You really cannot imagine children who range the age of seven thru eight to grasp the information as teenagers can do. Another example could be to use your inside voice or may be quiet time when a teacher is doing a tutorial is being explained. The student must value other people who are trying to listen or even learn the materials that are being taught in the classroom. All age groups should learn to value others and the importance of being sociable. The vital abilities that each child must pick up are to understand necessary instructions.
In addition, students learn to work safely in group and individual movement settings. A major objective is to present activities that complement their natural inclination to view physical activity as challenging and enjoyable. (3) The focus for kindergarten students is on learning basic body control while moving in a variety of settings. Students become aware of strength, endurance and flexibility in different parts of their bodies and begin to learn ways to increase health-related fitness. (b) Knowledge and skills.
Making all children feel a valid member of the school community is something all adults will do daily. 1.2 Describe with examples how to behave appropriately for a child or young person’s stage of development When working with children and young people it is important to understand that there will be a varying level of attention and support required depending on their age and different needs. A main factor to consider is their stage a development, as a child’s concentration span will vary depending on this. As
It is important that children are made aware of what is expected of them within school with regards to their behaviour and interacting with others. Adults must also be conscious of their reactions to certain situations in front of children as they are seen as role models, for example using bad language or aggressive behaviour will stick in a child’s mind and they may replicate the behaviour. As a Teaching Assistant, having a close relationship with any pupil in my setting means I can learn to recognise their needs. I work in the nursery every morning and a lot of the children are only 2
E7- Collate evidence which describes the role of the practitioner in meeting children’s learning needs. A1- Include a reflective account of the role of the practitioner in supporting the learning needs of children. The role of the practitioner is a variety of things that include being key worker this means that practitioners have a small group of children each that are there key children. it is then their job to observe and assess them and keep them on track with their development looking for any extra support that they need and if so then they need to put practice in place to help the children achieve the development milestones. Practitioners need to praise children and encourage them to succeed in their learning and give them the support they need.
Unit 307 support Assessment for learning 1.1 Compare and contrast the roles of the teacher and the learning support practitioner and assessment of learners, achievements Effective assessment plays a vital role in demonstrating how a teacher teaches and how pupils learn; it also allows a teacher to meet with other teachers to share examples of pupil’s progress and discuss why they think that child is working at that particular level. One of the main responsibilities of the class teacher is to monitor and assess pupil achievement in order to observe how all children in the class are progressing, assessing a pupil will also enable a child to recognise their own achievements in order to make progress in their own learning and allow teachers to adapt their teaching to a child’s individual needs. The teacher is responsible for following the curriculum, planning lessons and providing the necessary resources for the children, she will also develop and adapt learning activities to suit the requirements of individual groups of children who will need them that sets out a clear learning objective so that learner progress can be measured and to make the children aware of their learning intentions, this will decide whether that particular child requires more or less in their learning and targets will then be set for the child, if pupils have not made any advancement towards their learning objective, either the learning objective needs to be modified or adapted or the teaching tactics improved. A teacher’s responsibilities towards the children in their care also involve; • Deliver an on going record of each child’s progress in class. • Inform children about their individual performances and achievement’s.
I would watch for any pupils that may be having problems in achieving the lesson goals set by the teacher and report them as soon as possible, and then assist those pupils by giving further support. Also by supervising the class to try and minimize any disruptive behaviour, which will help keep the children’s interest in the lesson. Another way I could contribute to the lesson would be to work with a small group of pupils using the equipment, by working in a smaller group I would be able to encourage any shy pupils to get involved, especially in the group activities and discussions. At the end of the lesson I would help clear away all resources, materials and equipment ensuring that everything was still in good order, and to offer feedback to either the children or the
This target will help the child to progress to the next level within their work. The reasons why practitioners need to have effective planning are because it allows them to plan for each child’s individual needs. We plan according to the age and stage of the children, this is because each child works at different levels and rates, this way if the work is too hard for the child and they can’t do it then this can lower their self-esteem and self confidence, the work being too hard they may just give
Monitor every time the child would do this. * Participant – This would mean to monitor a child when they are within a group. * Non Participant – this would mean to monitor the child when they are working on their own with another member of staff. * Trail or Movement – This would be observing a child’s behaviour in the classroom * Target Child – Observing one child In my SEN PMLD class we also use other methods of keeping these accurate within the team we use checklists on the wall, (obviously confidential) for instance we all know that Joe Bloggs bites, so we have his name on a check list that has a tally chart next to his name, the team are aware what this means but if a parent or other person came in the would just see; Week Commencing 25/08/14 Name | Mon | Tue | Wed | Thur | Fri | Total | Joe Bloggs | // | // | //// | | / | 9 | Mary Smith | /// | / | | //// | ////// | 14 | Bob Frances | // | | / | | /// | 6
Unit 7 – Redo D1 Children learn by doing things physically. They need to move and touch things to develop an understanding. Watching children and listening to the conversations that they have will help the practitioner understand them and develop a curriculum and activities that will gain their interest and make them want to listen. By watching the children there becomes a teachable moment, this is where a unplanned moment that the practitioners can use for the children as a learning opportunity. “A teachable moment is an unplanned event during the day that adults can use as a learning opportunity for kids.” (Place of our own ) Events could be a child’s first visit to the dentist or an arrival of a new baby, these events can become a theme