3. What aspects of safety would you consider? When organising resources or equipment I would need to check regularly for damage, missing parts, are the clean and age appropriate. I would also consider it important to notify the teacher of any damage, of equipment that needed attention. I would also to make sure that I used all equipment in line with safety regulations.
Teaching Assistant Level 3 – Assignment 2 Question 1: List ten important safety points for establishing a healthy, safe and secure environment: 1) All equipment and materials must be appropriate to the ages/level of development of the pupils, for example, small items are potential choking hazards for young children. 2) Pupils must listen carefully and follow instructions on the use of equipment and materials during activities, e.g. handling fragile or breakable objects with care. 3) Pupils must be told never to put anything in their mouths during learning activities unless instructed to do so by the adult in charge, e.g. they may be allowed to sample food during a cooking or tasting activity.
Students will acknowledge in writing that they understand these safety policies and procedures. Students will be evaluated on their understanding and use of safety and good laboratory practices. Policies 1. Goggles are required whenever experiments are performed by anyone in the lab. 2.
The policies include guidance: Behaviour policy :( Promoting appropriate behaviour in the children and discouraging inappropriate behaviour) The school’s behaviour policy is very important because this policy gives guidelines to all members of staff how they can manage children behaviour. In my setting there is a code of conduct policy help to manage the children’s behaviour effectively and in a manner appropriate to their stage of development and their individual needs and make sure staff and children keep calm when dealing with inappropriate behaviour. In my setting class teacher ensure that both sides of the story are heard and dealt with consistently. . Navneet Kaur (Neetu) Identify transitions that only some children and young people may experience e.g.
Report all broken glassware to the teacher and then place it in the "broken glassware" crock. 9. Ensure that you understand the proper safety procedures to be followed before attempting any experiment. 10. Wear safety equipment when doing a lab.
Another way to collect data is to talk to the parents of the students when they arrive to pick up their kids or in the school meeting for parents, then the teacher can inquire if the student is also showing behavioral problems at home or if the problems only occur in the academic context. Collecting and reviewing data before implementing specific interventions is extremely important because it prevents overreactions and personal bias of the teacher. An intervention needs to be grounded on enough evidence that there is a behavioral problem and that it is not a singularity. Then the teacher can use the records to support his intervention. Common Behaviors in Young Children Three of the most common behaviors in young children that the teacher might consider for modification or replacement include: Talking to friends or doing activities when the teacher is asking to pay attention.
CHOOSING AGE APPROPRIATE TOYS When choosing developmentally appropriate toys for children, there are many things that must be considered. Safety is the main concern and all toys should be checked to make sure they are well made. No toy should have sharp parts or pieces that could lead to splintering or pinching. They should be shatter proof and easy to clean, also if they are painted, they must be non-toxic and lead free. All caregivers and parents should remain up to date on any possible toy hazard recalls and can find this information listed on the Consumer Product Safety Commission website.
According to Korabek and Cuvo (1986), teachers tend to focus on teaching self-care, motor skills, and sometimes the reduction of self-injurious behavior as well as the academic curriculum. Teachers also must be aware of some of the medical problems that will possibly affect the children in their classroom who have spina bifida. Among these problems are lower limb paralysis and possible bowel and bladder incontinence. Self-care skills can be taught by the teacher in the classroom to help the child with spina bifida. One aspect of self-care for these children is to check their bodies for injuries such as pressure sores.
It will be assumed that you have read the text and have some introductory knowledge of the work to be covered each lesson; failure to do so may affect your progress in class. Your teacher will then teach you the concepts and show you how to do the examples in the workbook thus ensuring you have exemplars when completing additional questions from the workbook and texts. Your teacher also has all the worked answers to the additional questions in this workbook and you must check your answers when you
Staff must attend training and always follow policies and procedures to ensure good practice. We support the teacher in delivering safety education to pupils through PSHE. (Task taken from Level 2) It is important that you understand the lines of responsibility and reporting for health and safety in your setting. This includes your