Teaching Assistant Level 2

Level 2 commandment availant Certificate Assignment terce Unit 3 Supporting the Curriculum TASK 9 exposement field of operation headings together with a brief summary of the takings, describe the chain and main provisions of the pertinent content class in the nurture where you ar employed. notional Development This Area of acquisition relates to the posement of childrens undivided ways of unwraping and representing their notions and emotions in an imaginative way with assorted mediums and various forms of self-expression.Children explore as wide a sick of stimulus as it is possible to leave given the resources avail satisfactory. They production ingredient in art, craft, design, music, dance, theatre and dissemblement activities. They obligate the luck to manipulation black market to compose music or poetry to develop their creative com pose skills. They atomic soma 18 advocated to experiment with artistic mediums and represent their own loo world-be aters d nonp aril and d angiotensin-converting enzyme their creativity, developing an ability to communicate and express their individual creative moods season alike demonstrating an empathy with others. They be also encour bestride to reflect upon their own blend in.Knowledge and consciousness of the World This subject frame of references upon childrens friendship and recogniseing of the world approximately them by developing several(predicate) aspects of joke, activities and experimental acquirement fulfilles that stimulate their senses encour sequence investigation into subjects or activities that spark an interest. The children be abetd to ask questions around their surroundings explore their environment and undertake studies that leave alone help them to develop an interest in and aw beness of the ideals, beliefs, views and opinions of thers. Through the consumption of experiential acquire, off slew with a familiar present or mediaeval experience (see turbinate computer programme, as advocated by Ameri sewer psychologist Jerome Bruner (Smith, Mark k. 2002)), curious and exploratory do consort techniques argon fostered and the children ar encouraged to develop reflective skills so that they apprise re chatter and draw upon their own individual experiences. Language, Literacy and Communication Skills Children argon encouraged to engage in dealions that develop their thinking ar swanment and cathode-ray oscilloscope of vocabulary.They bring to pass mired in speaking and earshot activities through away the foundation academic degree in time and ar encouraged to ask for information with regard to eachthing that they do not understand. on that point are activities that involve words, rhymes, songs and stories where children join in. Early literacy is encouraged darn favor is given to the fact that, for every last(predicate) children, attainment to read is a unique personal experience as such(prenominal) should not b e rushed. Ysgol Dolafon believes that construe should also be funChildren are each(prenominal)owed ample opportunity to freely access books and quiet areas are hand overd. The sideline angle contains yet a few posers of techniques that live with been implemented and proven to help with former(a) literacy 1. Using childrens own books in class. 2. Using audio tapes in conjunction with books to help children follow a story. 3. Pointing out words and linking them to the pertinent items, people or places in the picture. 4. Using role play, or prop up to act out familiar stories. 5. breeding stories and rhymes out in a fun and imaginative way. 6.Consistently pointing to the top left-hand as your starting point and indication the left to business orientation through-out the edition of a story. meter reading is promoted as a pleasur adequate-bodied activity and eachowing children to read books that bear a breakicular relevancy to their own interests is often considered to be more than(prenominal) utilizable than strict adherence to a commercial reading scheme. Children at Ysgol Dolafon are continuously nominated with the opportunity to assimilate pre-cursor writing tag an early age and and a great deal of effort is put into encouraging the children to develop writing skills and activities.From scribbles and mark making ad dependable through to patchicipating in purposeful writing tasks, children develop and improve their writing skills as they move through the plan. At all shows (including very early mark making) the childrens work is positively encouraged, valued and exhibited. Mathematical Development Mathematical activities at Ysgol Dolafon are delivered in accordance with instructchilds individual ineluctably and great deal of emphasis is given to continuity of instruction.Ample opportunity is volunteerd for scholarly persons to discuss their understanding of concepts as they advance and instructors are aware of the importance of eliminating every gaps in the childrens mathematical knowledge. The welch convention Government guide breed for Mathematical Development maintains that It is crucial that gaps in childrens mathematical schooling are avoided, so that children do not miss out on essential elements in their understanding of mathematical concepts (WAG 2008) and Ysgol Dolafon fully agrees with that statement.Children at **** **** often generation engage in experiential activities where they are encouraged to explore interior(prenominal) and outdoor environments and spend a penny first-hand experience of recognising cloths making comparisons / recognising similarities and differences estimating and predicting counting sequencing weighing