There are many different ways in which pupil learning may be affected, for example, being distracted too easily, easily influenced by others, concerned about what peers think, misbehaving to gain attention and arguing or fighting during break times. Explain the sorts of problems that might occur when supporting learning activities and how to deal with these. 5 3.6 There are numerous different reasons why support staff could have difficulties when supporting learners. They may be: The learning activity | Sometimes it may be a case of changing or adapting different strategies for pupils to work with so that they understand what they are doing, this may be if the teacher has set work that the student you are supporting isn’t capable or finds it more difficult to understand, you need adapt or deliver the activity in a way to help the child to understand. | Learning resources | When there is a lesson that requires different equipment to be used, make sure you know it is in working order, check you know how to use it, that it is functioning and that pupils will be able to use it.
Notes:Click here to enter text. | The Task a For the school that you are working in/have appropriate access to: * draw a diagram to illustrate their hierarchical staffing structure, which includes school governors, senior management team, teachers, support staff roles and other statutory roles such as the SENCO * explain the strategic purpose of each of the roles identified above. b When supporting the delivery of physical education and school sport programmes you may be required to work with external education professionals. Talk to your class teacher, or other
Unit one in this class first involved the class picking values we thought were important to make a caring learning environment. As we shared our reasons for picking the values on a discussion board, the class was involved in cooperative learning. In other words, we helped others evaluate their own values by providing input and suggestions. In this way, I believe this section in particular of Unit one and the discussion boards in general addressed our continuing professional development: TPE 13. Another aspect of Unit one was identifying and categorizing our intelligences.
This would affect a child’s social and communication development as he/she would find it difficult to listen and speak to peers staff and carers this could also affect their behaviour possibly becoming frustrated and quite angry Whatever concern you have about a Childs development in any area, you should always share it with others. In primary school pupils, refer to the class teacher in the first instance, followed by the SENCO (Special Educational Needs Coordinator). In secondary schools you may wish to go straight to the
In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.
Most students try to avoid being lectured or get in trouble for something they can avoid. This is definitely extrinsic motivation that in turn create intrinsic motivation. Also, being able to see others students succeed around them can also motivate. If I don't care about my homework but I see that my friends do, I might be more likely to start caring about it
Making it on your own At times people tend to work well while they are under pressure. To others they simply must be under pressure to get work done and give their full effort. In her article In Praise of the F Word, Mary Sherry argues “Flunking as a regular policy has just as much merit today as it did two generations ago. We must review the threat of flunking and see it as it really is- a positive teaching too.” By making it clear to students that flunking can definitely be a result of them not putting in the time and effort in assuring they pass their class will make them more determined to learn and earn their good grades, it will also help stop those students who choose not to even try in their classes. Also by making students fear failure it will not only motivate them
In my theory, an effective teacher must also be willing to change and adapt lesson plans based on the needs of the students. This requires good decision-making skills so that a teacher can chose what is best for the student and that will reap the most rewards. Test-taking is also important to this theory because tests must be appropriate for all learners. If we want students to pass, we must create test that are fair to each student and allows for strengths to be shown on the
However, a simple checklist for use of languages by students may have been more conducive to help aid in explaining students’ loss and/or gain of knowledge. There would be a need for many categories and uses, obviously, the only two languages used would be English and Spanish, but in my classroom now it would require at least four or more languages on a checklist. The other aspect would be for what purpose the language was used for and when it was used. This demonstrates the usefulness of this system by possibly showing explanations for how students approach novel ideas and problems in classes, but it would be extremely difficult for the teacher as an observer to record every single instance of language use. Perhaps, English use could be taken off the checklist for simplicity’s sake and a video camera may be more effective at helping a teacher in finding other language use.
Again, this is all base on the ability of the instructor. If the instructor is willing to understand and give their ability to help students improve their lack of capability. With this being said students can lose the focus on learning. This comes with the resistance to learn. With showing the student the data, some students may feel that they are lacking the confidence level or the digital literacy skill that they may feel out of place.