Support_Pupils_Learning

Support pupils’ learning activities – STL 18 18.1 Support learning activities. P1a Every Wednesday as part of the reception team I attend a planning meeting where the teachers go through the next weeks timetable, activities and objectives with the teaching assistants. We are each given a copy of these to refer to during the week and to look at so we become familiar with it beforehand. Clearly stated on the timetable are the objectives in relation to the early learning goals that we also have a copy of so we can see exactly what we are looking for with each lesson. Also stated on the plans are what activities each group will be doing, whether they will be doing the activity with the teaching, teaching assistant or independently and what other activities should be out. Sometimes things can change to what is on the plan, so I try to always speak to the teacher at the start of the day or afternoon about what activities will be happening on the day and she will inform me of any changes. This happened recently when on my plan for numeracy it stated on the plan we was working on ‘full’ and ‘empty’, but because the majority of the children understood this without question the teachers decided to change the objectives to ‘heavier’ and ‘lighter’. With this the resources changed for the tasks, which I needed to gather. Obviously for various reasons it isn’t always possible to speak to the teacher at the start of the session, but if anything has changed drastically she will always let me know before the children are ready to start the activities. P1bThe teaching assistants role is always stated on the lesson plan that I will be working with and the activity we’ll be doing. Before the activity the teacher will discuss with me how much support she wants me to give to the children and what specifically she wants me to look for and if she wants me to observe more closely and child. Generally we’ll take turns in which ability group we work with so we can both see the progress each child is making. If the teacher wants to work more closely with a group she’ll let me know beforehand so that I can take the lead in the class behaviour management, ensuring that all children not just my group keep on track and that all children are working or playing safely, I’ll be the one who moves around the classroom more observing the rest of the children. P7 Being in a reception class there can be quite a few times when the children can be disruptive in class. There are a few children who during carpet time have to sit at the front by the teacher because of their behaviour. They constantly shout out during teaching time and always fiddle with things off the floor, they are placed by the front for easy control, both the teacher and I can stop them fiddling by removing the items. If their disruptive behaviour continues their name would be written on the board. There is another child who can become quite stubborn when they do not want to do something and there has been a few times when during carpet time the child just stands there, not moving and the more you tell him the more stubborn they get. The way the teacher and I have decided to deal with them now is to just ignore them as the child gets bored, plus the name is put on the board if it is still there by the end of the lesson the child and any other child who’s name is on the board would miss their break. If it gets to the stage the child has to miss their break they would be asked why they was loosing it, to see if they understood. They will be asked to think about what they did, what they should have done and what they should do now to help correct the situation. P8 One of the pupils in the class who was off for quite a few weeks but is now behind in the child’s writing and phonics. This child now becomes very despondent when they are with the rest of the class for these activities. We do not want to take them out on their own for these lessons as for one the child is a very quiet child and doesn’t socialise well with the rest of the class so during group work they go with the lower ability and works with them, the child is given extra support and is given time to think about the work that is being done. P10