Teaching_Assistants_Role

1. Describe how you might contribute to a lesson given to a group of seven year old children learning to play percussion instruments. A Teaching Assistant would help implement the lesson plan by preparing the resources and environment for the lesson, therefore releasing the teacher to concentrate on delivering the optimum teaching for the maximum amount of time available. A TA contributes by working with individuals or groups of children during the lesson encouraging them to participate constructively in accordance with the teachers instructions. This can allow the teacher to deliver the lesson to the class as a whole, whilst those who need extra help or prompting may be facilitated by the TA. This can be achieved by keeping the children focused on what the teacher is saying and actively taking part in the session alongside those who require extra influence. Observe the outcomes of the lesson; make notes of any particular problems or individuals achievements that are identified during the course of the session. Use agreed observation systems for any particular children who require extra assistance. Deal with any behavioural issues that arise during the session, check the children use the equipment appropriately and effectively also, observe whether the pupils appear to be achieving the desired learning outcomes. Deal with any other situations that arise during the course of the lesson, ie misbehaviour, sickness or interruptions from other children or members of staff, therefore helping to avoid the session and therefore learning from being disrupted. 2. What might be your role be in organizing, using and maintaining the learning resources, materials and equipment for the lesson discussed in question 1' In preparing for the session the TA would firstly check the environment that the session is to be delivered in. They would consider the impact of that environment, is it at a suitable temperature, not too hot or too cold. Are there any hazards in the room that would impede the session, ie does any furniture/apparatus etc need to be moved/removed. Check with the teacher or planning information about the resources required. Are there sufficient for the session and the number of pupils involved' Are they in good order' Are they stored appropriately, do an extra resources need to be acquired. Setting out the equipment required. Ensure that all resources are returned to storage at the end of the session, encouraging the children to do this independently where possible. Ensuring that the equipment has not been damaged during the session. Consider are there any special requirements that cannot be met, or are there things that need altering to make it possible for all children with special requirements to participate' Be aware of the schools policies for health and safety for special sessions like music, be knowledgeable about any particular increased risks involved in the use of the specialist equipment. 3. What aspects of safety would you consider before and during the lesson discussed in Question 1' Initially the TA would consider the environment itself; Is the room a suitable environment for the activity. What are the health and safety aspects, ie fire safety and escape routes. Is there enough room to accommodate the number of pupils and the equipment' Is there any equipment that needs removing. Is the equipment to be used, safe' Has it been appropriately stored and in good working order' Consider the location of the storage area, height, access, safety, is it possible for the children to access it safely to collect or replace the equipment independently' If it is electrical has it been checked and certificated as safe' Are there any children with mobility issues that cannot be facilitated in the environment' Is the equipment to be used, appropriate to the age group of the class. Making sure those facilities to be used, ie tables, chairs etc are stable and safe. Check that everyone knows how to use the equipment safely and correctly. Observe the way the children handle the equipment and deal with any inappropriate/ dangerous behaviour. 4. Describe how you act in class in order to be an effective role model for the standards of behaviour expected in pupils. All members of the school can help promote good behaviour by displaying this behaviour themselves. As a TA we have a responsibility to display a positive attitude to all aspects of the school environment. Be polite and well mannered to other members of staff as well as the pupils. Openly discuss all aspects of behaviour experienced within the school environment. Behave in a professional manner at all times. Set examples for the children to follow. Greeting the children in a positive way first thing in the morning to help set the tone for the day. Using routine matters as an opportunity to display positive attitudes to the children and other members of staff. Pointing out particular events that display good and bad behaviour, and discussing them with the children, ask them for their views on al aspects of behaviour. Be fair and constructive at all times, listen to them without interrupting whilst they express themselves, and encourage them to do this to each other, even when a dispute has broken out. Encourage communication, rather than physical remonstration. Explain changes or disruptions to their routines clearly and patiently to them. 5. What strategies might you employ to encourage pupils to behave appropriately' Describe how you might react to incidents of bullying and violence. Good behaviour should be rewarded regularly and effort should be made to balance any punishments for bad behaviour with praise for good behaviour, particularly with children who have more difficulty with their interaction and behaviour in schools. Punishment in itself does not teach the child how they should have behaved. Verbal praise is the quickest most effective way of encouraging a child to continue to use that positive behaviour. Stickers can be awarded for an on the spot reward, this is a very visual way for a child to be able to display their good behaviour, and the gaining of a sticker maybe enough incentive for a primary school aged child. We use a system in out foundation unit whereby the children get both of the above forms of encouragement, we also have a system whereby they are awarded a sticker for various reasons, including good behaviour