At the start of each day the teacher provides me with a sheet of what the learning objectives are and what groups we are all to work with a what times for the full school day. From this both the children and myself are clear about what we are learning. 1.2. Summarise the difference between formative and summative assessment. A formativie assessment is a variety of informal and formal assessments measures that are used by teachers during the learning process in order to adapt teaching and learning activities to improve a child’s attainment in school, it is designed to give pupils feedback in order to improve in their learning and help a pupil understand what is expected of them in relation to their educational success and give ideas as to how to develop their work.
The CLT teacher spends less time on the structures of the language and more time encouraging the children to use the language. This gives children the opportunity to say what they want to say, and the teacher does not always have control over their language. Fluency plays a big role in CLT. It is the teacher's responsibility to organize the classroom as a setting for communication and communicative activities. CLT teachers provide motivating communication activities such as games and puzzles, and ask students to complete the activity working in pairs or groups.
* Preparing the classroom each morning * Tidying up and putting resources away at the end of each day * Planning, delivering and evaluating teaching and learning activities * Motivating and encouraging the children * Ensuring children have access to and are able to use materials needed to complete tasks, confidently and competently * Helping pupils who need extra support to complete tasks, individually and in groups * Support literacy and numeracy activities in the classroom * Observing pupil performance, making and reporting observations to the teacher * Supervising art and craft activities and displaying work * Looking after children who are upset or have had accidents, logging in accident book and relaying to parents * Playing educational games with children and encouraging younger children to learn through play * Setting up information and communication technology (ICT) resources and supporting teaching and learning through the use of ICT * Reading to children and telling them stories * Working with children in the early stages of learning English * Translating and interpreting for the class teacher when dealing with Urdu & Punjabi speaking
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.
support teaching and learning Unit 312 Support numeracy development Outcome 1: Understand current national and organisational frameworks for mathematics 1.1: Explain the aims and importance of learning provision for numeracy development The aims and importance of learning provision for numeracy development is to ensure that all pupils understand that maths is an important part of everyday life, and will continue to be used throughout their life. Maths is taught to children in many different ways, sometimes there can be too much emphasis on the recording of ‘sums’, if this is introduced to children too early it can slow down the pupil’s progress in thinking mathematically. Maths is now taught very differently to when I was in school, because there is more emphasis now in how you arrive at the answer and finding different methods of arriving at the correct answer particularly in the early primary phase. Showing the children different methods of arriving at the answer improves their investigation skills. The mathematics curriculum is intended to give the children a better understanding of numeracy.
However, worded problems are considered a source of much frustration for students, often resulting in their lack of understanding of how words and numbers relate to each other (Lee). Problem solving for young students, teachers should consider two purposes for embedding problem solving into mathematics lessons: (1) problem solving affords children opportunities to make sense of the mathematic concepts they are learning by using their own strategies as they decide how to proceed. (2) Problem solving can be solved in many ways and encourage students to think beyond applying their basic skills. This kind of teaching encourages a problem- solving disposition that will serve children well past the primary grades. Problem solving should be an integral part of a young child’s school experience.
Class teachers may be expected to accept responsibility for an area of the curriculum as part of their normal professional duties. Classroom teachers Plan, prepare and deliver lessons to meet the needs of all pupils, setting and marking work and recording pupil development as necessary. Includes advanced skills teachers and supply teachers. Often work in partnership with teaching assistants. Learning support staff Learning support staff work with teachers in the classroom, helping pupils progress with their learning.
The childs initial induction to the Montessori classroom involves working with the practical life material, this develops order within the child which leads to concentration and the child will have this ability then for the rest of their lives. Once a child can complete a cycle of activity, has concentration and has show good hand eye co-ordination he is ready to be introduced to the sensorial and then to the mathematic materials. “The child uses the material, he becomes so attentive... he does not notice what is going on about him... this amplifies that phenomenon of concentration... which is connected with a child’s inner development” (Montessori, Reprint 2004, 98) The “world of numbers” will not be unfamiliar to the young child although his first introduction to this concept will occur in his own home environment. He will be familiar with the use of numbers and counting from his development is his own home environment eg: “one more bite and your are finished”, “lets count the steps to get upstairs”. When the child enters the Montessori classroom he will acquire preparation for order, concentration and self discipline through working with the practical life material.
The preschool teacher has a number of general responsibilities in their daily teaching job. They must provide a wonderful learning environment for the children, teach them how to interact with others and help them with their daily needs. The preschool teacher will instruct them in basic educational programs, teach them to be creative and provide them with a safe and caring environment to learn and grow. A preschool teacher has a wide array of specific duties which they must complete on a daily basis. With regard to educational aspects, the preschool teacher must prepare daily lesson plans to help the children start learning basic education to get them ready for primary school.
The ability to learn quickly and to recall information accurately are necessary skills to develop as people change jobs throughout their lives. Learning math improves those skills. I use math problems in a classroom setting to determine how well developed those skills are and to give students opportunities to practice them. We learn how and where to apply certain math formulas, and test on the material to determine if the students have learned and whether they can now recall it accurately. It is a very efficient way for me, the instructor, to determine if the student needs some help.