Describe_How_You_Might_Contribute_to_a_Lesson_Given_to_a_Group_of_Seven-Year-Old_Children_Learning_to_Play_Percussion_Instruments.

1. Describe how you might contribute to a lesson given to a group of seven-year-old children learning to play percussion instruments. I would start by ensuring that the learning environment was set up properly, clean, tidy, with plenty of room for the children to spread out as needed. I would check that the instruments were all in good working order and nothing was damaged or broken. I would ensure that they were prepared and ready for the children to start the lesson. I would make sure that there was something for everyone and that each child got the instrument they wanted so that no one was left out. I would also make sure that the instruments were age and size appropriate for the children in accordance with the teacher’s and the manufacturer’s instructions. During the lesson I would watch out for any pupils who may be having problems and I would help and encourage those children overcome their difficulties so they could achieve the results required by the teacher. Supporting the teacher in managing pupil’s behaviour and reporting any misbehavior is also very important. If the teacher wanted I would also make or play a recording of some music so that the children could join in on their various instruments or I could record the children playing their instruments and play it back to them – this would encourage them to participate and enjoy their lesson. I would assist in any administrative roles such as photocopying etc. Finally, I would the support the teacher by keeping any records and making any observations as requested to by the teacher. When the lesson was over I would encourage the children to help tidy their instruments away safely whilst checking each item was in perfect condition before putting it back safely. If anything was damaged or broken I would bring it to the attention of the teacher. 2. What might your role be in organising, using and maintaining the learning resources, material and equipment for this percussion lesson' The first thing would be to make sure that the classroom and learning resources needed were available on the day and time the teacher requested and if it were not available I would check with the teacher when next would be a convenient to book the classroom and resources. I would make any photocopies or recordings requested by the teacher. I would make sure the resources and equipment was in good working order – clean and complying with health and safety rules. I would have all the necessary equipment out and ready for the children when they came in for the lesson and would make sure that there was something for everyone and each one got what they wanted. If I saw something simple was out of order I may try to fix it myself – I would not try to fix something major in case I broke it more or made it unsafe for use. I would follow the guidelines of the teacher with regards to how they want the lesson to proceed and keep an eye on how the equipment is being used making sure it is within the manufacturers instructions and guidelines so that no damage will occur. To maintain the learning resources for this lesson I would keep an inventory of the instruments and make sure that there were plentiful supplies and variety of the different types of percussion instrument. I would take time to clean the instruments and make sure they are kept in good working order. I would make sure they were stored and cared for in accordance with the manufacturers’ instructions. If I saw something was broken or we were short of something I would bring it to the attention of the teacher or the relevant person in charge of stocks and supplies for the school. I would also make sure each item was rotated so that all instruments were used frequently. 3. Describe how you act in class in order to be an effective role model for the standards of behaviour expected in pupils. It is most important to be confident and consistent in my approach to the pupils so I would demonstrate a firm, fair and positive attitude within the framework and guidelines as set out by the school. I would act in a calm manner hoping to contribute to a safe and calm environment. I would ensure that I knew which matters I, as a classroom assistant could deal with and what should be referred on to the teacher or a more senior staff member. I would speak to the pupils respectfully and nicely. Through this the children would ideally demonstrate positive behaviour back. If a pupil’s work or behaviour needed to be corrected I would do so within the guidelines and perimeters set out by the teacher at the beginning of the term or session; in a constructive manner that showed the pupil the right way without criticising them, using words and language they could understand. When communicating with the pupils it is vital to listen to what they tell me without interrupting therefore I would pay positive attention to each pupil and communicate to them that I was interested in them as people and individuals, in this way I would build a positive and beneficial relationship with them. In doing all of the above the children would come to understand that if there was a problem inside or outside school that they could come to me. It is conducive to a good learning environment to teach and encourage children to work and co-operate with each other. I would praise good behaviour, attitude and effort thus building self-esteem. I would encourage pupils to pay attention to the teacher and give them whatever help was needed if they were struggling with any task or work set by the teacher. 