Daines et al state that we need to consider our: 'Own attitudes and knowledge about the variety of people we teach. The way we speak and behave will say something about you, your perceptions and the expectations of your students... As a tutor, you have a professional duty to behave in ways that are impartial and acceptable to all. This means recognizing that every adult has equal value regardless of ethnicity, gender, ability background or disposition, and working with each person to the best of their ability to promote their achievements” (2006:43). divided as a trainer and consultant and requires some changes in my behavior when dealing with my students. Although I still practice a professional mannerism with both roles. In class I am governed by the curriculum and try to follow the session agenda as thoroughly as possible, whereas when I work with the same student in my role as advisor the discussion is more relaxed and open where there are no set agendas to cover. As a teacher I undoubtedly have a great responsibility for my students' learning, they often look to me as a role model and sometimes feel insecure and lack the confidence of not being able to achieve. I behave with respect for others and promote this behavior with my students. I also present myself dressed appropriately and use appropriate language to promote professionalism depending on the learners and the level of teaching, there are occasions when I may be asked to teach in other locations and facilities where a particular code of conduct is required clothing. My aim is to build my students' self-esteem and confidence as this for me is the main element that helps students reach their maximum potential...halfway there...), Cardiff: Welch Academic Press .Hillier, Y. (2005) Reflective teaching in higher and adult education (2nd edition), London: Continuum.Scales, P. (2008) 'Teaching in the Lifelong Learning Sector', Berkshire: Open University PressWallace, S. (2007 ), Achieving QTLS, 'Teaching, Tutoring and Training in the Lifelong Learning Sector', (3rd edition), Exeter: Learning Matters Ltd. https://www.gov.uk/government/organisations/skills-funding-agency Accessed 27.04.2014https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/287917/Funding_rules_2014_15.pdf Accessed 27.04.2014http://www.legislation.gov.uk/ukpga/2010 /15/contents Accessed 27.04.2014http://www.lifelonglearning.co.uk/mosergroup/freshsum.pdf Accessed 27.04.2014'The Moser Report' Accessed 27.04.2014http://www.lifelonglearning. co.uk/mosergroup/freshsum.pdf