Teaching

Assignment 2 1. Explain the five broad social and emotional aspects of learning. The five broad social and emotional aspects of learning are as follows: Motivation: A motivated pupil will find most subjects achievable and enjoyable. Being motivated in the learning environment, pupils can make better and rational judgments, hold good relationships with others and often not accept defeat when faced with new challenges. Motivation often helps them deal better with difficult situations and have a greater understanding of their own emotions and feelings. Motivation in a pupil is an on-going development that staff and teaching assistants can help sustain while in the learning environment. Managing feelings: When managing feelings pupils will have different methods of doing so. A pupil who can successfully manage their feelings will understand that they need to be nice to others to talk politely and listen to others, while pupils who may not have the ability to manage their feelings may have disruptive behaviour and a short attention span during lessons. A pupil struggling with their feelings may get anxious and worried over trivial matters. The ability to manage one’s feelings can result in a positive attitude even when things may not go the way we expect them to, or when we don’t understand a particular concept. Pupils will often not be afraid to seek help from others and can usually find a way of helping others to feel good about themselves as the pupil does about them self. Self-awareness: Having self-awareness will help pupils to understand about themselves. They can normally be responsible for their actions to themselves and the effects on others. They can recognise what feelings are and their meaning and how to act in accordance with them. When any pupil can understand their self-awareness they can accept their behaviour and attitude affects others and can reason with these emotions. They can appreciate what is required from them to do their best in the learning process and apply this to achieve good results. Pupils unable to understand their self-awareness may be have difficulty in expressing themselves to others and not understand what is happening to them. Empathy: The ability to understand someone else’s feelings and emotions. Putting yourself in someone else’s shoes is a phrase we use often. To be able to comprehend another pupils point of view and their feelings. A pupil with empathy can show compassion to other pupils in difficult situations and rather than patronize they can empathize. They are often good listeners and shows respect for other people and can calm situations with the use of empathy. When a pupil cannot show empathy may be because they haven’t got the concept of it, they may react badly in situations and be unhelpful. Some study shows boys are less empathetic than girls due to an idea that males should not have a caring nature but in the classroom empathy should be taught and shown and the earlier the better. Social: The way in which pupils act, relate and communicate with one another. This skill enables pupils to have positive relationships with others, to feel a part of a group or class, to work a long side other pupils and staff in a cooperative manner. Pupils who develop good social skills usually are high achievers, team players and team builders both in the classroom and out. They know when to listen and when to interact and participate using appropriate actions. From our development in social skills we have the ability to form and build relationships and solve conflict with others. To have a good understanding of ourselves and society and this skill grows as pupils progress through schooling life. 2. Describe 5 appropriate methods that help pupils recognise and express emotions. As a teaching assistant it is important to encourage pupils to express all their emotions but in the correct manner. By having a solid structure in the classroom pupils can soon learn the way in which they are expected to behave and act within these areas. One method could be the use of writing, age dependant and ability. Using words to show emotion through writing stories can be a way for the pupil to communicate with the teacher or assistant rather than talking. Some children may not be able to talk about their feelings and emotions and if they are unable to recognise how they feel this method may be more beneficial to the pupil. Teenagers may be more inclined to act out role play. A pupil may show signs of anger or upset through this method, the consequence of another pupils actions. It is important to show pupils that emotion is a natural feeling but it has to be dealt with accordingly. The role play method also emphasises the importance of group discussion and sharing. By reassuring pupils that emotions are acceptable it reinforces their self-worth and practiced enough should become a way for them to recognise in themselves and one another emotional states. Encourage the use of expression. Class activities can be great as a way for lots of emotional feeling to be aired and shows how others adapt to feelings and how they deal with those emotions. Have a positive approach when we listen to pupils sharing their emotions and feelings. Never use negative or non-constructive words. Be ready to praise pupils for recognising their feelings. It can be for some challenging and this is all part of the learning process how they are dealing with these emotions. 