Trainers’ Code of Ethics

Diversity Intelligences - Ethics
Chapter 1

The trainer views each participant as a learner and their success as their primary concern

1.  To recognize and accept each learner in his/her uniqueness: his/her history, perceptions, learning strategies, achievements, experiences and projects.

2.  To accompanying each learner into the exploration and discovery of new potential fields of ability.

3.  To be confident in the learner’s ability to succeed.

4.  To enable, identify and value the learning of each learner as an individual.

5.  To help the learner to identify and understand through learning situations what (s)he is learning, what (s)he is doing and how.

6.  To encourage self-expression and refrain from any form of humiliation, aggression and/or discrimination of any kind.

7.  To guarantee each learner the right to experimentation, trial and error.

8.  To permanently link benevolence and demand towards all: all questions are good questions.

9.  To respect and ensure respect for the moral and physical integrity of all persons at all times.

Chapter 2

The trainer is the one ensuring the educational content and the dynamics of the collective work

10.  To explain the framework of the training, its requirements and its educational outcomes. Guarantee access to the information required for the success of the training as well as to the resources needed to carry out the learning.

11.  To present the practical guidelines that are essential for the smooth running of the collective work, and to allow for their appropriation and potential adjustments according to the constraints and expectations that may emerge.

12.  To ensure that working methods are in line with learning: to ensure that the required teaching methods serve the learning purpose.

13.  To systematically refocus the group on the act of learning so that interprofessional and interpersonal relationships and affects do not interfere with the training dynamic.

14.  To make every effort to clearly formulate the instructions necessary for the smooth running of the training course and to check that they have been correctly received and understood by all.

15.  To comply with the social rules which apply to all learners (signing the internal rules, safety instructions, etc.)

Chapter 3

The trainer constantly questions the knowledge (s)he transmits and the teaching tools (s)he uses

16.  To be responsible for the relevance and accuracy of the training content. This ensures the consistency of the content and thus guarantees the quality of the training provided.

17.  To be part of a dynamic of permanent training (professional monitoring, updating of knowledge, maintenance and updating of skills) in an inclusive, social and environmental responsibility approach.

18.  To be aware of the limits of one’s own knowledge and recognise it in front of the learners. Look for information that is not known and be able to refer the learner to other sources of knowledge.

19.  To be impartial in the transmission of knowledge, in the animation of groups and in the assessments made. To provide the most comprehensive advice on various issues.

20.  To research, develop and apply the most appropriate teaching methods to enable learners to understand and assimilate the knowledge transmitted.

21.  To build assessments in line with the educational outcomes of the training to enable the learner to assess his/her learning and to progress by identifying what (s)he has learned, how far (s)he has come and what remains to be learned.

22.  To respect Diversity Intelligences charter of commitment.

23.  To be responsible for the relevance and accuracy of the training content. This ensures the consistency of the content and thus guarantees the quality of the training provided.

24.  To be part of a dynamic of permanent training (professional monitoring, updating of knowledge, maintenance and updating of skills) in an inclusive, social and environmental responsibility approach.

25.  To be aware of the limits of one’s own knowledge and recognise it in front of the learners. Look for information that is not known and be able to refer the learner to other sources of knowledge.

26.  To be impartial in the transmission of knowledge, in the animation of groups and in the assessments made. To provide the most comprehensive advice on various issues.

27.  To research, develop and apply the most appropriate teaching methods to enable learners to understand and assimilate the knowledge transmitted.

28.  To build assessments in line with the educational outcomes of the training to enable the learner to assess his/her learning and to progress by identifying what (s)he has learned, how far (s)he has come and what remains to be learned.

how can we help you?

Contact us at Diversity Intelligences or submit a service inquiry online.

Pledge your action towards inclusion today !