Unit 210: Support learning activities

Teaching Assistants support classroom management and assist with general administration. They help manage pupil behaviour and support pupils’ health, safety and emotional/social development. Teaching assistants establish relationships with learners and help pupils to access the curriculum. They support the development and effectiveness of work teams, work with other professionals and liaise effectively with parents.

A teaching assistant can have discussions with the teacher after obtaining a copy of the prepared lesson plan. Some time may need to be set aside for these discussions to take place, such as break or lunch times. These lesson plans are usually prepared in advance, the teaching assistant can provide support by doing their own prep work or helping out with task resources.

Schools employ and have teaching assistants, to again, create the best possible learning environment for the pupils. As a teaching assistant I will work as part of a team working to make the pupils learning journey, a successful one. I will attend staff meetings and continue to develop my skills through in-house training and other relevant courses. I will maintain and contribute to school policies and procedures, and work in partnership with parents and carers on behalf of the school.

The reputation of the teacher is possibly one of the most fickleof all professions, the reason for this being the closed environment to which they work. As in all professions, reputation is important so to be able to carry this reputation forward it is important to earn the respect of not just pupils but colleagues, peers and the local education authority. Experience within local education authorities creates local professionals, as easy as this is to state it is just as easy to understand because of the relationships built between the teacher and other local professionals within the professional environment of the

This article is one that is very educational and very helpful in the education field. Knowing that Paraeducators are increasing in school districts. This means that special education teachers and general education teachers need to know how to train and supervise Paraeducators in what needs to be done by them and how to do their job. Knowing that there are a lot of Paraeducators that don’t have prior experience with exceptional students and their responsibilities of a Paraeducator lets future teachers know how to prepare themselves for learning the information needed to help the Paraeducators. This article gives future educators the insight of what to prepare for along with learning the extra information to help the Paraeducators. The article tells about how the collaborative classroom support plan. The article gives detailed information along with diagrams and example forms that are used in the collaborative classroom support plan. The article tells about how collaboration is important not just to have a healthy and effective relationship between educators (the general ed. Teacher, the special ed. Teacher, and the Paraeducator) for themselves but for the students too. This article tells how collaboration is the best way to educate students and to cover a lot of ground. This article goes over the challenges of training Paraeducators.

One overarching theme that developed fairly early on is the change in focus my study took. I felt, at times, my study was slightly ambitious, allowing my focus to switch between challenge and feedback far too often. It is possible, now I have concluded my initial study, to further develop what the pupils do in class and not focus on what I do outside of the class, as I believe this has had a bigger impact on pupils development. My general ‘one size fits all’ approach to challenge activities is an obvious flaw, with all pupils having different abilities, approaches and limitations to their own learning. Despite being given ownership for their own learning, it is impossible for all pupils to make progress at the same rate and this was indicated through a good attitude to learning, but poor quality of work. The developing growth mindset of pupils almost compensated for their lack of ability to adapt the necessary skills to complete what had been asked of them. As identified by Bush (2017), pupils need to be equip with multiple strategies in order for them to fall back on if their first strategy fails them. In light of this, in any future study, I would like to consider how I can spend time connecting ideas, from previous lessons. Many of the pupils in this study struggled the clear links between previous learning, unable to make the necessary connections to reach the higher order thinking. Much of the skills needed within BTEC Health and Social Care asked them to reflect on previous learning (in the form of different units) in order for them to progress successfully. Chris Reck (2007) discussed the importance of connecting ideas, building bridges between a sequence of lessons so pupils can see the importance of sequential knowledge. It would be

