Teaching_Assistant_Level_3

Teaching Assistant Level 3 Tracey Parkes. Student Number TRA851PA Question 1. Give examples of how you would plan activities. Evaluation-An assessment of how well the teaching and learning activities achieved their objectives. Learning Resources-Materials, equipment, including ICT, software, books and other written materials (e.g. handouts, worksheets) dvds etc, that are required to support teaching & learning. Partnership working-Working with the teacher to support teaching & learning, for example, in whole class plenary sessions. Personalised learning-Maintaining a focus on individual progress, in order to maximise the capacity of all children and young people to learn, achieve and participate. This means supporting and challenging each learner to achieve national standards and gain the skills they need to thrive and succeed throughout their lives. “Personalised learning” is not about individual lesson plans or individualisation, where children are taught separately, largely through a one to one approach. Plans-Plans may relate to a single lesson or span a number of lessons, eg. Project plans, scheme of work. The plan will be recorded in writing and agreed by the teacher before putting it into action. Relevant people-People with a need and right to have information about pupils participation and progress. This will include the qualified teacher responsible for the pupils but may also include others such as school leaders, other classroom support staff working with the pupils, special needs coordinator, or other professionals, eg. Speech and language therapist, educational psychologist. Information sharing must always adhere to the schools confidentiality policy and child protection procedures. Success measure-The criteria against which the teaching and learning activities are evaluated. Success measure could relate to: The impact on individual or groups of pupils. Coverage of the curriculum. Individual learning target. Teaching & learning activities-The teaching and learning activities for individual pupils or small groups of pupils developed and delivered by the practitioner working within a framework set by the teacher. Planning teaching and learning activities under the direction of a teacher. As a teaching assistant I would need to: Clarify and confirm with the teacher; The teaching and learning objectives of the activities. My role in planning, providing and evaluating the teacher and learning activities and how this relates to what the teacher will be doing. The pupils you will be working with. How success is to be measured. Contribute effectively to the planning of any partnership working with the teacher as part of the overall lesson plan. Plan activities to meet the agreed teaching and learning objectives and the personalised learning needs of the pupils involved. Structure teaching and learning activities to: a) maintain pupils motivation and interest. b) provide feedback on pupls learning and progress. Select and prepare teaching and learning resources relevant to: a) the pupils needs and interests. b) the teaching and learning objectives of the activities. c) the linguistic and cultural diversity of society. Knowledge and understanding. As a teaching assistant you will need to understand. The nature and boundaries of your role in planning and delivering teaching and learning activities, and its relationship to the role of the teacher and others in the school. The importance of having high expectations of pupils and how this is demonstrated through your practice. The relevant school curriculum and age related expectations of pupils in the subject/curriculum area and age range of the pupils with whom you are working. The teaching and learning objectives of the learning activities and the place of these in the teachers overall teaching programme. How to take account of pupils experiences, interests, aptitudes and preferences in planning personalised learning. The key factors that can affect the way pupils learn, including age, gender, and physical, intellectual, linguistic, social, cultural and emotional development, and how to take account of these in the planning, implementation and evaluation of learning activities. How social organisations and relationships, such as pupil grouping and the way adults interact and respond to pupils, may affect learning. Strategies for gathering information on pupil learning and progress, and how to plan for and use these in teaching and learning activities. How to select and prepare teaching and learning resources to meet the needs of the pupils involved. How to establish and maintain a purposeful learning environment and promote good behaviour. The importance and methods of establishing rapport and respectful, trusting relationships with pupils. How to select and use teaching and learning methods to support, motivate and interest all pupils with whom you are working. School polices for inclusion and equality of opportunity and the implication of these for how you plan, deliver and evaluate teaching and learning activities. How to monitor pupils response to teaching and learning activities. How to monitor and promote pupil participation and progress. The importance of working within the boundaries of your role and competence and when you should refer to others. How to reflect on and learn from experience. How to evaluate teaching and learning activities and outcomes. The school procedures for recording and sharing information. Question 2. Describe your role in delivering learning activities. As a teaching assistant I would need to: Establish and maintain a purposeful working environment for the learning activities. Communicate effectively and sensitively with