Teaching Assistant level 3 Assignment 1 1: Give examples of how you would plan activities. 2: Describe your role in delivering learning activities. 3: Make a list of the things expected from you as part of you role in supporting an individual pupil or group of group of pupils. 4: Think about your role and responsibilities as a teaching assistant. List examples of your own general and specific tasks.
Within my role as a Teaching Assistant in the classroom, I support the class teacher by working with the pupils on a 1:1 basis and sometimes within a small group following the school based curriculum, pupil’s targets and Individual Education Plans. As leading TA within the class I provide support by leading the pupils and staff throughout the planned lesson when the class teacher needs to be freed up for meetings, reviews or any other matters that occur. I help with the setting up/tidying up for lessons e.g. art materials, books/pens/glue/paper, P.E equipment etc. putting up displays using pupil’s work, laminating, photocopying and making resources to suit pupil’s individual needs.
STL 18 – SUPPORT PUPILS LEARNING ACTIVITES K1. The role of a Learning Support Assistant is to support pupils with their learning development in line with the schools aims and policies. Working in the classroom a LSA works under the direction of the class teacher providing support to specific pupils on the ALN register and to assist the teacher in the management of the pupils. Learning Support Assistants are part of the SEN Department and work under the LSA Leader and the SENCO. K2.
Assignment 1 Task 1 Matthew Way Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle. The Teaching cycle “Teaching and learning should be a structured process. Teaching and learning will follow a cycle and the teacher makes use of this to ensure achievement.” (Wilson L 2008:15) The teacher/training cycle is a continuous cycle ever adapting to teacher/learner needs. The cycle comprises of five processes Identifying needs, planning and design, delivery/facilitate, assess and evaluate. Within each of these processes a teacher has roles, responsibilities and boundaries.
The mentoring teacher searched for successful practices which could be developed in the new teacher’s teaching style such as tone, eye contact, body language or even learning activities which could create success in class. The study was similar to the student teacher/veteran teacher relationship. The data collected consisted of individual participant interviews, artifacts such as observing teacher’s guides, researchers’ field notes and observing teachers’ goal-setting documentation.
Individual Education Plans (IEP) has an educational purpose; it provides evidence of the agreed special educational interventions and other supports to be provided for the pupil together with recording parent, pupil and teachers’ professional views. An IEP also records the strategies that need to be used to enable a pupil to progress in the education system. An IEP is a written document prepared for a named pupil, specify the learning goals that are to be achieved by the pupil over a set period of time and the teaching strategies, resources and supports necessary to achieve those goals. The Individual Education Plan is developed through a collaborative process involving the school, parents, the pupil and other relevant personnel or agencies. It refers to the adapted or modified aspects of the educational programme and focuses on priority learning needs, although the pupil may also have other learning needs that will not require the same intensive degree of planning and monitoring.
In my job role, I work closely with the class teacher and full time teaching assistant. Each member of the team know and understand their own role in school, they should also know and understand the roles of others in their team and how they fit together to support the pupils. Good communication skills amongst one another are essential to enable us to provide the highest quality of learning and support to the pupils in the classes where I volunteer. In our team, we offer support to one another and discuss the developments and achievements of the individual pupils. We share information and contribute ideas for future
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.
The Role, Responsibilities and Boundaries of a Teacher in the Lifelong Learning Sector Introduction Traditionally the role of the teacher has been as a source of information and trusted to be the font of all knowledge. This suggests that the teacher is the one in control of imparting knowledge to students. This ‘chalk and talk’ approach has now altered dramatically from the ‘traditional’ model. It is believed that, “ the modern teacher is a facilitator: a person who assists students to learn for themselves” (Reece & Walker 2002) Role, responsibilities and boundaries are key parts of a teacher’s job as an educator. These are used within the assessment framework of a teacher/training cycle.
Deputy Head: Deputy Head work close to the head teacher; he/she will support the head in running the school. He is responsible for the leadership of the curriculum and the pupil’s learning. In some small school, deputy head can be the child protection officer as well and sometimes take some other responsibilities. Deputy Head will be on charge of school in the absence of the Head teacher. 3.