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. During the delivery of an activity, practitioners should be setting clear expectation and instructions. They may recognise that children are struggling or not understanding what they are asking them to do ; if this is the case practitioners should modify their delivery or the activity itself , in order for every child to take part. During the activity practitioners should be monitoring and observing in order to provide the teacher with feedback. A learning support practitioner will also contribute towards the
Through observation, we can learn what the child can do, what the child likes or dislikes, how the child behaves under various circumstances and how the child interacts with people. Collecting data and measuring student behavior in a formal manner is an especially important aspect of effective teaching for the following reasons: Identifying Current Level of Performance Observing behavior helps to pinpoint where the child currently is on instructional objectives. Teachers often measure children's behavior before they provide instruction. This is called baseline data. Baseline data helps the teacher decide how far the child is from where he or she should be.
At planning time, teachers create opportunities for children to choose activities, materials and people whom to interact with, adults and other children. All the areas and materials of the classroom are available and children are encouraged by teachers to think and reflect about their intentions and interests which foster their capacity to think in alternatives and make decisions about what they want to do while playing in the learning areas. Choice promotes children's ability to think about alternatives, make decisions,
Good communication with parents and caregivers can build support for and strengthen the important work that you are doing in the classroom. The more you know about children's academic, social, and emotional development, the more able you will be to meet their needs. Information about how well the children are progressing helps you to plan your teaching. You want the children in your care to feel successful and confident, but you also want to offer experiences that will help them to develop further. In addition, through initial screening and by checking the children's progress, you can identify those children who need special help or who face extra
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.
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.
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
Usually the teacher runs the class and students are to follow what the teacher is saying. However in a constructivist class the teacher and the students both come up with topics and usually the teacher teach the students the topics that the student finds interesting. Also constructive teaching is that the learners are actively involved. That is where I create activities in which students are doing some hands on work. Instead of just doing book work or reading how something works a student gets to actually see how something works or even get a chance to build something from what they know.
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.
Rules and procedures have to be enforced regularly so that students are aware of what needs to be done so that they are productive and engaged every day. Some teachers have a mind set of knowing what is going on throughout the classroom, which is known as withitness (Ormrod, 2009). With each of these issues addressed and properly in place, students can succeed in their learning environment. When teachers acquire their classroom, the class arrangement is the first issue that is addressed. The class arrangement leads to a productive learning environment by informing and engaging the child.