pupils to support their learning. Use appropriate teaching and learning methods: a) for the pupils and the learning activities. b) to maintain pupils motivation and interest. c) to support and challenge pupils appropriately. d) to gather feedback on pupils, learning and progress. Promote and support the inclusion of all pupils involved in the learning activities. Monitor the pupils responses, to the teaching and learning activities and modify or adapt activities if necessary to promote learning. Monitor pupils participation and progress in the learning activities and provide constructive support to pupils as they learn. Reliably carry out agreed commitments to partnership working with the teacher. Provide accurate and complete feedback to relevant people on pupils, participation and progress. Maintain appropriate records of the teaching and learning activities and outcomes in accordance with school procedures. Evaluate teaching and learning activities and outcomes. As a teaching assistant you will need to: Identify and use evidence from the teaching and learning activities to evaluate pupil progress. Make a realistic assessment of the extent to which the planned teaching and learning objectives were achieved taking account of the agreed success measures. Seek and take account of feedback from the teacher and pupils. Identify the strengths and weaknesses of the teaching and learning activities in relation to: a) the teaching and learning objectives. b) the success measures. c) pupil participation and progress. d) the teaching and learning resources. e) the teaching and learning methods. Identify issues for improvement and ways of addressing these. Record and use the results of your evaluation to support development and improvement. Provide feedback to the teacher to inform his/her future planning. Question 3. Make a list of things expected from you as part of your role in supporting an individual pupil or group of pupils. Individual Pupils. Encourage the pupils independence. Children need to be encouraged to be as independent as possible from the earliest stages of school. When you are supporting an individual pupil, this is what your aiming for them to be able to do. It applies to their self help skills such as putting on and doing up coats as well as to independence within their learning. It is important for adults to give children tasks that are appropriate to their age, and stage of development. You will need to know how to provide support for a pupil whilst at the same time encouraging them to be independent. As well as building good relationships with pupils, you will need to: Give positive encouragement and praise-this will give pupils a feeling of achievement and desire to sustain their interest in learning activities. Children will be visibly boosted by praise when they are doing well. Listen carefully to pupils-children will be aware if an adult is only partially interested or paying attention to what they are saying. It is important to take notice of their contributions so that they feel that they are being valued. Motivate pupils through positive experiences that are interesting and can be made real to them. Children will particularly enjoy and benefit from having artefacts and real objects to handle when learning. For example, children learning abut a religion will remember more if they have seen examples of the kinds of items which may be used by a particular faith. These kinds of displays in classrooms are often the most popular and effective for children. Provide a level of assistance which allows children to achieve without helping them to much. This could be simply giving them a list of things which they may need to consider when carrying out a task or remembering not to give them help as soon as they ask for it. Try saying “have you thought about another way of doing this'” or “are there any other things you need to remember” Ensure that children have sufficient resources to complete the task so that they do not need to seek adult help. If you know that children are going to need particular items to carry out a task, ensure that they are accessible-or that children know where to find them within the classroom. Use positive praise wherever possible. You will need to give as much praise as you can to build up the childs self-esteem and make them feel valued. When this happens a child will be more likely to attempt to gain the same adult reaction by trying hard the next time. This applies not only to their work within the classroom but also to their behaviour, for example, when they are all sitting on the carpet-”look how beautifully sam is sitting” will immediately draw attention to the right kind of behaviour and often cause others in the class to do the same. In the same way, if you notice how hard a child has worked with an activity and you give him or her praise for doing it, the child will feel that it was worth making an extra effort. Keep the pupil on task. Respect and value the pupil at all times. You must understand and be aware of the pupils support needs. You must respond appropriately to the pupils physical needs. Ask pupils about their own personal interests. Maintain conversations with pupils. Be sensitive to any cultural differences. Give the appropriate amount of intervention-not too little or too much. Make sure you are up to date on the needs of individuals. Monitor individual pupils responses to learning activities. Group of pupils. Be aware of individuals learning needs. Remember to give praise and encouragement. Make sure you are aware of the learning objectives. Involve all pupils in the activity. Monitor their behaviour. Monitor their learning. You should be aware of how to deal with difficulties within