Supporting_the_Teacher

Supporting the Teacher Assignment 1 Student number Tutor Q1) Describe how you might contribute to a lesson given to a group of seven year old children learning to play percussions. The role of teaching assistant has changed considerably over the years. Initially assistants functioned as classroom auxiliaries who relieved teachers of care and ‘’house keeping’’ type duties (clayton, 1993) but government initiatives in inclusion, curriculum development and workforce remodelling have resulted in them taking on an ever-increasing variety of tasks with many playing a significant role in the learning and teaching process.(Richards and Armstrong,2008) I would contribute to a lesson given to a group of seven years old children learning to play percussion instruments by supporting the teacher and the children. Firstly, supporting the teacher by ensuring the classroom is safe and tidy, laying out the relevant instruments, preparing any music that may be needed and also arrange the furniture to suit the lesson. I would inspect all the instruments making sure that they are all in good working condition and that no one could harm themselves, this would make sure that of the percussion instrument lesson. I would make sure that every child has the correct resources, materials or equipments so that no one is left out. Secure a copy of resources and texts that will be used during the lesson, also check the teacher’s planning to see what support is required. During the lesson, I would ensure that pupils are clear what they will be learning (lesson objective) and what the teacher expect from them to have achieved any the end of the lesson (lesson outcome). I would supervise the children and help keep their concentration on the lesson at hand, also help minimise any negative behaviour, handing out praise and encouragement where appropriate. I would assist them in ever coming any difficulty in order for them to achieve the relevant outcome that has been directed by the teacher. Supporting the teacher in managing pupil’s behaviour and reporting any difficulties as appropriate is also very important. Observing and keeping records of any information that will be relevant to the teacher. Finally, I would help to make sure that all pupils feel that they are involved in the lesson so that everyone feels included and positive. I would support the pupils by establishing a good relationship with them and act ad a good role model to them by being aware and responding to all question asked. I would encourage and assist that children in returning the instruments to the correct area, checked they are still in good condition and put away, tidy and safely, if required, I would discuss the lesson with the teacher and pass on any necessary information. Q2) What might be your role in organising, using and maintaining the learning resources, material and equipment' My role as a teaching assistant in their lesson regarding organisation and materials is to ensure every thing is ready for the lesson and keeping class room resources in good order. It involves working under direction of the teacher to prepare and maintain an effective learning environment. The aim of school environment is used to raise standards, inform and enhance pupils learning and create a stimulating educational setting. According to the Children Act 1989 (children (Scotland) Act 1995) all staff working in a school have a responsibility to ensure that pupils are cared for and safe, and also requires that staff protect children as far as possible when they are in their care. (Burnham and Diaz, 2008) When helping with using and maintaining the learning resources, material and, I would set out the required learning resources and material as requested by the teacher (working sheets to be printed, or photocopied, laminating any material, posters, charts, and any other visual aids). I would have to check to make sure all the equipments are clean, not broken and that they have no safety hazards. This includes the carpet area and other surfaces around the room. Children will be informed of the relevant health and safety guidance when issuing resources. I would ensure the classroom reflect the diversity of the school through postal displays, photographs and use to dual language vocabulary. Furniture will be layout safely and there would be adequate space for the children to move around comfortably for the number of people using them. Everyone should be able to access materials and equipment as required. The furniture would be an appropriate size for the age of the pupils, so that they are able to sit comfortably when working individual or small group. I would classify labelled and stored resources in a way that helps the children to find and use them. Children will be encouraged to return materials to the appropriate place after use. It is important to maintain a complete and accurate inventory of resources. When the lesson ends, my role would be to make sure all equipment is together, not broken and is put away correctly and safely. In the event of any damage or loss to learning resources and materials, the teacher in charge will be informed. Waste and redundant resources will be disposing off safely, making maximum use of opportunities for recycling materials and equipment.(Stonebridge,2011) Q3) Describe how you act in class in order to be an effective role model for the standards of behaviour expected in pupils' To be an effective role model for the standard of behaviour expected from pupils, i would first of all be a good role model in all areas of behaviour within the school. According to Skinner (2009) Children respond to praise and so repeat behaviour that give then recognition or praise for what they do. This may take a form of verbal praise or merit marks. Pupils who receive praise for positive behaviour, such as kindness towards others, are more likely to repeat this behaviour. Pupils will take their lead from adults and need to see that they too are behaving appropriately and responsibly. It is the quality of my interactions with the pupils that will make the biggest impact on the pupils’ behaviour. Communication is the interchange of information between two or more persons in any human relationship and national development. In the classroom, communication plays a strong role in the establishment of learning and behaviour expectations, teacher-pupil interpersonal relationship, and the delivery of quality instruction. The quality instruction in the class room situation often involves questioning, praise   and feedback, and these are possible through effective classroom communication. According to Fowe (2004), communication is “The process of giving, receiving and understanding massages it