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.
Marking and assessing students work and progress. The 5 stages of the teacher/training cycle which identify the roles and responsibilities in education and training, are as follows: • Identify The aim at this stage is to assess and review. The primary responsibility of the teacher should be to determine what are the exact aims and objectives and the expected level of achievement required for the course that the teacher is hoping to teach. It will then require the teacher to examine the results of the initial assessment so that it is clear as to what amount of support the learners might need and to also be able to identify the level of prior knowledge and competence of the learners. This will ensure that every student has the highest possible chance of success.
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.
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.
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.
Explain expectations about own work role as expressed in relevant standards As a teaching assistant I can refer to various standards which explain the expectations in regard to my job role. First of all I could refer to my job contract and job description for clear guidelines about my role. My job description outlines 4 main areas as expected as my main duties. There is support for the pupils, which would include duties such as establishing and maintaining positive relationships with our pupils. I should provide specific support to the pupils while supporting learning activities.
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
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.
It is used to help students with diverse needs learn using a core curriculum. Based on the readiness of students, there are three strategies for successfully implementing differentiated instruction. Regardless of their individual differences, students are expected to master the same concepts, principles, and skills. First, is the “content” of lessons it may be differentiated based on what students already know. The teacher may differentiate the content by designing activities for groups of students that address different areas of knowledge, understanding, and skills.
It represents a cluster of personality and mental characteristics that influence how a pupil perceives, remembers, thinks, and solves problems,” (Morrison, 2006:186). ELT practitioners must realize that there are many different learning styles, as well as personality types within the classroom and being assertive on identifying our students’ needs and developmental areas according to their learning preferences will lead them to acquire knowledge in a more natural way. For this assignment, I will describe and evaluate the differences in learners response to the activities developed in a regular grammar lesson based on their motivation, age and learning styles. I will also talk about the strategies that I will use to evaluate that learner’s progress has taken place and consider ways in which the quality of learning can be improved. II.