the group: a) anticipate any potential causes of conflict. b) deal with any issues immediately. c) remember school policys when dealing with behaviour or conflict. d) always remain calm when dealing with difficulties. e) report any problems which you are unable to overcome to a teacher. Always monitor pupils progress. Help with any classroom resources and pupil records. Question 4. Think about your role and responsibilities as a teaching assistant. List examples of your own general and specific tasks. Discuss assigned duties with classroom teachers in order to coordinate instructional efforts. Prepare lesson materials, bulletin board displays, exhibits, equipment and demonstrations. Present subject matter to students under direction and guidance of teachers, using lectures, discussions, or supervised role playing methods. Tutor and assist children individually or in small groups in order to help them master assignments and to reinforce learning concepts presented by teachers. Supervise students in classrooms, halls, cafeterias, school yards and gymnasiums, or on field trips. Conduct demonstrations to teach such skills as sports, dancing and handicrafts. Distribute teaching materials, such as text books, work books, papers and pencils to students. Distribute tests and homework assignments, and collect them when they are completed. Enforce administration polices and rules governing students. Grade homework and tests, and complete and record results, using answer sheets or electronic marking devices. Instruct and monitor students in the use and care of equipment and materials, in order to prevent injuries and damage. Observe students performance and record relevant data to assess progress. Organise and label materials and display students work in a manner appropriate for their eye levels and perceptual skills. Organise and supervise games and other recreational activities to promote physical, mental and social development. Participate in teacher parent conferences regarding students progress or problems. Plan, prepare and develop various teaching aids such as bibliographies, charts and graphs. Prepare lesson outlines and plans in assigned subject areas and submit outlines to teachers for review. Provide extra assistant to students with special needs such as non English speaking students or those with physical and mental disabilities. Take class attendance and maintain attendance records. Assist in bus loading and unloading. Assist librarians in school libraries. Attend staff meetings and serve on committees as required. Carry out therapeutic regimes such as behaviour modification and personal development programmes, under the supervision of special education instructors, psychologists, or speech language pathologists. Collect money from students for school related projects. Laminate teaching materials to increase their durability under repeated use. Maintain computers in classrooms, and laboratories, and assist students with hardware and software use. Monitor classroom viewing of live or recorded courses transmitted by communication satellites. Operate and maintain audiovisual equipment. Provide disabled students with assistive devices, supportive technology, and assistant accessing facilities such as rest rooms. Requisition and stock teaching materials and supplies. Type, file and duplicate materials. Use computers, audiovisual aids, and other equipment and materials to supplement presentations. Assist individual students in performing activities initiated by the teacher. Reinforce learning in small groups or with individuals, while the teacher works with other students. Assist the teacher with crisis problems and behaviour management. Carry out instructional programmes designed by the teacher. Work with the teacher to develop classroom schedules. Carry out tutoring activities designed by the teacher. promote positive behaviour in line with school policies. Question 5. Briefly describe the role of teaching assistant in relation to the teacher. The teaching assistant can support the teacher by preparing and maintaining the learning environment, preparing the learning resources, and learning materials for use and monitoring and maintaining the learning environment and resources. They must also ensure that all learning materials, resources and equipment are used effectively, appropriately and safely. They must understand and promote how basic and curriculum specific equipment and resources can help a pupils learning. The teacher could ask teaching assistants to: Make notes on SEN children supported during the previous lesson. Read through lesson plans/teachers previous notes/yesterdays achievements in teacher planner. Carry out planned starter activities for mathematics lessons. Carry out speaking and listening observations of the whole class or targeted children. Read/introduce the lesson starter. Be a partner to a child. Set up reading records/journals. Ensure resources that are needed for the lesson are available in order to support targeted children. Further differentiate materials/resources to enable SEN children to achieve lesson objective. Support children to aid their understanding/answering of oral questions. Guide/support children through reading/explanation of a text/worksheet. Record childrens assessments. Collect, record and mark homework and mark tests. Prepare review information for parental meetings. Question 6. Briefly outline the roles and responsibilities of: the head teacher, deputy assistant head teacher, SENCO, key stage co-ordinators, subject co-ordinators, class/subject teachers. Head teacher. The role of the head teacher is to manage all aspects of the school. Governors. Parents. Teaching staff. Local education