It is important to be knowledgeable of the school curriculum and age related expectations of pupils. Different pupils have different needs; supported students may have specific learning needs (ALN Register) and some may be capable of exceeding expectations of age and curriculum. K4. It is important to know clearly what the teachers aims and objectives and where they fit in the shceme of work. Regular discussions with the class teacher regarding the scheme of work and knowing how they want you to support the class.
We use a quickscan, and VAK test which helps to determine the learner style, (Visual, Auditory and Kinaesthetic). From the results we can evaluate the correct level and course for the learner to be on and also if additional support is needed throughout the course. Support must be in place before during and after initial assessment. For me I have a LSA in the workshop with me to assist with the learners who may require it. Within the teaching role of my subject it is important I provide a safe learning environment for all students, ensuring that they all engage and participate actively in practical and theory lessons alike.
Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle. Identifying needs When planning sessions for learners it is vital that we consider each individual learners needs and the needs of the organisation. As Petty states ‘ each learner is unique and has individual needs. If the needs of our learners are discovered and met, the chances of success are greatly increased.’ (Petty 2004: 496) In addition to this it is vital that teachers know the relevant member of staff to refer students to, and what policies and procedures the organisation has in place. This will aid the teacher in acquiring the right support for learners within their education.
Within each of these processes a teacher has roles, responsibilities and boundaries. Identifying Needs “Each learner is unique and has individual needs. If the needs of our learners are discovered and met, the chances of success are greatly increased.” (Petty G 2004:496) Student’s need’s can be general requirements such as good heating lighting etc. When there is a new group of learners it is the teacher’s role/responsibility to identify the needs of each individual learner. This can be achieved through college enrolment forms, one to one interviews.
For example I find it essential to discuss the day’s lesson plan and targets with my class teacher. This gives me clear guidance and an objective when working with pupils, of what support I need to give in order to achieve the day’s targets. In the school environment, I am aware that I am acting as a role model to the children. How I communicate with colleagues, parents and pupils will reflect on how children will then communicate. It is important to adapt the way I communicate, because different audiences require different communication styles so that I can be understood easily.
This understanding should be used to connect the hypothesis and theory with my own practice as a teaching assistant within the school. Furthermore, children’s behaviour, development and current skills should be observed to identify and assess their progression in order to plan tasks that are suitable towards individual needs. Question 2: Make a list of how to perform pupil observations When making
CHRIS PTLLS ROLES, RESPONSIBILITIES AND RELATIONSHIPS IN LIFE LONG LEARNING Roles, responsibilities, relationships and boundaries are evolving qualities within the teacher which are assessed and reflected upon using the teaching/training cycle; a cycle of assessment of needs, planning, facilitating, assessing and evaluating. The starting point for the teacher is to identify the needs of the student, an initial assessment together with previous education records will identify the student’s level of knowledge, and it will also give an accurate representation of the level of support they may need, highlighting any medical needs such as hearing or sight impairment. Identify strengths and weaknesses and find any transferrable skills the students may have. Teachers must facilitate opportunities for the students to learn, by planning lessons, having adequate materials and knowledge of the subject matter, delivering lessons which not only meet the needs of the students but also the requirements of the course. Keeping up to date in your chosen field, attending regular training, maintain continuous professional development and continuing high standards of work and conduct thus complying with legislation and organisational codes of practice.
* Identify the requirements of the assessment strategy of the qualification to ensure the learner can meet the specification. B - Formative assessment in tracking learner progress Formative assessment is the assessment that takes place during a course or programme of study, as an integral part of learning process, and such it is down to the teacher or trainer to design and implement it. It refers to frequent, interactive assessment of student progress and understanding to identify learning needs and adjust teaching appropriately. By using formative assessment approaches and techniques you are better prepared to meet the diverse students’ needs – through differentiation and adaptation of teaching to raise levels of student achievement and to achieve a greater equity of
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. By informing the teacher it enables them with their assessments of the children and to inform their future planning. Question 2: Describe your role in delivering learning activities. As a Teaching Assistant your role in delivering learning activities involves you assisting the teacher in setting up the classroom to meet the individual learning needs of each child in the class. To ensure that you provide
These strategies include, communicating with parents, arranging of the classroom environment, building positive relationship with students and implementing rules and routines. In order to prevent challenging behaviors, an educator must document and observe children’s behavior. Educators should communicate rules, consequences and incentives to the parents. Sending home notes, making phone calls, preparing articles in the newsletter could be some of the ways educator can communicate a child’s behavior to the parents. Regular feedback regarding a child’s behavior is also important to keep the parents aware.