Establish good relationships with children, acting as good role and being aware of and responding appropriately to individual needs. Encourage and promote self-esteem and independence. Provide feedback to children in relation to progress and achievement. SUPPORT FOR THE TEACHER Assist with the planning of learning activities under the direction and guidance of the class teacher. Establish constructive relationships with parents/carers.
Baseline data helps the teacher decide how far the child is from where he or she should be. It also helps the teacher to develop objectives and instructional plans. Determining Effectiveness of Instruction Another critical aspect of monitoring behavior is to assess the effectiveness of the program. Keeping track of the student's behavior helps the teacher make decisions about when instructional changes are needed to help the child make progress on his or her individualized objectives. Communicating About a Child's Progress Monitoring student's progress on objectives facilitates communication in the classroom, with parents, and with students.
Present a caring but professional approach and to show respect to pupils and teach them to respect others. Also to prepare lessons and setting goals for pupils to achieve. | Support staff | There are many different roles to support staff in a school. There are learning support staff who work with teachers in the classroom, pupil support staff assisting pupils with social, emotional and behavioural difficulties and careers advice. Specialist and technical staff to provide resources that support teaching and learning.
. As a result of teamwork, teachers and teaching assistants improve the ways in which they work together efficiently to meet the needs of children in their classes. Teachers working together and helping each other creates an atmosphere of teamwork that improves student performance and work morale. As the staff work in a team, sharing common beliefs and goals for the pupils, their learners, this would enable all to function effectively and more productively. Sharing responsibilities such as demonstrating effective communication, continuing with professional development.
They also must understand evidence and information and recognize the need to focus on those aspects of the school's program that will yield important gains in student learning” (). At the same time, teacher-leaders collaborate with different educators to broaden their own learning, advance effective school development efforts through professional
asking questions such as ‘what happens if you do....?’ Using praise & encouragement to help pupils participate fully in the learning Observing pupil responses during the learning activity Question 3: Make a list of things expected of you as part of your role in supporting an individual pupil or group of pupils. Things that would be expected of me as part of my role in supporting an individual or small group are: Understanding the pupils learning support needs Listening to the pupils Enabling the pupil to access the
EARLY CHILDHOOD PEDAGOGY The term pedagogy refers to the holistic nature of early childhood educators’ professional practice (especially those aspects that involve building and nurturing relationships), curriculum decision-making, teaching and learning. When educators establish respectful and caring relationships with children and families, they are able to work together to construct curriculum and learning experiences relevant to children in their local context. These experiences gradually expand children’s knowledge and understanding of the world. Educators’ professional judgements are central to their active role in facilitating children’s learning. In making professional judgements, they weave together their: • professional knowledge and skills • knowledge of children, families and communities • awareness of how their beliefs and values impact on children’s learning • personal styles and past experiences.
Strategies to implement social emotional climate in the Classroom Developing students’ social and emotional competencies helps schools create safe learning environments that contribute to academic achievement for all. The information provided relates to leadership, professional development, resource coordination, instructional approaches, policies and protocols, and collaboration with families. Social and emotional learning means the processes by which children acquire the knowledge, attitudes and skills necessary to: • recognize and manage their emotions, • demonstrate caring and concern for others, • establish positive relationships, • make responsible decisions, and • constructively handle challenging social situations The goals of socila emotional curricula include teaching the following basic skills: Self-Awareness focuses on identifying and recognizing emotions; accurate self-perception; strengths, needs, and values; and self-efficacy. Self-Management includes impulse control and stress management; self-motivation and discipline; goal setting; and organizational skills. Social Awareness addresses perspective taking; empathy; difference recognition; and respect for others.
Unit 001: Essay on the Roles, responsibilities and relationships in lifelong learning. This is an analysis of roles, responsibilities and relationships in Lifelong Learning; by defining them in the context of teaching, and explaining the importance of promoting appropriate behaviour in the classroom. I will explore teachers responsibilities for identifying and meeting the needs of learners by encouraging and enabling all learners to reach their full potential; roles and responsibilities in promoting equality and diversity; relationships between teachers and other professionals, identifying boundaries and reviewing points of referral to appropriate support persons/agencies to meet the needs of learners; responsibilities for establishing and maintaining a safe and supportive learning environment; and compliance with key aspects of legislation and codes of practice relating to the role of teachers. There are numerous roles and responsibilities are numerous that teachers will undertake daily. According to Wilson (2009), roles describe functions of teachers.