authority. Non teaching and support staff. Children. Ofsted. The head teacher is responsible for managing the school and all those within it, as well as making sure that the curriculum is being effectively taught and managed. He or she is answerable to parents, the local authority and ofsted for the smooth running and efficiency of the school, and whether it represents good value for money. The head teacher will be a member of all committees in the schools governing body and will need to attend all meetings. Deputy assistant head teacher. The deputy head teacher usually still acts in a teaching role, although in some larger schools this may not be the case. The deputy may be responsible for managing day-to-day arrangements such as organising supply staff and setting up training courses, arranging visits by student teachers and so on. The deputy needs to liaise with the head teacher on a daily basis concerning the days priorities. The deputy works along side the head teacher to manage the school and can advise staff. When the head teacher is absent from the school, the deputy is responsible for its management. SENCO. The SENCO is responsible for managing children with special needs throughout the school. They will need to keep up-to-date records on all these children as well as being responsible for the management of individual support assistants in the school. The SENCO will be the line of contact for any outside agencies who need to come into the school to look at individual children with special needs. These may include the following; Speech and Language unit-offers therapy and advice for children with speech and communication difficulties. Parents will usually take children for therapy. May also come into school to give advice for targets. Behaviour Management Unit-SENCO may refer children to this unit. They will then come into school to observe and give individual or group sessions. Educational Psychologist-based at the local authority, the EP will come into school to access children who are in need of extra support. Learning Support Service-offers advice for staff and comes into school to offer support. It may be able to provide additional help in areas such as literacy. Usually a limited number of hours per term. English as an Additional Language Unit-take EAL children for assessment and small group work during school hours. Sensory Support Service-offers advice and support for children with sensory impairment, e.g. visual or aural. Occupational Therapist/Physiotherapist-may be referred by school but usually takes place elsewhere. There may be a waiting list. Key stage co-ordinators. Are responsible for the creation and maintenance of the school learning environment throughout the school as a whole. Class teaching commitment. Class/Subject Teachers. The teacher in the classroom is at the heart of the schools provision for gifted and talented pupils. Teachers need to cultivate effective learning environment by: Providing suitably challenging activities and questions to extend the core learning task. Encouraging pupils to take risks, to play with ideas and to regard all answers, whether right or wrong, as productive opportunities for learning. Consulting with gifted or talented pupils on their preferred learning styles and planning for these. Providing rigorous and constructive feedback to pupils on their work. Looking for opportunities to widen the scope of learning activities beyond the school and the classroom. Subject co-ordinators. The role of the subject co-ordinator is a vital part of any schools management structure. Subject co-ordinators must be able to provide leadership and direction for their subject, plus ensure that it is managed and organised in such a way as to meet the aims and objectives of the school. Subject co-ordinators role involves: Planning the year. Time management. Curriculum areas. Curriculum polices and polices for the school. Evaluation for all curriculum subjects. Curriculum development plan. Good practice. Professional development. Managing stress. Question 7. Give examples of how to promote independent learning, e.g. using ICT skills. The rationale for presentation is that: ICT makes for good engagement. Engagement is essential for good learning. ICT as the potential to promote independent learning, however, tasks have to be carefully constructed in order to create the correct circumstances. ICT is an essential tool in the modern classroom, it can engage pupils on a number of levels and make the job of the teacher considerably easier. However the use of ICT does not necessarily ensure good learning. There could even be a situation where the class is quiet and engrossed in their computer/web based activity, but getting no lasting benefit from the activity. All activities, ICT or not, should challenge pupils thinking at a high level and try to make them better learners. It is impossible to try and separate engagement from getting pupils to think at a high level and making them into independent learners-they are all linked. The aim of all three is to create an effective learning environment. The rules of engagement. 1) Activities have a clear purpose and relevance. 2) New knowledge is related to old. 3) Presentation is varied. 4) Activities generate curiosity. 5) Pupils ask questions and try new ideas. 6) Pupils see their achievements and progress. 7) Pupils analyse their thinking/learning. 