Problem Prevention Plan: Six Grade Classroom Yvonne McCullum Liberty University My main goals for my six graders the first weeks of class will be to organize my classroom in a group/team setting environment. I will introduce myself and other students, review the class expectations for behavior, class procedures, syllabus, and a "get acquainted" game. Once this is done I will get to academics. I want my students to feel comfortable and love their new environment, a classroom that is fun and safe where learning can take place. My students will develop a community that respects each other in the classroom as well as out of the classroom.
M- TDA 2.6 Unit 3.3 Describe own roles and responsibilities and those of others in the team. Roles and responsibilities as a Teaching Assistant in a Primary School. *Teaching Assistant= TA *Special Educational Needs= SEN TAs have an essential role to play in the smooth and effective running of a school. They are an extra pair of eyes, ears and hands for the teacher and gives support to the structure of the school.The main responsibilities are- Working alongside with teacher to plan work and activities. Helping to organise the learning environment and supporting the introduction of new activities.
Describe own role and responsibilities and those of others in the team My role of a Teaching Assistant is extremely important in the class room. I am there to support the pupils and the teacher in charge as well as other staff working in the school. A teaching assistant is responsible for preparing the class room ready for the day ahead as well as clearing the classroom after the school day. The Teaching assistant is required to float between pupils helping them to confidently complete their work and tasks set. We are also required to sometimes work with individual groups of pupils on set tasks or individually with pupils who need one to one support.
This assessment is carried out by the reception teacher and is based on what they, and other staff caring for your child, have observed over a period of time. Another important part of the EYFS Profile is your knowledge about your child’s learning and development, so do let your child’s class teacher know about what your child does with you: such as how confident your child is in writing their name, reading and talking about a favourite book, speaking to people your child is not so familiar with or their understanding of numbers. All of the information collected is used to judge how your child is doing in the 7 areas of learning and development. Finding out at this stage how your child is doing will mean that the teacher your child has in their next school year – year 1 – will know what your child really enjoys doing and does well, as well as helping them decide if your child needs a bit of extra support, what that support should be and if they are already getting it. The school will give you a report of your child’s progress, including information from his or her EYFS
They helped one another study and made them feel comfortable. Mike Rose did a survey of these students and they said, “This room is something positive” (46). All along, the authority of safety and respect created a healthy environment that helped students feel secure and comfortable to study. Second, democratic classrooms contributed an authority of expectation and responsibility. Teachers
Unit 2 3.5 Explain when and how to refer other adults to further sources of information, advice or support. If any other adults in our school, such as parents or staff, asked me for advice or support regarding a child, my first point of contact would be our SENCO (special education needs co-ordinator) leader. At my school the SENCO leader has a lot of experience so would know exactly where to send them for the specific help they needed. She is responsible for the day to day running of the schools SEN policy. A SENCO is also the person who laisses with the parents, teachers and any other professionals involved with the child.
Coaching Report Leading Through Coaching Report-Module 8 Rhondalyn J. Cornett Grand Canyon University-TCH 518 April 25, 2012 Leading Through Coaching When examining the real-world applications of collegial and peer coaching you see educators who are beginning to take control of their growth as an educator. In the past teachers depended on their administrator to tell them what they were doing correct and what they were doing incorrect in the classroom. The administrator would come in the classroom for 30-45 minutes observations looking for strengths and weakness, and not really understanding the dynamic of the classroom. The administrator will offer recommendations for the teacher, and give them strategies they will expect to see
In high school I was in the future educators association. As well as the class that was involved in the group. We went to schools in our area and helped the teachers and helped us decide if teaching was right for us. This meant that we had to make lesson plans, keep peace and order in classroom, as assist students when help was needed. This was a very pleasant and unforgettable experience for me and my fellow classmates.
When we create an atmosphere of mutual respect, no one feels uncomfortable expressing themselves and the class is able to engage in meaningful discussions. Classroom conditions As the facilitator of the classroom, I will make every effort to ensure that the learning environment is physically and emotionally conducive to learning. My classroom will always be one where students feel comfortable and safe when answering questions and/or sharing thoughts and opinions. In an effort to promote learning and encourage students to feel as if the classroom is theirs, the following will be done to maintain a positive classroom environment: * Clutter free and organized classroom * Instruction will be differentiated to ensure learning by all can occur * Offer interesting classroom activities when there is downtime * Keep school and classroom policies along with student expectations
We do not call this behavior challenging because it summons you to a duel or battle but because it is threatening, provocative, and stimulating, all at the same time. Another website was csefel.vanderbuilt.edu/documents/reading_cues.org, and it was just more less the understanding of why challenging behaviors happens with young children. And the last website that I went to was csefel.vanderbilt.edu/resources/family.htm. This website was more for the families to read and get more of a understand and it gave some resources. If I was to have a challenging child in my class then I would was to involve the parents or caregivers and let them be on the same page as I am.