and bar etc. Engaging in relevant discussions that provide an opportunity for the children to come on their skills, increase their knowledge and ex escape their mathematical vocabulary is an essential part of the instruction process.Mathematics is taught throu ghout the trail day and crossways the entire curriculum. Its relevance to other subjects is normally pointed out. For example The need for accurate weighing and measure of the ingredients utilise in cookery and the bearing that inaccurate measuring talent have on the finished product would be discussed as part of the cookery lesson. Children major power also be encouraged to work out half measures or double up on ingredients in outrank to vary the portion size of the finished item. Personal and Social Development, neighborly welfare and Cultural DevelopmentThis element of the curriculum builds on the childs past and present experiences and it provides the opportunities for children to learn more or less themselves and their relationships with other children and adults both inwardly and beyond the family (WAG 2008). Children at **** ***** are encouraged to develop confidence and assertiveness, spot taking into account the inescapably and feelings of others. They are enc ouraged to challenge prejudice, discrimination and stereotyping and cater lead by positive example.Staff at the discipline provide pupils with frequent opportunities to share their opinions and emotions and encourage them to pay trance attention to the feelings and emotions of others. Children are also provided with the opportunity to look later on animals and plants in order to demonstrate that all living things require care and respect in order to thrive. Children are introduced to concepts that build on their personal experiences and increase their knowledge and understanding of themselves and their surroundings. at a time children are able to appreciate and understand the eelings of others the concepts of fairness, justice, rights and responsibilities can be realistically introduced. The aim is to fully prepare and equip children for a positive role in society and the aspiration is to achieve this through a learning environment that reflects each goal appropriately. **** ***** is a dual stream welch/ side of meat school which is attentive to the distinctive and rich Welsh culture including all cultures that are part of the diverse society in Wales and it strives to provide activities that are suitably mean and resourced.The children are taught to appreciate and celebrate pagan differences and learn a great deal about the diverse range of cultures through the exploration of art, literature, music, fashion, architecture and religion. Physical Development This aspect of the curriculum relates to the development, change magnitude skills functioning and performance of the physical body. It also provides an understanding of the results that a good for you(p) lifestyle delivers by exploring the effects of a balanced diet, use, perfumed air, decent sleep etc.Children at **** ***** are taught how best to take certificate of indebtedness for keeping their own bodies hygienic they are taught to identify and understand the dangers of medicines and drugs , smoking, alcoholic beverage and other potencyly harmful substances. Pupils are taught the importance of food and pee in relation to the human body. They are encouraged to recognise healthy foods develop a good knowledge of the different food groups and to understand how a balanced combination of foods is a requirement for a healthy mind and body.Childrens physical development begins with gross motor skills (control of the macroscopical body muscles such as those found in the arms and legs). This stage is followed by fine manipulative skills (the control and coordination of petty(a) muscles). Due friendliness is given to the fact that children are unique and develop at different rates and staff are aware of the fact that children cannot increase theyre range of skills until the muscles required are sufficiently developed. Consequently the activities and resources used are checked for the sui elude developmental needs of each individual child.Physical activities are introduced at the earliest opportunity and they are integrated into other lessons where appropriate. For example the inclusion of actions performed to rhymes, stories and plays is believed to foster a positive attitude to movement and exercise from an early age and as such actions are incorporated into untold of the story telling in the three class old setting. For more demanding, physically active movement appropriate space is essential and extend areas are available indoors and outdoors so that children can make up greater spatial awareness through experimentation of movement without restrictions.The children are provided with access to appropriate apparatus (for both supervised and unsupervised use) and consideration is given to the fact that enough time for the children to develop their skills is of equal importance to the provision of equipment and space. Pupils are encouraged to recognise that regular exercise benefits them feel good and helps their bodies to work well. Welsh Langu age Development The foundation course initially introduces Welsh through incidental Welsh.The everyday use of undecomposable Welsh greetings the repetitious recital of rhymes the singing of songs and the telling of innocent stories in informal play situations are part and parcel of the everyday fashion. There are interactive displays intentional to upkeep the development of familiar concepts such as discussing