Having an inclusive class with a wide spectrum of abilities - Another problem which can happen when supporting learning activities, is making sure that the all children are engaged, involved and. If I had a weakness in the activity and did not inform in my teacher that I didn? Panning, teaching and reviewing follow a cycle which gives structure to the learning process. The aim of this Act is to bring together private and public law in one framework; to achieve a better balance between protecting children and enabling parents to challenge state. Example of literacy was recognising rhyming words in a poem; this was adapted to meet the individual needs of the children, Extension were able to write sentences from a list of words and thinking of rhyming words independently, Core needed to do the same but with support in choosing and thinking of rhyming words, Support needed to choose rhyming words to complete the sentences with the help of adults and if able to do so write them down. Shy students: Children may suffer from shyness which can affect their ability to work individually such as being worried about being wrong , and get involved with the class as a whole or participate in group work. It can apply to the many varied roles that full and part time support staff may fulfil including: administrative roles, site support roles, technical roles and volunteers, as well as roles that work directly with children and young people in the school environment.
I feel that my strengths impact on the support that I can provide in a positive way, this usually encourages children to approach their work and be this way themselves. Evaluation means reflecting on how the activity has gone and why things may nave gone a certain way. We cannot measure what pupils have learned without knowing what we are measuring against. Supervise children and young people on journeys, visits and activities outside of the setting 1. Through developing a close professional working relationship with my class teacher we have good communication skills that enables us to work together to deliver a lesson successfully. It is vital that we look at whether the children were able to meet the learning objective, we would also need to note if any students had found it particularly difficult, or if any found it too easy, this will help us set future activities for the children.
My commitment and contribution to school activities began in my own schooling. I would be aware of the desired learning outcome and would be asking. The truth is, of course, that there is never one learning strategy that works for any one child. For example: Child A Lacks concentration Child B Does not enjoy Literacy Child C Find tasks difficult1. If it is not thought over carefully about learning objectives at the planning stage, it will not always be possible to evaluate whether the pupils have achieved them.
Words: 270 — Pages: 2. These policies are driven by the National Curriculum which sets out targets to be achieved in various subject areas at each of the Key Stages. If the activity took longer than expected and you could see the children really struggled it would have to be addressed. Religious — understanding and respecting religious views and dietary requirement is crucial. Recruitment: The process of selection and appointment of suitable candidates for jobs in an organisation, in a short span and cost effectively…. When evaluating you will need to look at whether the children were able to meet the leaning objectives in their task. Learning Activities that Need Improvement- Activities I need.
Within this time you can expect to be involved in formal learning activities which could include classes, tutorials or seminars, coaching and mentoring, supervised practical work in the workplace and assessment where an Assessor is present. If you ever come across a unfamiliar face within the school grounds you should always approach them in a polite manor by saying. Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities As a teaching assistant it is important that I am actively involved in the planning stages. Having the desire to improve on my weakness is the first step to my development. Leaning outcome 1 Be able to support the teacher in planning learning activities. When I look at planning for the day I can prepare myself on the relevant activity by reading up, looking at the pupils work books so I understand the level they are at and how it is demonstrated, so I have a better understanding of supporting them and not teaching them incorrectly. Whilst in the planning process I need to know the learning objectives so that you are clear about that the pupils are expected to achieve.
It helped me to clarify the meaning of a healthcare team and also to understand the role of different professionals in the team. Many thanks Gill Hi Gill. Spending time going through the learning activities and seeing how pupils have responded to a certain task or question can help re shape for future classes. By continually doing this I can review the planning accordingly. I initially wanted to create a supportive learning environment, helping.
I said yes at first but looked into it and now I'm not keen don't think I'm 'ready' because I work full time don't think I would have the time to fit in course work!!! We need to access pupils against them. Leaning recourses required The lesson plan should detail any materials which are different from those which are normally found in the classroom. Do you give feedback to your teacher about how the sessions went? This qualification is the competence- and knowledge-based element of the Intermediate Apprenticeship in Teaching and Learning in schools and is a good stepping stone for individuals wanting to create a career in the teaching and learning profession. Learning objectives You must always be clear on the learning objectives of the lesson or what pupils are expected to be able to do. I am slowly building my confidence the more I do it and love being involved.
It is also important to look back at the learning objects so you can measure what the children have learned. They can offer immeasurable support to the teacher and, most importantly, to the pupils. Panning, teaching and reviewing follow a cycle which gives structure to the learning process. Noise: Sometimes during classes children can become distracted by noise from within the classroom and from outside such as another classroom, or people on the hallway. Unfortunately sometimes there are not always enough of these items for every child to have their own, sometimes causing a delay in the work being completed due to trying to locate extra supplies or waiting their turn.
These points can also be identified through marking of work. Own role in supporting learning activities It should be made clear what you are required to do whether its supporting a group or an individual. Such protective measures should, as appropriate, include effective procedures for the establishment of social programmes to provide necessary support for the child and for those who have the care of the child, as well as for other forms of prevention and for identification, reporting, referral, investigation, treatment and follow-up of instances of child maltreatment described heretofore, and, as appropriate, for judicial involvement. Pupils may not meet the learning objective but they may have enjoyed the subject and participated fully in the lesson, this would be recorded, and communicated back to the teachers who are involved in the planning. As this is where the cycle of planning, teaching and evaluation comes full circle. I'll let you know as you will let me know when you finish your work and pass!!!!! Once I have read the planning activities for the day or if I am asked to support a learning activity, I always ask my teacher before class commences if I am unsure of anything to rectify any issues so I can deliver my activity to the best of my knowledge. I help to combat this problem by closing the doors and any windows open to the noise, and also by reminding children to work as quietly as possible and raise their hand to speak rather than shout out.