UNIT 307 1.1 One of the main roles of any class teacher is to monitor the achievements and assess the progress of each pupil and report their findings to both parents and other members of staff. This is an on-going process and in the role of teaching assistant you will support the teacher during this process. It is important to follow the lesson plan to ensure the objectives are clear to both you and the children to understand what needs to be achieved to enable the assessment to be measured correctly. It is important that you as a teaching assistant has the learning expected during a learning session explained to you by the teacher so you are able to deliver the learning properly. 1.2 The difference between FORMATIVE and SUMMATIVE assessment is there are different strategies FORMATIVE assessment can be on-going; as a pupil learning takes place you can use different ways to measure.
List examples of your own general and specific tasks. 5: Briefly describe the role of the teaching assistant in relation to the teacher. 1: Give examples of how you would plan activities. My role as a TA involves supporting the teacher with the planning, delivery and evaluating of learning materials. The steps for effectively planning learning activities is based on the 'pupils individual needs, abilities and interests'.
Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. The teacher’s role, responsibilities and boundaries are permanently changing, evolving and being assessed in order to give the best possible learning experience to all students. Using the teaching/training cycle can benefit your personal development if you refer to and use its principles. The first stage of the cycle is Identify needs, this begins with the initial assessment where we can determine the learners needs and the correct course for them to achieve. We use a quickscan, and VAK test which helps to determine the learner style, (Visual, Auditory and Kinaesthetic).
Describe the roles, responsibilities and boundaries as a teacher in the teaching/training cycle Role, responsibilities and boundaries are evolving qualities within the teacher which are assessed and reflected upon using the teaching/training cycle; a cycle of assessment, planning and review. The main role of the teacher is to facilitate communication in such way that all students are encouraged to enter into wider debate surrounding the topic they have chosen. To ensure sessions’ aims and objectives are meaningful and applicable to students, the teaching role incorporates ongoing administration and assessment. Assessing varying learning styles within group and considering learner’s motivations and previous experiences helps identify various teaching methods that could be useful throughout the program. Sessions incorporating visual, auditory and kinaesthetic learning styles ensure student’s have equal rights to learning and provide the opportunity to re-evaluate what is already known while exploring aims and objectives from a different perspective.
My role is to work under the guidance of the class teacher and senior management providing support to teachers and pupils alike. The main aim of this role is to work together to give every pupil the guidance and support they need to reach their full potential and to become more independent learners. The school motto ‘Believe it! Achieve it!’ chosen by pupils and staff sums it all up. Within my role as a Teaching Assistant in the classroom, I support the class teacher by working with the pupils on a 1:1 basis and sometimes within a small group following the school based curriculum, pupil’s targets and Individual Education Plans.
I will listen to what suggestions parents can make to help improve the classroom and make it a better learning environment. Philosophy: I am going to gather up students and parents and allow them to give me advice on how to improve the classroom. I am going to arrange the classroom so it is open and inviting. It will be a well-developed learning environment. Where I can teach the children how to read, write, and focus on what the need the most and not repeating what they already know.
There are two different types of assessment, assessment for learning and assessment of learning. Assessment for learning is used to inform and guide instruction as well as diagnosis any misconceptions a student may have. Assessment of learning is used after the learning has already occurred to determine the level of understanding the student has achieved and to see if they have mastery of the standard. Within this component teachers can indicate which type of assessment they will use to guide instruction whether it be a pencil/paper test or assessing students using 21st century skills. Differentiation: When providing differentiation in the classroom the teachers provide instruction to meet or exceed each individual student.
For example I find it essential to discuss the day’s lesson plan and targets with my class teacher. This gives me clear guidance and an objective when working with pupils, of what support I need to give in order to achieve the day’s targets. In the school environment, I am aware that I am acting as a role model to the children. How I communicate with colleagues, parents and pupils will reflect on how children will then communicate. It is important to adapt the way I communicate, because different audiences require different communication styles so that I can be understood easily.
This understanding should be used to connect the hypothesis and theory with my own practice as a teaching assistant within the school. Furthermore, children’s behaviour, development and current skills should be observed to identify and assess their progression in order to plan tasks that are suitable towards individual needs. Question 2: Make a list of how to perform pupil observations When making
STL 18 – SUPPORT PUPILS LEARNING ACTIVITES K1. The role of a Learning Support Assistant is to support pupils with their learning development in line with the schools aims and policies. Working in the classroom a LSA works under the direction of the class teacher providing support to specific pupils on the ALN register and to assist the teacher in the management of the pupils. Learning Support Assistants are part of the SEN Department and work under the LSA Leader and the SENCO. K2.