or working hard on a piece of work, to affix to a chart, once they achieve a certain number of stickers they receive a certificate in assembly, the child with the highest number of stickers by the end of the half term receives a book token. In addition we use a reward system whereby each week based on previous observations, the children are set individual tasks, such as to learn a particular number. Whenever this key skill is achieved they are allowed to choose an item from the “special rewards drawer”. This system is only used when the practitioners agree as a whole that the child has made a concerted and stringent effort to achieve this particular goal. We feel that this encourages the children to independently choose to develop their own skills. Punishment has to be appropriate to the level of bad behaviour displayed and must always be applied in accordance with the schools behavioural policy. For example interrupting in class may only require a stern look, if it is not a regular occurrence, however, throwing a piece of furniture in the class room, deserves a stronger form of punishment. Agreement on the type of punishment must be reached with the class teacher. In some cases it may be appropriate for the child to miss their playtime or miss out on a privilege within school. If it became necessary to remove the child from the class room, this is a role that the TA can undertake to allow the teaching to continue effectively. TA’s must be careful not to expose themselves either to violence or later accusation of any inappropriate behaviour towards the child. When dealing with bullying and violence, it is important to first ascertain the true facts behind whatever has happened. We must try to find out not only what they did, but why they did it. We should aim to explain to the child why they shouldn’t behave that way and any possible consequences for their actions. With violence and bullying it is important to ensure that all the children involved feel that they are listened to when the incidences occur and that they feel able to approach anyone in the school to report it. A TA would be responsible for calmly and carefully trying to ascertain information about what has occurred. Removing privileges is often an effective way of controlling bad behaviour, giving a child a period of “time out” may give a child a chance to reflect on what they have done and to work through their own feelings about their behaviour and the consequences of their actions. There are more drastic steps that can be taken for more persistent or dangerous forms of violence and bullying however these steps are usually enforced by the teacher or a more senior member of staff. All staff have a responsibility to the welfare of all of the children in their care and therefore no instances of bullying should ever be ignored. Sometimes a TA can provide short term one to one support to a child in situations that they find particularly challenging, and a TA should be the teachers extra pair of eye and ears to help prevent these situations from arising. 6. In what type of lesson might you appropriately observe the physical abilities and skills of a nine year old child' What would you list in your observation report' Physical education classes are one of the most useful classes to observe such skills. Most PE lessons are planned progressively and so it is useful to be able to almost plot the progress of a child in developing specific skills. For example a child in a foundation unit may well have trouble catching and throwing a ball effectively. However we would usually expect a 9 year old child to have developed this skill. But we would be looking for any developments in this skill, ie in areas of PE such as netball and basketball are they able to direct the ball into the hoops, can they effectively shoot a ball at a target of decreasing size and regularly hit the target. PE is an opportunity to observe the fine and gross motor skills of a nine year old, this may help to identify any problems the child has with spatial awareness, hand eye co-ordination, and physical problems such as problems with their eyesight, or perhaps being pigeon toed. The sort of things that we would look at whilst observing a child in PE, would include, participation, confidence, ability, gross and fine motor skills, co-ordination, spatial awareness, co-operation, control; physical and mental, teamwork, communication both verbal and non-verbal. Care and respect for self and others. Understanding of the application of rules. Competitiveness and their ability to cope with it. Flexibility, balance etc 7. Considering the nature of the lesson discussed in question 6, how would you record your observations' What factors should you consider when completing a written observation' Checklists; if a set group of tasks is routinely presented to the child over the course of the academic year it is possible to use a checklist, ie can the child use the balance beam and stay on it unsupported from one end to the other at the start of the year' Can they do it by the end of the year' Post it notes; Are useful for making quick observations, especially if the child displays a previously un-noted ability. Cameras; these are a useful tool for snapshots of a child’s ability, also video may be used to record specific tasks (ensuring that all required permissions have been acquired). Small notebooks can be carried unobtrusively; it can be useful for the child to be unaware that they are specifically being observed as they may then become more self conscious and therefore may not display the type of behaviour or level of ability that may have been observed discreetly. Conclusive written observations should include a comprehensive statement of observations, rather than just the snippets that are often written down as something of significance happens. We do not have time during the course of the sessions to make a full recording of events. But a comprehensive written observation done later should include a full accurate account of what actually happened often including information that was gathered over the course of several observations. The date of the observation is important. Wherever possible the observation should be used in a positive way; to focus on the childs progression and abilities rather than negative things, except for when there is a specific reason to check for significant issues.