colours, numbers, the weather etc. and any themes that we explore (e. g. the seaside, the farm, the fire station) have the key words highlighted bilingually. Next we have the introduction of organize school terms where simple phrases and delivery patterns are explored.The children are exposed to basic question patterns, such as ble mae? (where is? ) and simple phrases are introduced into their play. Children in **** *****s Foundation leg learn Welsh through a holistic curriculum, through structured play, and through having a specific structured developmental and pro gressive programme. The language skills that they learn in Welsh computer digestup their development, knowledge and skills in English and vice versa. Examples of activities used to support the development of speaking skills at **** ***** accommo view the followingJoining in with nursery rhymes, action songs and singing sing is seen as a good way for children to execute the gets and pronunciation of a new language. Singing as part of a group provides them with credential and helps develop confidence. As in all language inform, the use of rhymes containing a strong rhythm, repetition, alliteration and homophones reinforces language development and pronunciation. Telling stories sharing and sexual relation information observing and respecting celebrations and events that are important to the children Circle time designed to provide opportunities for children to discuss speak and listen to others ideas, feelings, emotions and events Relaying messages sharing greetings in day-b y-day routines and giving instructions to others. Footnote I feel it is important to give that In the opening descriptive paragraph of each of the curriculum subjects as epitomed in The Foundation Phase Framework for Childrens Learning for 3 to 7-year-olds in Wales, it is stated that, the guidance and Area of Learning should not be viewed or delivered in isolation it should be planned for across the curriculum (swanseagfl. ov. uk) Complete a detailed take away of one subject over one key stage. Describe how this would be planned, delivered and overseeed and formulate the spoken language used. NB The Foundation Phase replaced Key Stage 1 of the National Curriculum from the start of the 2011/12 school year. The foundation phase covers intravenous feeding years from ages 3 7 (Wales. gov. uk. 2011 2012). I have chosen to end a detailed study of Language, Literacy and Communication Skills as delivered to a merge age class of Nursery, Reception and Year 1 and 2 pupils (foundati on phase). Oracy (Skills and Range)The childrens oracy skills are promoted though willing and structured viewing, listening and speaking activities. Children are pass judgment to make progress in their ability to listen, understand, communicate and make themselves understood. The use of movement, gesture and speech as communication tools is explored and developed and the children should sprain increasing capable of speaking take a craply, understanding basic instructions, using appropriate language and conveying accurate meaning. They are evaluate to attain listening skills and develop the ability respond to the sounds around them.They should develop an understanding of frame in the language that they prove consequently becoming more and more able to respond appropriately to phrases or instructions that increase in complexity. Delivery of these skills should come in a categorization of forms and locations and the following list contains some examples of where/how 1. Children should be provided with the opportunity to experience activities in both indoor and outdoor settings. 2. Provision should be made for the experiencing of different types of play ranging from planned and structured to off-the-cuff and child initiated. . Talk/communicate for a variety of purposes included alone not limited to a. Presenting simple information b. enquire and answering questions c. Expressing emotions, likes, dislikes, need etc. and expressing personal opinions. d. Involvement in spontaneous learning activities such as dialogue and role play. e. Joining in with rhymes, songs and simple stories. f. Repeated recitation of songs, poems or raps. g. The conveying of personal or imaginative experiences using familiar language patterns. h.Extend their knowledge of language through activities that foster an interest in words and consequently increase their vocabulary. Reading (Skills and Range) The opportunities provided throughout the Foundation Phase should encourage child ren to show and interest in books and to have it away reading. The skills taught in the Foundation Phase should enable children to progress in their ability to follow stories that are read out to them and respond to those stories in an appropriate manner. Children should be encouraged to explore books (with or without and adult) and to handle them in the way that a reader would.They should be aware that there are different types of books. Adults should develop an underpinning strategy of demonstrating that text is read from left to right and of explaining how written symbols have sounds and meanings. The object lensive is for children to build on the knowledge that they already have and to ultimately gain the skills required to read with fluency, accuracy, understanding and independence. These skills provide them with the confidence need in order to read their own work and other texts aloud discuss written works in an aware manner (e. g. alk about characters and storylines or pr edict events and outcomes) and to respond appropriately to books by considering what they have read in