Teaching Assistant level 3Assignment 3 Student Name: Shazna Begum Student Number: SHA851BE Tutor: Mr Ken Smith Question 1: Why is it important to observe and assess pupils development? Precise observations and assessments are vital to efficient educational training. Cautious analysis enables both the teacher and teaching assistant to make assessments linking to each individual’s behaviour, learning techniques, stages of development and maturation, curriculum advantages and disadvantages, contemporary learning needs and attainments. These observations and assessments can help underline and commemorate individuals advantages and also discover any disadvantages in their learning. It can outline the basis for the partial development of the right learning needs and abilities and may also be constructive preliminary stage for future learning prospects There are many rationales why it’s significant to observe and assess pupils’ development.
Encourage pupils to interact with others and engage in activities led by the teacher. Set challenging and demanding expectations and promote self-esteem and independence. Provide feedback to pupils in relation to progress and achievement under guidance of the teacher Support for the teachers: Create and maintain a purposeful, orderly and supportive environment, in accordance with lesson plans and assist with the display of pupils’ work. Use strategies, in liaison with the teacher, to support pupils to achieve learning goals. Assist with the planning of learning activities.
Teaching Assistant Level 3 – Assignment 3 Question 1: Why is it important to observe and assess pupils’ development? It is essential to observe pupil’s as it enables the teaching assistants and the teacher to make an objective assessment on individual pupils. They are able to establish the pupils: behaviour patterns; their individual learning styles; the level of development; their existing skills; curriculum strengths and weaknesses; their current learning needs and learning achievements. In addition by observing the pupils the teaching assistant and the teacher are able to identify what the children learning needs are which will allow them to plan activities which would appropriate for the individual pupils learning needs, in order to help the pupils achieve their full potential. Furthermore if they notice that the pupils may have a learning difficulties, they are then able to ensure that the pupils is assessed by the Special Education Needs Co-ordinator (SENCO) or external assessors if necessary in order to establish if they do have a learning difficulty and would then work with the class teacher and teaching assistant to ensure that they are able to support the needs of the pupil as appropriate and make suitable arrangements.
It is also inportant that a Teaching Asistant checks what he/ she is saying in the moment of stress and excitement as the pupils are in our presence and will here. we need model effective communiation skills to show pupils how to communicate, this also helps with expectations in school. We have to remember to behave in a particular way when communication as this helps pupils understand
Having effective communication is quite possibly the most important way to develop a positive relationship with a child, young person or adult. The pace at which pupils learns will vary and so some may struggle and have confidence based issues in the classroom. This can cause a breakdown in communication with a teacher or teaching assistant and have a detrimental effect on school work. In order to prevent such a breakdown it is important to develop a relationship with a pupil by being calm, positive and have a gentle manner. This way it is possible to gain trust and respect, and therefore be able to help them in their school life.
Unit 1 Communication and professional relationships with Children, Young People and Adults. LEARNING OUTCOME 1 1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults. Effective communication is important not only to pupils, but parent/carers and other adults we may have to deal with. Effective communication can only lead to beneficial support from parent/carers, therefore making communication between each other strong and effective. It is important for pupils that we model effective communication skills, checking and being clear on what we may say and how it may be interpreted, in order for pupils to understand school expectations.
Effective communication is important in developing positive relationships with children, young people and adults as you need to communicate in a manner that is clear and accurate. When communicating with children and young people you need to communicate so it is appropriate to their ages, needs and abilities. This involves using words and phrases that children and young people will understand, you need to be actively listening, reespond positively to children's views and feelings, and clarifying and confirming points to reinforce children's and young people's knowledge and understanding. Effective communication with children and young people requires good inter-personal skills such as: make time to listen to pupils, concentrate on what pupils are saying, Facing the pupil, leaning slightly towards them, smiling, nodding, open - handed gestures not clenched fists, Every person needs to have their say while others listen, Don't shout, talking over pther people. Respond positively to what is said.
The steps for effectively planning learning activities is based on the 'pupils individual needs, abilities and interests'. Information gathered from one to ones, observation reports and assessments of the student will inform the learning materials used as well as the curriculum requirements outlined by the education standards organisation. The use of a continuous planning cycle will ensure that the pupils needs and the requirements of the school are met. I would use the following processes to plan learning activities. This includes; * Identifying individual learning needs via one to ones or through observations.
TDA 2.9 1.1 Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. Behaviour In my setting it is there priority to build the self esteem and confidence of all the children which is the aim of this policy. Teach the children to accept responsibility for their actions, consequences and its effects of their behaviour on others To encourage the children, to make good responsible choices, respect themselves, others, the environment of the school and the wider community. To understand what is appropriate and inappropriate behaviour and what to do if there is an issue. The school staff, volunteer, and pupils adhere to school policy, for the safeguarding of children and the benefit of the school to ensure a calm, purposeful happy environment for all which are: Children to follow the simple behaviour plan, (Be respectful to each other and the environment around me, be nice and treat each other fairly, Work hard and achieve to the best of their ability) Children and teachers Set agreed ground rules for each class with incentives and sanctions which can be clearly understood by all.
Teaching Assistant Level 3 – Assignment 1 Question 1: Give examples of how you would plan activities. Planning activities is based on pupil’s individual’s interests, needs and abilities, and emphasises the importance of observations and assessments of pupils, although the process for planning is continuous it still consists of these fundamentals: identifying future learning needs, preparing specification of intended learning outcomes for the pupils, observing and recording of the pupils responses including their achievements/ difficulties, identifying each children individual learning needs, preparing for the learning activities, selecting appropriate resources for the learning activities, organizing the learning activities, identifying staff roles, implementing the learning activities, and evaluating how the learning activity went. Therefore as a teaching assistant my role in planning activities would be to attend regular meetings either; once a term, every half term or weekly. Furthermore each day discuss with the teacher about; the lesson plans, objectives of the learning activities, what my contribution to learning activities, how much support and the type of support in which I’m going to offer the pupils, as well as the specific strategies for supporting learning activities. Subsequently I should provide feedback to the teacher after the activity or lesson and inform the teacher on the children or child achievements and difficulties in the activity.