involves exchanging ideas, understanding, listening expressing oneself, talking and using body language, facial expressions and a host of others behaviours”. P 23. Building trust with all the pupils to maintain positive relationship by showing interest and their values in the school, this will enable then to take more responsibility. I would set high but realistic expectations of work and behaviour. Pupils will be aware of how they should behave and will be praised when they behave well. I would create a working environment where people can achieve and where their work and efforts are seen to be value, thus developing their self-esteem. This can be done not only verbally but through displays of pupils work and sharing with other pupils and adults in the school. Expectation of behaviour and work will be made clear and consistent, ensuring instructions have been understood, in order for them to behave in a way which adults expect. Working consistently as a staff so that the same expectations apply throughout the school. This is vital so that pupils understand that all staffs are working together throughout the school. [pic] Q4) What strategies might you employ to encourage pupils to behave appropriately' Describe how you might react to incidents of bullying and violence. To encourage pupils to behave appropriately, the strategies I will employ are: Set the boundaries-I will let the class know where my boundaries are -I would make it clear to the children which behaviours are accepted and not accepted within the school. Consistent will be the key to adhere these standards. Wait for silence-This is the single most effective thing that a teacher can do to get their class to behave and learn properly. Whatever it takes I will never ever address a class until they are sitting in silence looking at me and ready to listen to what i say. To achieve silence form my class I might try Gimmi five which means Eye on the speaker, Quiet, Be still, Hands free and listen. Give them the choice-Pass on responsibility for behaving appropriately over to them - it is after all their decision to make. Essentially the children have a choice between doing as i ask and being rewarded or refusing to comply and accepting the consequences of this. I will be consistent once rules, goals and boundaries have been negotiated and set, stick to them. Keep rules to a minimum because too many rules make it difficult for pupils to remember and follow them. Control my voice-Our voices give away our inner state of mind and can also influence the way that our students behave. Keeping my voice calm and relaxed, this will help me control the class. Be proactive. This means preparing things in advance and taking action before something happens to prevent the pupils, group or class from working well. Advance planning and preparation is essential to avoid disruption. Work within a clear framework. As directed by the teacher, organize work and give pupils clear instructions/explanations so to minimize opportunities for disruption. Be positive. Encourage pupils to keep the goals through rewards and other positive incentives. Reward positive behaviour using verbal and/or written praise, stickers, or merit points for behaviour not just academic achievement. Be realistic about pupils’ behaviour. Accept that pupils will be inquisitive, nosy and messy at times. Working with the teacher to organize a pupil-oriented environment and implement activities in areas where pupils can concentrate without too many distractions. (Burnham and Diaz, 2008) I will react to incidents of bullying and violence in the following ways: Talk to the victim and perpetrator and any witnesses. Identify the perpetrator and talk about what happen, to discover why he/she became involved. Make it clear that bullying and violence is not tolerated at school. I will calmly talk to all the children involve and reassure then that the school will protect and support all the parties involved. If the perpetrator owns up then sanctions procedures outlined in the Behaviour Policy will be followed. In serious cases, the parents/carers of the perpetrator will be seen by the Head Teacher/member of the Leadership team. Incidents of bullying and violence will be recorded in the school incident log. If the suspected perpetrators does not own up, i will investigate further .If it is clear that they are lying, i will continue with the procedure. I will continue monitoring the situation to ensure no repetition. Attempts will be made to help the perpetrators change their behaviour. Where necessary other professionals will be asked to work with the class group or individual children.(Stonebridge,2011) Q5) Describe how you might appropriately observe the physical abilities and skills of a nine year old boy. The observation may need to be planned in advanced so that I would get more out of the observation, it will be done in the course of his daily routine to fit in with time so it will be free to focus on the child. I would make sure that the pupil is unaware that he is been watched/observed. If the boy knows this, it may hinder the observation and he may become embarrassed, inhibited or perform which would not give me a true picture of his ability.   When observing a pupil appropriately,   I would need to establish a good rapport with the pupil. The observation would have to be carried out with minimal disturbance to the pupil and that the natural behaviour can flow to identify the pupils strengths and weakness, and how he respond to the resources been used. I would be observing his social and emotional skills in how they relate to there peers, their use of   language and how he communicate. How he handle equipment this is most important with the use of   bats or hockey sticks that they are aware of the boundaries and game rules, this would take into consideration his physical growth (e.g. movement) and fine motor skills which is vital for him to write effectively (e.g. hand coordination) and the control of his whole body. References • Armstrong, F and Richards, G. (2008) Key Issues For Teaching Assistants, New York, Routledge. • Burnham, L and Diaz, L (2008) The Teaching Assistant’s Handbook, Edinburgh, Pearson Education. • Clayton, T. (1993)’From domestic helper to ‘’Teaching Assistant’’- the changing role of the British classroom Assistant’, European journal of special needs education 8:32-44. • Stonebridge (2011), Course Handbook, London. • Skinner, F. (2009): The Shaping of Behaviour, New York, Palgrave Macmillan. ----------------------- Promoting positive behaviour Use positive recognition Follow up on important issues Ensure directions are unambiguous Model expected behaviour Build trust with all pupils Notice when pupils are behaving well