By allowing certain behaviors to occur without consequences the teacher is sending the message that it is okay. This can cause the students to lose focus and a decrease in understanding of the lesson being taught. It can also allow chaos to reign supreme. Disruptions can also make other students feel threatened. Students must feel safe and secure in their class in order to learn and grow in education.
There are several relationships that matter here: Parent- teacher, parent- child, teacher- child. They all should be equally yoked and the parent should realize that each of these relationships will be beneficial to their child. “ Several Studies show that when parents are positively involved in their child’s education that they achieve higher grade, test scores, perform better in school, and actually attend school” (Children, 2008). The children are more excited about learning and education because their parents show an interest in it. In the teacher- child relationship, the teacher can build the relationship by utilizing active listening skills, making direct eye contact, engaging in one on one and face to face interactions with the child.
TDA 2.3 Communication and professional relationships with children, young people and adults In my assessment I will be looking at communication and professional relationships with children, young people and adults in schools as well as identifying and describing the key points linked to this topic. 1.1 Describe how to establish respectful, professional relationships with children and young people When building relationships with children and young people, it is vital that you adapt your behaviour and communication accordingly. You need to be able to make yourself approachable, as some children can find it difficult to connect with adults. This is why demonstrating effective communication skill can be just as important as offering support. Establishing ground rules and mutual respect at the start of any relationship when working with children is vital, this will be the foundation to successfully interacting with all children regard less of their age, culture and abilities.
Children with learning disabilities or difficulties in social settings can often experience “otherness” in a classroom. As a teacher it would be my responsibility to notice if a student was being “othered”, to identify who is participating in the “othering” of the child, and assisting the child and classmates in recognizing the changes that might need to be made to overcome whatever the reasons are behind “othering”. Paying attention to the student’s social interactions during class and at recess time would allow me to be able to notice if a child is being “othered”. In the classroom, how do the majority of students react to each child as they actively participate in classroom discussions? If most of the students scoff, eye roll, or additionally demonstrate disrespectful behaviors it would be worthwhile to monitor other classroom interactions between students.
Keeping records is a very important reflexive tool for both teachers and learners in the educational setting. Accurate records taken throughout a course enables both teacher and students to continually reassess the effectiveness of the teaching/learning relationship by giving an ongoing measure against which to view learning objectives. Records indicate whether pupils have learnt what has been taught and are making sufficient progress with the course; who needs more help or is ready for more extensive work by assessing better or worse progress than expected; and whether teachers need to refine any aspects of their teaching by assessing successes or shortcomings where teaching needs to be strengthened. Attendance data taken on a close protection course gives an idea of where students may fall behind with learning outcomes through non attendance. Identifying non attendance could indicate a problem external to the teaching setting which may benefit from referral to other professionals or could point to students’ dissatisfaction with the teaching style which could be addressed by reassessing the teaching methods used in order to promote more inclusive practice.
3. Having an inclusive class (with a wide spectrum of abilities) - Another problem which can happen when supporting learning activities, is making sure that the all children are engaged, involved and fully understand the task that has been set, when there is such a wide spectrum of abilities within the group you’re working with. This can be dealt with in several ways, such as splitting the class into ability based groups, encouraging high ability children to help those who are struggling to make them feel more included (this also helps to keep the class working on a similar
h. To create an effective IEP, parents, teachers, other school staff--and often the student--must come together to look closely at the student's unique needs. These individuals pool knowledge, experience and commitment to design an educational program that will help the student be involved in, and progress in, the general curriculum. The IEP guides the delivery of special education supports and services for the student with a disability. Without a doubt, writing--and implementing--an effective IEP requires teamwork. 6.
Assignment 11 1-Outline procedures for ensuring that individual education plans for pupils are in place and regularly reviewed.Provide examples of the relevant forms,e.g.an individual education plan;review sheets for pupil comments,parent comments and staff comments;record of review.Remember confidentiality. 1-All education settings should differntiate their approaches to learning activities to meet the needs of individual pupils. Apupil'sIEP should identify four individual targets in specific key areas for example,commuincation,literacy,numeracy or behaviour and social skills.When supporting the teacher in developing individual educational educational plans.I have to remember to have a high expectations of pupils and commitment to raising
Other teachers and T.A’s from the same year group may be present here to share suggestions and advice. Teaching assistants should be a lot more actively involved in delivering learning activities. This may be by setting up the room with the correct resources before the lesson takes place and laying out the tables and chairs etc. One to one support may be needed for some pupils; this should have been discussed before the lesson. It may be that the T.A is put to work with one specific table/group of children or just float around the classroom and be available if any of the children ask for help.
Explain how to Select Resources that Meet the Needs of Learners: Resources are range of items used in to deliver learning, these can come in many forms and used in many ways, so it important to ensure that resources are accessible to all learners. Resources should stimulate learning as well as impart and promote interest in the subject, so it is crucial to select resources that also meet the needs of your learners. Resources should meet the required learning styles in the group as well as the objective of the session. Resources can be in form of books, handouts, pens, computers, overhead projector, work/activity sheets and also teachers and other professionals. In IT class, the most used resources are the computer, overhead projector, handouts, whiteboard/flipchart and voice.