an set about to teaching that attempts to ensure that all students learn well, despite their many differences. Catch phrases which go some way to capturing this concept include Coping with differences. Learning for all or Success for all People began to find it was not just ability that could be mixed and that teachers had to cope with differences learning style, age, motivation, preliminary learning and experience, gender, specific learning difficulties much(prenominal) as dyslexia, and so on. Consequently the term mixed ability began to be replaced by the less vivid term note.It is important to work in confederacy with the learner, get to know them, so that you can assess their minimu m core and what their learning inquires are. If a learner knows what is evaluate from them and you tell them what to expect from you , successful learning can be achieved . This may be achieved by recognising the postulate of a point person or group of people. The learners within the sessions I teach include people with learning difficulties, hearing impairments, those whose first wording is not English, or those people who may require additional support with literacy, language, numeracy and ICT skills. The learners I teach come from different genial and cultural backgrounds and during teaching I have had to respect the following and accommodate, prayer times, Ramadan and different beliefs to mine without impacting on others.I need to plan my sessions to enable all learners to take part and achieve their individual learning aims, taking into account how I egest with learner (e.g. using appropriate diction and terminology no abbreviations and jargon, my comments are not jaun diced or offensive or that my body language is appropriate. I needto check that the resources used are non- discriminatory or stereotypical, suitable for the learners needs so that all the learners can participate. Teaching methods need to be varied and support all learning styles. The learning environment needs to promote inclusion ,e.g. for people with disabilities. The Kennedy physical composition (1997) stressed the importance of making learning accessible to all learners , focussing on people who may be discriminate due to social, economic or educational background. These create barriers to learning that may proceed adults from continuing developing their education e.g.lack of information, child care support, basic skills and costs involved to study.ReferencesDaines, JW et al (2006) Adult Learning, Adult Teaching, 4th ed, Cardiff chisel Academic Press DfES (2002b) Success for All. capital of the United Kingdom HMSOGravells, A, (2008).preparing to teach in the lifelong learn ing sector.3rd ed. exeter learning matters Petty, G, (2004) Teaching Today A practical guide,3rd ed. Cheltenham Stanley Thornes Reisenberger A & Dadzie S (2002), Equality and diversity in adult and union learning a guide for managers, Niacehttp//www.excellencegateway.org.uk/pdf/A1181.pdf Smith, M. K. (2001). David A. Kolb on experiential learning, the encyclopedia of unceremonious education. Retrieved 17/3/13 from http//www.infed.org/b-explrn.htm.