3. Discuss how you would encourage co-operation when working within a group of pupils. Co-operation is a joint effort that benefits one self and another or more. As a teaching assistant one of my duties may be to encourage pupils to co-operate with each other at some point in a lesson. To do this I would allocate my time fairly between pupils showing that while I cannot be with everyone at the same time co-operating with each other will be productive to the lesson. The group of pupils would have the resources they need to full fill their tasks and this would encourage them to share and discuss the items they need and are using. Materials that require sharing and participation of others, to develop encouragement and co-operation. I would always be on hand to help and aid the pupils and this highlights how co-operation between staff and pupils works. Promoting a good relationship with in the group is essential to show that as a role model I can listen, observe and absorb what others have to say. This should promote empathy within the group due to the understanding I show to others. Offering choices and familiar topics that all the pupils have knowledge on that require discussion and group chats will allow the pupils to interact with one another. Finding a common factor. Perhaps an organisation of seating to allow pupils to be able to see one another during discussion will develop co-operation. Having positive and safe surroundings put pupils in a better situation, they are more likely to be relaxed and feel good in their environment producing better work and increase involvement in the lesson. 4. How might the teaching assistant help to meet the requirements of the school health, hygiene and medical policies and procedures. Although as a teaching assistant I am not primarily responsible for the safety of staff and pupils I will be able to know how and what to do in an emergency. To help meet requirements set out by the above mentioned policies and procedures I will know how to respond to various common known illnesses, these recognised through physical and behavioural changes. Immediately reporting such to the teacher and if necessary any other member of staff. I am able to take action suitable for the illness or injury and know what I am allowed to do in my role as a teaching assistant regarding treatment. Have knowledge on who are medically qualified staff are, where medical supplies and equipment are kept. In the event of an accident or medical illness assure pupils that they are in safe and secure surroundings in accordance to their age, development and circumstances. Encourage pupils to be hygienic by washing their hands after using the bathroom and before lunch and break times. At all times comply with school policies and procedures in these matters and stay calm. Looking after my own health and safety while dealing with any emergency is also important. Secure and make safe any area in order to stabilise the situation and when able offer support and assurances to any other pupil/s or staff involved. 5. List possible signs of neglect, physical, emotional and sexual abuse briefly outline how a teaching assistant may deal with a suspicion or disclosure of abuse. Possible signs of child abuse and neglect: Physical injury: bruising, in places such as the ears, arms and feet. Cuts or unexplained marks, (cigarette) burns, bites and effects from poisoning or unexplained fractures. Scarring or clusters of injuries (old scars and new ones). Grip markings on places such as genital area’s or thighs. Emotional abuse: Signs of ill health, weight loss, undernourished. They may have Poor social and emotional development. May be inactive or uninterested in lessons and surroundings. Have low self-esteem, May wet or soil themselves. Have anger related out bursts and aggression. Sexual abuse: Use of sexual language they should not know at their age. Unusual expression of affection not suitable for their age. Change or loss of appetite. Difficulty walking and sitting may underline genital infections, rashes or swelling. Torn or stained under clothing. To imply that secrets can’t be told. Running from the family home. Self-harm (in older children). Sudden Anxiety and fear. Not wanting to go home after school has finished. Neglect: Possibly the hardest of all abuses to detect. Low weight due to inadequate eating. Unclean clothing and poor hygiene. Unsuitable clothing and footwear for the weather. Anti-social behaviour and withdrawn around others. Poor performance in subjects. Sometimes these injuries may be accounted for but have not been reported to the school. I would seek advice immediately if I am worried regarding any issues about possible child abuse or neglect. How I would deal with suspicion or disclosure of abuse would be: Taking detailed notes is crucial, exactly how I am told by the pupil. When confided in by a pupil I must stay calm and in control. Offer reassurances and comfort. Say that they are believed and not to blame. Inform them they are right to talk to me and report such issues. Don’t give false promises. Abuse is a serious matter and the facts much be stated unbiased and non-emotional. The school will have in place a procedure for any abuse reported. As soon as I can report my Findings to an appropriate member of staff. If I suspect a pupil is being abused I would follow the schools procedures alerting senior staff and giving an accurate detailed interpretation of events. Nothing must be changed or altered in the statement or report using the exact language as told by the pupil. Senior staffs are responsible for following the procedures laid down by ACPC (Area child protection committee) so reporting this to them is crucial and necessary.