4. What strategies might you employ to encourage pupils to behave appropriately' Describe how you might react to incidents of bullying and violence. I would have read and understood the school’s behaviour policy and would work with the teacher to implement those rules and create an environment where children can learn and concentrate as smoothly as possible. As a class we could have an assembly or class discussion and make a few simple classroom rules. These should be age appropriate. I would be consistent in applying these rules once they have been set. It may be helpful to promote good behaviour with stickers and stars colour coded for the relevant issue i.e. a red star for good behaviour and a gold or silver star for effort etc. I would show and encourage the children to raise their hands when they want to speak or ask a question. I would encourage the pupils to cooperate and interact with each other verbally and politely, praising good behaviour and effort consistently. I would hope the teacher and I would form a plan and a strategy for dealing with inappropriate behaviour. Sometimes poor behaviour can be a sign of attention seeking or problems at home, therefore it is important to know your pupils and be aware of any problems or special needs the children may have and this should be dealt with appropriately. Inappropriate behaviour can also be a result of not understanding the lessons or something as simple as a child needing their eyes tested. Children can become a little disruptive if they are tired, it is late in the day; feeling unwell or are stressed. This should also be taken into account. All rules get broken at times and if a child was behaving inappropriately I would within my capacity as a teaching assistant explain in language the child could comprehend that this behaviour is not correct. I would not let myself be or show myself to be swayed or daunted by negative behaviour of a pupil. If however the naughty behaviour continued I would have to tell the teacher. Within the guidelines and policies of the school there should be a plan for dealing with serious incidents. If there was incident of violence or bullying I would remain very calm not showing I was intimidated or nervous of the situation. If I were dealing with the situation on my own my priority would be to attend to the victim to comfort them and get the first aider. I would also steer the other children away from the scene and try to get help, perhaps sending another child to fetch the teacher or a more senior member of staff. If the teacher was there we would attend to the victim, I perhaps fetching the first aider or help at the same time as steering the other children away from the situation whilst the teacher or principal dealt with the offender. It might be appropriate to reason with and calm the offender down, looking them straight in the eye and talking quietly to them. The offender should be made to understand their behaviour will not be tolerated and that there will be consequences. If there were other incidents of bullying such as exclusion and name-calling, or violence the teacher together with the teaching assistant should talk to the pupils through assemblies or a classroom discussion about bullying. This would teach the pupils that bullying in school is unacceptable and will not be tolerated. It could also be an opening for a child to come to the teacher or classroom assistant and tell them in confidence that they are being bullied or that they know of someone who is being bullied. It may also be possible to discern if a child is being bullied by their demeanour in school, such as being tearful; feeling sick; being afraid to go into the playground or if standard of performance is reduced. This should always be investigated in a child and appropriate steps taken to deal with the situation. This could result in having conversations in the class, teaching a positive and healthy way to control anger, communication skills and increased supervision in the playground or on school premises when not in the classroom. Parents and guardians of the pupils involved should also be kept informed of the incidents events and developments. All incidents of bullying should be taken very seriously, as much for the bully as the victim therefore it could be taken into consideration that the bully themselves need support and if so the school could offer counselling or support to both parties involved. All incidents of bullying and violence should be recorded and a confidential log kept of all dates and events. It should be kept in a safe place in the classroom and noted on the relevant pupils’ records. This will be important if any further action is needed. 5. Describe how you might appropriately observe the physical abilities and skills of a nine-year-old boy The observation would need to be carried out over a period of time as requested by the teacher. In observing the child I would be checking his social and emotional skills, motor skills such as running, playing games, speech, language and communication skills, fine motor skills such as how the child handles and uses objects such as a scissors, holds a pencil and hand writing skills or ties shoe laces. I would make my observations as unobtrusively as possible ensuring he would not know he was being observed so he may not become conscious or embarrassed and play up for the period of the observation. I would sit near him – not beside him in class making little notes as I watched the child writing or doing his work. Noting how he interacted with his classmates, if he was confident with other children how he expressed himself verbally. I would note how the child climbed up and down stairs if possible. I would pre-arrange with the PE teacher to observe the child in PE lessons checking his co-ordination, ball skills, and spatial awareness. After the lesson I would observe how the child got dressed, did their buttons and laces. I would then present my observations to the teacher in a written simply and precisely written format. All observations should be kept confidential and stay within the school premises.