Danielle Gallagher Unit 303 Support learning activities Outcome 1 Contribute to planning learning activities 1.1 Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities Although the class teacher is primarily responsible to plan, deliver and review all learning activities for the class, a teaching assistant can work alongside the teacher and make contributions that can improve the teachers plan, alter the delivery to make it more effective for pupil attainment and extend the teachers initial review. “Planning, teaching and evaluation follow a cycle which gives structure to the learning process” and is vital in my role as a teaching assistant. I aim to describe how I aide the teacher to plan and deliver lessons and how I give feedback to the teacher about individual pupils, in order for the teacher make improvements in her planning and to be able to target individual children that are struggling. I will also give an example at the end to show how I effectively assisted in planning, delivery and the review of a lesson. Planning - the teacher will ask her staff to look over her planning and to give an opinion on it, if the staff feel there could be any improvements then they will tell the teacher.
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.
Teachers are coming out of their classrooms and meeting with other teachers and sharing strategies, and asking questions that have other teachers thinking about how to have more successful classroom experiences. The final implication I think that it is having globally is that through coaching we will have retention of quality teachers. Through collegial and peer coaching teachers will find their voice in the classroom, understand what they what to accomplish and through self-reflection with a coach, teachers will begin to have an impact on their students in their
Quite often a TA is responsible for supervising the pupils at playtimes, on school outings, or just generally in the classroom and also offering additional support to the teaching staff in all areas. A TAs list of duties can be quite varied depending on the school, staff and what is expected. The Teacher The teacher’s role is to be in complete control of their class, preparing lessons, and supervising the staff/visitors in the classroom. A teacher will prepare individual pupil targets and give direction to other staff in the class room. When disciplinary action needs to be taken normally the teacher in charge
Running head: MY PERSONAL CLASSROOM MANAGEMENT My Personal Classroom Management Grand Canyon University EDU430N: Classroom Management Professor Allison Atkins June 20, 2010 My Personal Classroom Management Plan In order to establish an optimal system of discipline, teachers need an encompassing viewpoint that includes the purpose of discipline as well as the elements that comprise discipline and how those elements work to improve behavior while still maintaining motivation and dignity (Charles, 2008). There are various approaches to discipline that are effective in the classroom. Almost any disciplinary approach can be organized to focus on helpfulness and positive relations with students (Charles, 2008). Therefore, when teachers
Clinical Interview Self I. Introduction Teachers are consequential to the students’ future as they help educate children on important topics and skills necessary for their following academic years being the basis for the students’ knowledge and success. What students are taught in school by their teachers will eventually guide them in their future endeavors. A teacher’s main goal is for the students to succeed and master the course material. If a student can successfully complete the necessary assessment with a ‘good’ grade, the teacher assumes it portrays a student’s mastery over a topic.
If you are not part of the planning you can still speak to the teacher about what will be happening and offer ideas and suggestions of your own. 1.1 continued Role of teacher Role of teaching assistant • To be responsible for planning and preparing to the National or Early Years Curriculum • To plan and prepare work alongside the teacher • To teach pupils according to their educational needs • To support learning activities • To access, record and report on the development, progress and attainment of pupils • To assess/evaluate children’s work as directed by the teacher • To take responsibility for all other adults within
Final Examination Q1: In your own words summarise the major learning points from the whole of the study programme with particular reference. Supporting the teacher When working in a classroom I should communicate with the teacher before school to make sure I have all resources and equipment are available, usable and ready for the lesson as this give the teacher more valuable teaching time. My major learning points for supporting the teacher are: *Communicating with the teacher *Make sure all resources and equipment are available, useable and ready for the lesson *Understand my role and what my responsibilities involve *Know what is expected of me *Have a good relationship with the teacher *Have good communication skills *Have good listening skills *Have good organisation skills *Be open to new ideas *I should help the teacher implement lesson plans, set achievable targets, set learning objectives and outcomes *Use learning strategies *Evaluate learning activities *Carry out risk assessments *Follow the curriculum *Carry out observations *Follow class room rules *Support children that need extra help *Know all the schools policies and procedures *Keep confidentiality *Use discipline in correct way, in line with the schools polices Supporting the pupil My main learning outcomes for supporting pupils are: *Know the children I work with *Remove barriers that affect their learning *Know the children’s development stages *Be encouraging and use praise *Set realistic and achievable goals *Have the classroom ready to start the lesson *Promote independent learning *Understand children’s social, physical, emotional and educational development *Encourage acceptance of all children *I should know and understand how I can help with: -Signs and symptoms of common childhood illnesses -Emotional distress
The key strategic purpose of the teachers is to prepare lessons to impart information and make them as interesting as possible to keep children engaged and to promote learning by leading discussion and encourage participation. They must ensure the classroom environment is supportive for all learners. Teachers should prepare homework and assignments to assess learner’s progress and feed that back to both students and families. Support staff roles refers to any school employee allocated to assist administrators, teachers etc. to address special needs within the school.
Preventing Teacher Burnout Preposition 3 of the National Board of Professional Teacher Standards (NBPTS) states that teachers are responsible for managing and monitoring student learning (Walden, 2008). This means that high performing teachers are expected to deliver effective instruction; engage students to ensure a disciplined learning environment; know how to assess the performance of individual students as well as the class as a whole; use multiple methods of measuring student growth and understanding and be able to clearly explain student performance to parents (Walden, 2008). Teachers, regardless of their level of commitment or dedication, face challenges at some point in their career that affect their ability to manage and monitor student learning (Kottler, 2005). Some to these challenges include constant bureaucratic restructuring; the nature of the system; feeling of indignity due to the lack of respect from parents, students, and the public (Nieto, 2003); backbiting and lack of support from colleagues; unsupportive friends or family; lack of adequate time and space to effectively perform duties; as well as personal emotional and insecurity issues (Kottler, 2005). When teachers find it difficult to deal with the demands of being a professional educator, burnout or rustout may result (Kottler, 2005).