8) Pupils gain satisfaction and enjoyment from their work. 9) Pupils get a positive image of themselves as learners. Of these nine ICT covers six of the points really well: Activities have a clear purpose and relevance. Presentation is varied. Activities generate curiosity. Pupils ask questions and try new ideas. Pupils see their achievements and progress. Pupils gain satisfaction and enjoyment from their work. The benefit of most widely applications is that they automatically give you an end product, e.g. a presentation using power point or a movie using movie maker. Also the wealth of using free applications can allow you to build variety into lessons: and, if lots of packages are used, then pupils will have to figure out how they work and interact with others to create the desired results. If the end products are realised then pupils should get a sense of achievement and satisfaction from their work. This leaves three points that do not naturally appear in ICT activities: New knowledge is related to old. Pupils analyse their thinking/learning. Pupils get a positive image of themselves as learners. ICT activities can include these elements of learning, but they need to be thought about carefully and planned into any activity. We should not see this as a simple process; saving work from one lesson to the next does not constitute “new knowledge is related to old”. teachers need to make review and linking points into a structured part of the lesson so that learning becomes connected. Analysis of thinking needs to be tackled in a formal way-how the activity was completed and how the skills can be applied in other contexts. Independent learning. As well as fully engaging pupils with ICT, we should be trying to increase their general ability as learners. This can be easy to achieve and in some senses supports the way that applications are designed. The key is to make the principals of independent learning explicit to pupils and help them to analyse how these are enhanced through the learning. For me independent learning involves: Problem solving. Inter-personal skills. Industrious activity. Self motivation. Creativity. Being reflective. Question 8. What strategies can be used to support pupils learning activities' When supporting pupils for different activities, you may find yourself in a variety of situations. An individual support assistant, for example, will be assisting and supporting a particular child and will usually work alongside or close to that child. As that child may have a statement of Special Educational Needs, they will need that adult support to ensure that they have full access to the curriculum. Sometimes teaching assistants will be asked to work with a group of children. In this situation, it is vital that all children are given the same opportunities to give their thoughts and opinions. You may also find in the course of your work with children that, while working on a particular idea, other learning opportunities become available. You should always use these wherever possible so that the interest of the children is maintained and you capitalise on ideas that they put forward. Assistants will need to use a range of strategies to support the planned learning activities. Strategies to support learning activities: Skills and strategies used. What to do. 1) Instructing Pupils. Teacher may give you methods to teach Ensure that you are clear about the concept and Specific concepts. Understand the method . You may have the freedom to work on your Give children a starting point so that they Own ideas. Are able to focus. 2) questioning pupils. Use open ended questions. Who/What/Why, rather than yes/no. Find out what they know first. Make sure children understand topic / are Focused. Question all in group. Address pupils by name -ensure both Quiet and enthusiastic are included. 3) Monitoring pupils. Monitor pupils response to Ensure that the child is able to achieve. Learning activities. Adapt the work so that the children Maintain their interest. 4) Explaining to pupils. Make sure all children understand Before you start the activity ask the The task. Children what they have to do. Make sure all children understand Talk to children to check their understanding- The concept they are required to learn. Rephrase any difficult vocabulary. Effective use of praise during learning activities. As you will be working with children who are learning all the time, it is vital that you use praise and encouragement to keep them on task and motivate them in their learning. This kind of reward is very effective, although it must be clear to children why they are being praised. It is important as you get to know children to praise their efforts as well as their achievements. They will need to have recognition for what they do, and this could take several forms, although you will need to find out the schools policy on the use of rewards, for example: Verbal praise-this could be simple praise as the children are working, by saying “well done” “that is a very good drawing” or by asking the child to go and show the teacher at a convenient moment and so gaining another adults attention. Stickers, stamps and charts-there could be a school policy on how these are used, and you should be aware of this. Some schools will leave it to the class teacher to use reward systems that they find the most beneficial, whereas some may not like the free use of stickers. A school recognition of a good effort-such as the child showing the head teacher, or gaining a school certificate, will offer motivation right through a childs school life. Good practice. Ensure both you and the children understand what you are required to do. Use a range of questioning strategies. Make sure you listen to all the children. Reassure children who are less confident about their ideas. Give positive praise wherever possible. Adapt work where necessary. Inform the teacher of any problems which have taken place. Provide a level of assistance which allows children to achieve without helping them too much.