In recent provision changes, the ‘Carter review of Initial teacher training (ITT)’ (Carter, 2015) highlights how ITT can be improved in order to enhance support for students. Issues concerning ITT raised by ‘HOC: Third Report’ in 2006 that criticised the ‘lack of training on SEN’ due to the ‘non-compulsory modules in initial teacher training’ (HOC, 2006, p.69). For example, evidence reported by Hartley (2010, p.2) suggested that students were underperforming, as ‘pupils aged 11 in 2008, 84.5% with no SEN achieved the expected level in English and maths [whereas] 33.7% of pupils with SEN achieved this’ which he claimed to be due to the lack of teacher expertise. In response, Carter (2015, p.24) proclaims that ‘it is critical that all new teachers are given training in how to support children with SEN- this should not be treated as an optional extra, but as a priority’. Additionally, Carter’s proposals relates to Fredrickson and Cline’s belief that provision would benefit all children as Carter (2015, p.34) states ‘understanding how to teach children with SEND is critical to improving progress and achievement for all children’. Examples of this move towards inclusion is displayed by the publishing of training resources for SEN co-ordinators, such as ‘Supporting Pupils with Dyslexia (Griffiths, Groom and Smith, 2012, p.65), which projects the ‘idea that dyslexia is not an insurmountable barrier but a condition that requires different approaches’, therefore showing a change of

I have enjoyed working with Masufa Khatun for the last XX years. She is an enthusiastic, diligent, hard working and totally reliable Academic Support Tutor and Learning Support Assistant (LSA). The students at the Adult and Higher Education division of Peter Symonds College range in age from 16 to 60 plus. Masufa is an excellent communicator and works with students of varying abilities and ages without a problem, providing support to those who can barely read and write to those on our degree programme. She works well both when supporting an individual student from a mainstream class or one from our discrete provision for adults with learning difficulties/disabilities. Flexibility and an ability to see problems in advance are key to supporting these students successfully which Masufa is able to do.

Responsible for the implementation of a comprehensive and effective education welfare support. Creating support plans, intervention programs and reviewing pupils progress on a weekly basis. Other responsibilities include liaising with external sources such as social services, other education institutions and parents to enable and ensure children can achieve their full potential. Ensuring child safeguarding was upheld, registering and teaching pupils Mathematics, English and Science within the intervention centre.

Be mindful that the learning environment is about to change. Support and guidance might be necessary about how students need to become more independent pupils, with less visibly forced deadlines.

Mrs. Mott designs and implements lessons that are differentiated to cater for a range of abilities and learning styles. Mrs. Mott plans and adjusts her lessons to accommodate various learning needs of her students. Mrs. Mott teaching strategies include a sound balance of teacher-directed and student-centred learning. I think that Mrs. Mott has a strong understanding of all content she teaches,, which is evident when looking at her students development. Mrs. Mott continues to strengthen this by attending professional development training. Mrs. Mott has developed each lesson to work with each students clearly linking it to her next lesson and the outcomes is a great learning experiences for the students while accommodating students’ prior

III. Compare different methods of meeting learning & development needs for individuals and groups. Compare a minimum of 2 methods for individuals and groups.

The aims of this reflective report are to demonstrate the difference in teaching and learning for pupils within this setting. Also understand the impact one to one support has on a child. Finally to gain understanding in

As this research shows done by Ofsted , the teaching and support In both primary and secondary lessons, the quality of teaching and support was not judged to be satisfactory, the teachers were either ‘inadequately aware’ of or failed to ‘take sufficient account of the learning difficulties of the pupils’. Also they unsuccessfully adjusted their teaching style, or the expected demands of the pupils to allow them to gain knowledge and understanding of the work that was actually being covered in the lessons. Ofsted reported this often was shown in teachers’ unrealistic expectations that all pupils would be able to read significant amounts of text and to demonstrate their learning in writing. Again with this sort of research I have to critique as the blame cannot be surely be put on the teachers all the time with their teaching, they at the end of the day also have a job of getting their lessons across in a way that they are accustomed to, it’s what they are paid to do. Also they cannot adjust if they do not know or have the knowledge that some of the children have learning difficulties, as again as mentioned earlier in the review, some

o They need personal & social support, due to emotional fluctuation, which may inflict a range of negative feelings like rejection, inadequacy, indecisiveness, inferiority, & other overpowering negative sentiments like hatred.