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.
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.
They are aware of the current state of the school and are key in launching new initiatives that can motivate the whole school and keep track of these initiatives once implemented. Teachers Teachers are responsible for educating the children in their care, they play an important role in nurturing pupils intellectual and social development. A teacher - Prepares and delivers lessons that cater a wide range of abilities. Records and monitors the progression of students. Ensures interest in learning through enthusiastic and motivational presentations of lessons.
The inclusive classroom can be potentially made up of an array of students with very specific learning needs. These requirements need to be understood, identified and catered for by the classroom teacher. As knowledge and understanding are the tools for successful teaching and learning practises; this report aims to explain, identify key traits and provide programming and teaching recommendations for students that may present with Speech and Language Disorders and those with Autism Spectrum Disorder. Language is a particularly important form of human communication and is defined as “the set of symbols, usually words or signs that are organised by convention to communicate ideas” (CCCH 2006 p.6). In order for one to understand Speech and Language Disorders (SLD) one must first understand the components of speech and language.
I will also look at behavioural patterns within classrooms, from this I will see how behaviour can be kept under control to make the classroom effective. I will collect information from many sources, this will help me to gain an understating from teachers own experiences. It will also give me information to explain how behaviour and other aspects in the classroom are dealt with effectively. In the primary classroom there are many areas which need to be taken into account. The planning for each piece of work needs to be carefully linked in conjunction with the national curriculum and it also needs to fit in with the desired learner.
Establish constructive relationships with parents/carers. Ensure you give regular feedback to teachers on children's achievement, progress, problems etc. promote good behaviour, dealing appropriately with conflict and incidents in line with policy and procedures and encourage children to take responsibility for there own behaviour. Accompanying the children on school trips and out of school activities as required Provide clerical/admin support such as photocopying, typing, filing, money etc. Undertake children's record keeping as requested.
PROCEDURES USED IN FORMATIVE ASSESSMENT Formative assessment includes a variety of procedures such as observation, feedback, and journaling. However, there are some general principles that constitute effective formative assessment. Key requirements for successful formative assessment include the use of quality assessment tools and the subsequent use of the information derived from these assessments to improve instruction. The defining characteristic of formative assessment is its interactive or cyclical nature (Sadler, 1988). At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information.
According to Wilson (2009), roles describe functions of teachers. These could include: planning and preparation for the running of the class; designing different and interesting ways to deliver the lesson; assessing (evaluating) the impact of the learning and whether it has been transferred to the learner; maintaining a safe teaching/learning environment; marking the work of learners; giving constructive feedback; and record keeping. There is more detail on the types of records teachers need to maintain in the attached learning pack under ‘Teaching/training cycle’. As well as compliance with legislation and regulations i.e. Health and Safety and those of awarding bodies regarding standards of work or teaching (where there is no room for negotiation), ground rules can be created in a variety of ways i.e.
Assignment title: Part A, Research the teacher’s role in developing planning, teaching and assessment methods. Within schools, there are a number of issues with planning and assessment, initially ‘the planning and assessment has to affect the progress of the child positively and also has to be personalised between pupil and teacher,’ (Bottle, 2005; 87). In this paper the role of the teacher shall be assessed, as to their contribution in developing more pragmatic planning. The methods of teaching shall also be considered and how they impact on the educational development of planning and the children’s development. Particular reference will be paid to the assessment methods that are used in conjunction with planning and how they are implemented by the teacher.