I believe that the above policies and procedures have a positive effect on pupil and teacher morale, they help raise the standards of achievement in the school, are vital in the personal and social development of all pupils. It helps pupil’s develop self-discipline and understand what is expected of them. The policies also show that we try to provide an environment where everyone feels happy, safe and secure and which allows children to become positive, responsible and increasingly independent members of the school
1.2 Explain the principles of relationship building with children, young people and adults Being a teaching assistant involves working closely with individuals and groups of children, my relationship with children must be professional. When working with groups of children I need to give individual attention to each child to ensure that all children feel welcome and valued within the school. This includes encouraging pupils to answer questions, ask questions, make suggestions and contribute ideas as appropriate to their ages, needs and abilities. Teaching assistants need to help children and young people understand the value and importance of positive relationships. We should encourage children when working in pairs, groups and as a class to listen to one another and acknowledge ideas.
Establishing good ground rules at the start of the lessons are an important part of the teacher’s role to ensure everyone has clear expectations within the classroom environment, this helps to ensure appropriate behaviour and respect for others within the class. The teacher should be ready to teach, be on time and available to greet learners on arrival to their lesson. Recording attendance at all teaching sessions is the responsibility of the teacher. It is important to be approachable with an open, friendly attitude whilst always working within professional boundaries and always respecting confidentiality. The teacher should have the ability to check learners understanding during lessons.
Deciding how the school can encourage pupils’ spiritual, moral and cultural development | Senior management team | Work with the Headmaster which shares the responsibilities for all aspects of school leadership and management. | Planning and directing the work of groups of individuals, monitoring their work and taking corrective action when necessary. | Teachers | Plan, prepare and deliver lessons to meet the needs of all pupils by setting and marking work and recording pupil development as necessary. | Help pupils improve education for their future, identify emotional, intellectual and physical issues which may hinder or reflect on pupils learning to their full potential. Present a caring but professional approach and to show respect to pupils and teach them to respect others.
A support group is vital for this method. Cooperative learning is the best technique for increasing anti-bias awareness and understanding. Everyone needs the diverse viewpoints and honest feedback of colleagues to develop new awareness and teaching practices. Support group members may be other staff, parents, or early childhood teachers who
The teacher should develop a relationship with the student that is respectful and authoritative. The teacher must also be knowledgeable of the material he is presenting to the students.
Establish good relationships with children, acting as good role and being aware of and responding appropriately to individual needs. Encourage and promote self-esteem and independence. Provide feedback to children in relation to progress and achievement. SUPPORT FOR THE TEACHER Assist with the planning of learning activities under the direction and guidance of the class teacher. Establish constructive relationships with parents/carers.
Strategies to implement social emotional climate in the Classroom Developing students’ social and emotional competencies helps schools create safe learning environments that contribute to academic achievement for all. The information provided relates to leadership, professional development, resource coordination, instructional approaches, policies and protocols, and collaboration with families. Social and emotional learning means the processes by which children acquire the knowledge, attitudes and skills necessary to: • recognize and manage their emotions, • demonstrate caring and concern for others, • establish positive relationships, • make responsible decisions, and • constructively handle challenging social situations The goals of socila emotional curricula include teaching the following basic skills: Self-Awareness focuses on identifying and recognizing emotions; accurate self-perception; strengths, needs, and values; and self-efficacy. Self-Management includes impulse control and stress management; self-motivation and discipline; goal setting; and organizational skills. Social Awareness addresses perspective taking; empathy; difference recognition; and respect for others.
* They should have a good attitude about what they are learning and strive for a full understanding. * They should be respectful of fellow students, teachers, administrators, and respectful of themselves. * They should respect the classroom rules and procedures. * They should display good study habits, proper collaborative efforts, and follow all the directions given to them by the teacher. 3.
Being able to work together as a group is very important, illustrating to pupils that team is essential for a society to work in harmony. This would entail that each member of the team to take on a specific role, sharing ideas and achievements. A team leader, would lead the group with the main goal of achieving a smooth running of tasks, the team leader of a school is the head teacher. Effective teamwork among the school staff is very important as it ensures the smooth running of school. It shows that the school staff has a common purpose, targets and greater support would be achieved, an environment that would encourage greater and more effective learning would result in the pupils knowledge being more diversified.