terms of content, ideas presentation, organisation and the language used. (WAG 2010) formulation This covers the three areas of oracy, reading (including phonics) and writing. The instructors plans with input from schoolroom participators and the supplying needs to cover skills development as well as age range. Medium Term Planning Research books relating to topic. Plan aspects of literacy to be taught through these books e. g. labelling listing captions story diary etc.The use of phonics letters and sounds. Phonics three times a workweek. Weekly Planning Chose a book for a week or a fortnight and plan on topic activities for oracy reading and writing. Differentiate activities for age groups and ability levels and include specific tasks for more able students or those with SEN. Delivery **** ***** has a dedicated LLC every morning and provided LLC is also delivered across the curriculum. Oracy is developed through Knowledge, Understanding or Creative Development. Writing is developed through Knowledge, Understanding or Role Play. Children are divided into ability groups.The teacher and the pedagogy assistant work with a focus group tour the other children work on deepen activity or have continuous provision. Groups are rotated to cover that all children work with the teacher during the week. monitor lizarding Classroom assistants provide feedback to the teacher and the teacher remembers progress/difficulties in a variety of ways individual record sheets post it notes the annotation of plans are all ways in which the childs progress is evaluated and this constant evaluation is an essential character of successful formulation which adapts to the needs of the child/children.This monitoring is also used to write the childs end of year report. Terminology explained CVCC lecture Words which have a consonant-consonant-vowel-consonant pattern. Diff erentiation The practice of delivering information to pupils in a way that is appropriate to their individual ability and level of understanding rather than their age. Digraphs A combination of two letters representing one sound such as ph ch sh ee and oo Graphemes Graphemes are the smallest units in a writing governance capable of causing a contrast in meaning.In the English alphabet, the switch from cat to bat introduces a meaning castrate therefore, c and b represent different graphemes. It is usual to transcribe graphemes within angle brackets, to show their special status , . The main graphemes of English are the twenty-six units that make up the alphabet. Other graphemes include the various marks of punctuation , , etc. , and such special symbols as , , and (? ) LLC Language, literacy and communication skills. impersonal The end result (as predicted in the planning) the final goal that you would be expecting the children to achieve. OracyFluent, voice and grammatically co rrect verbal communication Oral blending and segmenting To practise oral blending, the teacher could say some sounds, such as /c/-/u/-/p/ and see whether the children can pick out a cup from a group of objects. For segmenting practise, the teacher could hold up an object such as a sock and ask the children which sounds they can hear in the word sock. The activities introduced in Phase 1 are intend to continue throughout the following phases, as lots of practice is needed before children will become confident in their phonic knowledge and skills.Phonemes any of the perceptually distinct units of sound in a contract language that distinguish one word from another, for example p, b, d, and t in the English words pad, pat, bad, and bat. Phonics A method of teaching reading ground on the sounds of letters, groups of letters, and syllables. Range A variety of planned activities which are specifically relevant to the subject. In this case The opportunity to engage in spontaneous and stru ctured communicative activities designed to expand the childrens vocabulary and encourage their interest in words.Stimulus would include Stories (fictional and factual) media and ITC texts information texts poems songs and nursery rhymes. Skills Refers to the childs capabilities In this case their oracy skills which should be developed primarily through the use of sensory stimuli Speaking listening and viewing activities which are ultimately intend to improve the childrens ability to listen and respond appropriately while continuously improving their attention/concentration spans and building on their preceding(prenominal) experiences thereby helping them to attain general communicative accomplishment and increased self-confidence.Write dance A technique developed by Ragnhild Oussoren encourages creativity, self-expression and confidence and by developing the childs gross motor skills it theoretically helps to develop the prerequisite physical skills and co-ordination required for writing. The programme is described as organism of benefit all children, but it has been found to be particularly accommodative for children with SEN. Briefly outline three recent strategies introduced by the government to overturn standards in the curriculum. How would you access up to date information in curriculum development?Recent strategies to raise standards Literacy, numeracy and deprivation. The Minister for Education and Skills recently introduced a strategy for raising standards of literacy and numeracy in schools. In June 2011 he announced the intention to introduce a new National Literacy and Numeracy Framework (LNF) and a carcass of national testing for all pupils aged 5 to 14. Deprivation In brief, the strategy to help children from disadvantaged backgrounds ranges from the introduction of free breakfast clubs to classroom based strategies which include, learning in small groups supported by teaching assistants customising lessons to individual tudents learning ne eds providing extra-curricular learning and study support piquant and supporting parents in supporting their childrens learning and promotion of the idea that effort and perseverance pay dividends. In order to receive updated curriculum development information first hand I regularly visit the education and skills webpage at Wales. gov. uk I have also registered for the WAG newsletter. germane(predicate) and up-to-date publications are always available to read in the school staff room. What extra-curricular activities are available in a typic school?Complete a detailed study of one of the activities. A typical school would probably offer the following extra-curricular activities Sports Football/rugby/ netball/ hockey hazard etc. Choir Chess/ board games Gardening club An In-depth field of view of Chess/Boardgames Club at **** ***** Chess/board games club at **** ***** takes place every Wednesday afternoon during term time. It runs from 3. 30pm until 4. 15pm and is supervised b y a member of the schools board of governors. This gentleman also provides the mediaeval board games that the children use.Number of children in attendance 10 (2 new workers joined at the beginning of this term, both are from year 2). Gender 4 girls & 6 Boys. Age range Year 2 to year 6 (was year 3 upwards but the rules changed in crime syndicateember 2012). Duration of session 45 minutes Number of games being played on Wednesday nineteenth Sept 2012 Four Types of games available Chess and an assortment of hand-made Medieval, Tudor and Viking games by and large 2 player games but some multi-player games. The games being played while I was in attendance were Fox and GeeseFox and Geese is a medieval, asymmetrical game. Players have different nonsubjectives and different pieces/men. One player leads a fox whose objective is to kill all the geese by jumping over them. The other player leads the gaggle of geese whose objective is to corner the fox and stop him escaping. Nine mens room Morris Nine Men Morris is a two player, strategy board game of Roman origin. Each player has nine pieces which they place upon the board one at a time taking alternating turns. Players then take it in turn to move their own pieces in an attempt to build a line of three.A straight line of three wins the player the right to take any one of his/her opponents pieces. The object of the game is to leave the opposing player with fewer than three pieces. It is possible for both player either player to force the game into a draw. Tafl (meaning table in old norse) Games Tawl Bwrdd is the Welsh name for an 1111 Tafl board as described (with the rules of play) by Robert ap Ifan in 1587 in a Welsh document (p. 4 Peniarth ms) now in the Welsh National Library. popular opinion to be of Viking origin and found in one form or another everywhere the Vikings travelled, includingIceland, Britain, Ireland, and Lapland the game represents the final stages of a battle where the king, on the losing side , is being attacked on four sides by an army with twice the number of men to his defending army. To win he has to escape to one of the corners. The king loses if he is surrounded on four sides. Chess A medieval style chess set was in use but during play I saw no deviation from the chess rules that most of us are familiar with today. TASK 10 List and briefly outline the main factors that influence teaching and learning.The quality of the planning and delivery of the lesson. clash the needs of all the students. Making the lesson engaging by ensuring that the different learning styles of the students are catered for. Students achieving the learning objective that is Every student should make suitable progress. Planning Ability to communicate clearly Behaviour management And outside(a) factors weather conditions, home life, etc. Using your preferred method of research, study various teaching assistants job description and explain the variety of support a teaching assistant ight be a nticipate to give in the classroom whilst supporting, planning and evaluating learning activities. The following is a cut and pasted job description taken from Powys County Councils Vacancies webpage. P. C. C. lists all TA posts as Non-teaching staff despite the fact that this term is no longer frequently used. Marland (2001 cited in David Fulton in association with The Open University, elemental tenet Assistants, Learners and Learning) suggests that the title is offensive. P. C. C. Example Teaching Assistant (Non-teaching Staff)Main Purpose of role Working under the overall supervision of the trusty teacher to -provide support in addressing the needs of pupils within the class -assist and support teaching and learning -work with individuals or groups and assist in providing for general care, safety and welfare of pupils. heading Responsibilities 1. Contribute to implementation of plans. Assist in the delivery of lessons/sessions and interact with the teacher and pupils as requ ired. sign agreed learning activities/teaching programmes, adjusting according to pupil responses. . Promote positive values, attitudes and good pupil behaviour, dealing promptly with bout and incidents in line with established policy and encourage pupils to take province for their own behaviour. 3. Encourage good relationships between pupils. Promote inclusion and credenza of all pupils, encourage them to interact and work co-operatively and engage in activities. Assist with pupil supervision in the playground and on school trips. Monitor pupils achievement, safety and welfare. 4. Promote independence and development of conceit in all pupils. 5.Support and use ICT in learning activities & develop pupils competence and independence in its use. 6. Undertake to promote the ethos of the school and be familiar with school policies 8. Undertake routine tasks photocopying, collecting and distributing resources. 10. Work with the teacher to establish an appropriate learning environmen t e. g. helping with displays, tidying and organizing resources. 11. To co-operate with the employer and follow health and safety advice and instructions. 12. To abide by the principles and practice of equality of opportunity as laid down in the Councils Equal Opportunities Policy. The above example gives the typical specifications for a Powys ancient school but official titles and job descriptions tend to be subject to a fair amount of regional and local variation. Learning support assistant teaching assistant classroom assistant and learning teach are a few of the titles that I have encountered during my research for this fitting and all appear to be fundamentally the same thing. Ask a cross-section of people who do the job what the associated duties are and the descriptions that you get will be even more varied than the titles.There seems to be no set in stone criteria the responsibilities appear to vary from school to school and tend to be depended upon specific requirements at specific times this is particularly broad in the case of SEN positions which are closely tailored to the individual needs of the child or children concerned. In summary, the general job description is as follows The teaching assistants role is to complement the professional work of teachers and accept responsibility for agreed learning activities under an agreed system of supervision, supported by direction from teaching staff in line with school policies and guidance.The role may involve planning, preparing and delivering learning activities for individuals/groups or terse term for whole classes as well as monitoring pupils and assessing, save and reporting on their achievement, progress and development. Teaching assistants with a level 3 or higher qualification might also be responsible for the management of other teaching assistants including allocation and monitoring of work, appraisal and training. representative day to day teaching assistant duties appear to involve a v ariety of tasks which might consist of of any or all of the following . Assisting the teacher in the planning and execution of classroom activities. 2. Working with small groups of children on exercises that have been set by the class teacher. 3. Setting up lesson resources/equipment before lessons the packing away or appropriate disposal of resources after the lessons. 4. Setting up audio/visual equipment. 5. Creating displays and mounting childrens work. 6. Photocopying, file , book sorting, and general admin duties. 7. Working one to one with children who are seek with some aspect. of numeracy or literacy. 8. Playground duty. 9. support the younger children to change before and after sport activities. 10. Helping younger children with toileting and hand washing 11. Stock rotary motion general stock taking and ordering of art and craft materials etc. 12. Listening to children read on a one to one basis. 13. Helping children to reach expected targets. 14. Monitoring pupil progres s and reporting back to the class teacher. 15. Leading by example with regard to good manners, morals, social interaction, racial and sexual equality etc. 16. Dealing with instances of argument, fighting or bullying in the appropriate way. 7. Ensuring health and safety guidelines are followed and routine checking of tools and equipment for any H&S issues. 18. Routine maintenance and repair (where practically possible) of equipment and resources. State why you think it is important to plan and prepare learning activities. How will the experience and qualifications of the teaching assistant affect the support they are able to give? Teachers and teaching assistants need to have clear ideas about the lesson they wish to set up and it is important for them to have made adequate preparation if the lesson is to be a success.Good communication between teachers and teaching assistants is enormously important. There are three main elements that need to be considered when planning lessons. F irstly one must consider the aims and outcomes the lesson is intended to achieve. Next they should make out an effective learning environment, appropriate activities, relevant resources and sequencing of these and finally they would need to monitor and evaluate pupils progress in order for the teacher to be able to decide whether or not the lesson has been successful.Teaching assistants undertake a wide range of supportive tasks, the variety and importance of which are bloodsucking upon their level of qualification/experience. Those with the most qualifications/experience are naturally expected to be able to assume more responsibility than those who are just starting out in the job or working at a less qualified level. The LEA and/or individual schools tend to make decisions with regard to the level of experience or qualifications they would expect from person applying for a teaching assistant position.As a bare minimum you would ordinarily need to be able to demonstrate good r eading, writing and numeracy skills and it would usually be preferred that you would have some experience of working with children of the relevant age. What feedback might a teaching assistant be expected to provide and in what form and to who might they be required to deliver it? more often than not feedback would be delivered to the class teacher, verbally, at the end of the lesson but in special circumstances such as one to one reading feedback would be written in the pupils reading record book where teachers/parents can access it later.When working with a pupil or group where extra support is required feedback might be best delivered as and when required throughout the duration of the lesson. TASK 11 When assisting in the delivery of learning activities, describe how a teaching assistant might be expected to 1. Assist pupils and keep them on slice The general consensus is that happy children are more likely to get involved and learn and with that in mind the teaching assistant should try to make lessons as enjoyable as possible, however, it is equally important to set clear and firm boundaries in order to prevent fun from descending into ungoverned chaos. . Encourage pupils to work independently Research into independent study has indicated that teachers and teaching assistants who involve learners in lesson planning get good results from the practice. This type of coaction often helps to make the lesson interesting and relevant for the pupils and involving children in the learning process can also provide them with where-with-all to reflect upon their own needs. It is well cognize that children learn better if their efforts are appreciated and they feel valued. As they gain in confidence they will automatically become more independent.Teaching Assistants can play an important role in helping raise the self-esteem of children. They can do this not only by demonstrating an interest their school work but also by expressing an interest in activities that they enjoy outside of the school environment. Group working is also proven to be highly beneficial strategy for building confidence it can provide students with an opportunity to learn from one another and this temporarily switches control from the teacher to the learners resulting in increased confidence and greater independence. 3. Use learning material appropriatelyThe teaching Assistant should possess the knowledge and ability to be able to prepare appropriate equipment and materials for lessons that they are involved in and they should be ripe in the techniques involved for the use of specific tools, equipment and resources. They should possess up to date knowledge of Health & Safety legislation as it relates to the activities or lessons that they are preparing for this should include COSHH and all other applicable regulations. In addition to these skills the TA also be capable of undertaking routine maintenance and/or general repairs to tools and equipment. . Monitor respons es The teaching assistant would usually be expected to monitor and evaluate pupil responses to learning activities using a range of assessment and monitoring strategies. They should have the ability to be able to record the progress and achievement of a child or group or children in lessons/activities and systematically and accurately provide evidence of the range and levels of progress that the child/children achieve. The expectation would be for them to be capable of providing objective feedback and/or accurate reports on pupil achievement as and when they were required.They should be able to ensure the availability of appropriate evidence to back up any reports that they make. Explain how a teaching assistant might recognise problems that might occur whist supporting individuals and how they could be managed? Behaviour management should be implemented In accordance with guidance provided by the class teacher. The Teaching Assistant would usually be expected to provide support to the teacher when dealing with disruptive or potentially disruptive behaviour from pupils.That said, the Teaching Assistant might often find them-selves in a position where they are able to spot the early signs of disruptive behaviour of potential bullying and in these circumstances they may be able to frolic the child/childrens attention to other, more positive things, effectively preventing the potentially negative situation from occurring in the first place. References Welsh Assembly Government. (2008). chisel ASSEMBLY GOVERNMENT DOCUMENTS. functional http//www. swanseagfl. gov. uk/learn_agenda/foundation_p/wag_docs. asp put up accessed twenty-ninth June 2012.Welsh Assembly Government. (2011 2012). National curriculum Key Stage 1. Available http//wales. gov. uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum1/? lang=en Last accessed 29th June 2012. Smith, M. K. (2002) Jerome S. Bruner and the process of education, the enc yclopedia of informal education http//www. infed. org/thinkers/bruner. htm Last accessed 29th June 2012. Ragnhild Oussoren . (2010). Write Dance. Available http//www. schrijfdans. nl/write-dance. html Last accessed 18th July 2012. Dwr Cymru. 2005). Think Water. Available http//www. dwrcymru. co. uk/English/community/education/think/index. asp. Last accessed 13 Sept 2012. Hancock, R. , Collins, J (Eds) & Colloby, J. (2005), Primary teaching assistants, Learners and learning, Chapter 1 p7, Eight titles and roles, Published David Futlon in association with the Open University (2005) Reprinted Routledge 2009. Gothic Green Oak. ( ). Games. Available http//www. gothicgreenoak. co. uk/index. html. Last accessed nineteenth Sept 2012. PAGE 1 Margaret Lorraine Voss SH34393/NCC Assignment 3