Teaching Assistant Level 3

The setting has Special Educational Need Co-ordinator (SENCO) involved in supporting the teacher and /or parents. The SENCO organises further assessment of the child’s needs if required.

When you encourage independent learning it is important that operational skills are explicitly taught to all pupils, but also vital that prior learning and experience are recognised.

In pages 55-60 of Green’s book, On Teaching Band: Notes from Eddie Green, the author discusses the successful introduction of playing instruments to students at the approximate age of 11-13 years. He offers techniques to maintain student engagement when beginning to teach instrument-playing. Green states that he prefers to keep a neat classroom to encourage students to be equally organized. He also determines the physical needs of the classroom, including wire stands and playable instruments for each student, stating that he prefers the students receive their instruments at school.

The function of a HLTA will be relevant and specific to the setting that they are employed, but the overall aim is to help children to achieve their full potential through a number of teaching methods suitable to each childs needs.

At the end of the lesson I would prepare the learning environment for the following lesson by returning all tables and chairs back to their places and all instruments back to their storage space while once again checking the inventory and the condition of the instruments. I would also clean the instruments so that they are again ready for use, and notify the teacher of any damages or losses.

In the course ECE 212 Art & Music for the young child we created an individual lesson plan about music. This lesson plan was about providing a variety of materials to create and instrument. This helped the children thing critically as well as using their small motor skills. Afterward the children will be able to play their instruments that they have just

E1-Describe the development of children in a selected age range and in two areas of development

DESCRIBE THE LESSON: Write a summary of the math, social studies, science, language arts, Spanish lesson you will teach. The lesson MUST be listed in the KSDE Standards for the age group you have selected. [2-3 paragraphs]

When they were doing the activity I was watching them how to do the activity. Sometimes I asked them some questions to make sure that they understood completely. I observed all pupils in my group loved to play with the colourful shapes and they separated them in the right circle. This activity was very simple but through that the pupils can recognise the all type of shapes. When we finished Miss B suggested each group should check other group work and they should find if there is any mistake. While my group were checking other groups work I was with them and supported them with explaining more.

Lastly it would be important for me to make sure children can use the materials and resources on their own to encourage independence but also ensure the items can be used in a group. This will encourage children to collaborate

The first factor that may affect number skills development is national and community factors. A Country and community’s political, cultural, social and economic policies all contribute to the environment in which children develop. The success a country has in educating it’s children and producing a numerate population depends greatly on the country’s emphasis on the goal of numeracy for all, the resources it has available, and the mechanisms it has in place for providing effective programs and incentives that encourage number skills.

The planning for Year 3 Literacy follows the National Primary Literacy Framework. Within my setting I have prior discussions with the class teachers on what the planned activity is and how I am going to support the children to achieve the learning objective. All support staff are given plans for the day/week on certain curriculum subjects that they will be supporting. This will contain the aim outline what the lesson, or series of lessons, hopes to achieve. Prior knowledge points to relevant knowledge pupils may already have and also to knowledge which may be necessary in order to support them in accessing this new topic.

You should find tricky passages in the piece for each instrument, and come up with strategies, exercises and other activities to teach these passages and skills to ensure student success.

First, students must learn the instruments of the Orchestra and the instrument families. There will be a display on the board of what the layout of an Orchestra looks like. There are four rows and each row has multiple instruments, some rows have different instruments. Students will learn about each row and all of the instruments. Once the students have had a chance to look over the layout of the Orchestra, I will write the four instrument families on the board which are: Strings, Woodwind, Brass, and Percussion . Each instrument of the Orchestra belongs to one of these categories. I will take time to talk to the students about which instrument belongs in which family. This is where it gets all confusing for students because the instruments are different. As the teacher, I will need to make sure that the students understand how to tell the difference between each instrument

One year experience as teaching assistant in SRM University (January 2015 – February 2016). My responsibilities included: