Question 1: Give examples of how you would plan activities. I would plan activities by: Following the agreed plan (e.g. curriculum/lesson/activity /Individual Education Plans or Individual Behaviour Plan) Identifying individual learning needs-type & level of support needed Specify intended learning outcomes for the pupils-the objectives of the learning activity Prepare for the learning activity-research topic Select resources for the learning activity Identify staff roles-the teaching assistant’s contribution to the learning activity Implement the learning activity-using the specific strategies for supporting the learning activity Observe & record pupils’ responses including achievements/difficulties Evaluate the learning activity Identify future learning needs Question 2: Describe your role in delivering learning activities. My role in delivering learning activities is: Preparing the learning environment to meet the individual learning needs of each pupil in the class Provide appropriate learning activities for individuals & groups of pupils Selecting & using appropriate learning materials Supervising an individual or group of pupils Maintain pupil safety during the learning activity Interacting with the pupils in ways that focus their attention on the learning potential of the learning materials, e.g. 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.
Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities for the following areas : * literacy skills * numeracy skills * ICT skills * problem solving skills A learning support practitioner will contribute to the planning of an activity by firstly gaining a clear understanding of what the learning objective is and what the teacher wants the child to achieve from the activity. The practitioner will then find out the ability of the pupils they are working with and if they require any extra or specialist help , this then helps the practitioner provide the correct materials and equipment they need for the activity. A learning support practitioner would also contribute to planning as they will identify if pupils they are working with are likely to finish early and so can arrange with the teacher and additional sheets these children may need. An important part of planning would be for the practitioner to be aware of how much time they have to do the activity and can plan the activity to suit. A learning support practitioner will also be required to provide the teacher with feedback of the activity and the child's performance , so the practitioners should arrange with the teacher beforehand how they should be providing the feedback.
Helping to organise the learning environment and supporting the introduction of new activities. Preparing and setting out the classroom resources and equipments as directed by the class teacher. Monitoring children’s responses to learning activities and
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.
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. Formative assessment can result in significant learning gains but only when the assessment results are used to inform the instructional and learning process (Black & William, 1998). This condition requires the collection, analysis of, and response to information about student progress. The most common procedures of formative assessment include the following. Feedback.
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.
Deciding how the school can encourage pupils’ spiritual, moral and cultural development | Senior management team | Work with the Headmaster which shares the responsibilities for all aspects of school leadership and management. | Planning and directing the work of groups of individuals, monitoring their work and taking corrective action when necessary. | Teachers | Plan, prepare and deliver lessons to meet the needs of all pupils by setting and marking work and recording pupil development as necessary. | Help pupils improve education for their future, identify emotional, intellectual and physical issues which may hinder or reflect on pupils learning to their full potential. Present a caring but professional approach and to show respect to pupils and teach them to respect others.
The professional development meetings inform the teachers of how to incorporate rigorous learning into their lessons and also explains what the district expects to see from the staff. To meet the goals of our action plan, the teachers need to align their lessons with the core curriculum. Professional development helps them stay on task with these strategies. Principals also use out-of-district professional development classes to refine any weaknesses of the teachers in our school building. For example, if a teacher has a hard time with classroom management, our principal will suggest a professional development to address classroom management skills for that particular teacher.
I will be concentrating on the tools and equipment that have been used in education to benefit the student as well as the teacher. There are a number of strategies that one can implement when you have a Visual learner. Learning strategies that can help a visual learner would be to focus on the learning objectives of the class: the student could meet with the teacher to understand better, the learner should look for opportunities to work with new material; a more hands on approach, seek out open-ended studies: problem base learning and case studies, aid to recall when studying for a test: use highlighters for color coding. In Mathematics an abacus was used to solve problems, now a student can program a graphing calculator to solve problems for them. Some schools allow children to bring laptops into class with them, in other schools it is mandatory that all students have a laptop to bring to school.