1.1 Describe how a learning support practitioner may contribute to the planning, delivery and review of learning activities. The learning support practitioner may contribute to the short-term planning of learning activities of the class. Since the support practitioners get to spend more time with a child, or a group of children who need extra help, they would give inputs about how to adapt the lesson to meet the needs of everyone. The support practitioners may also get involved in the delivery of learning activities by working with a child, or a group of children who need an additional support. It is a good idea to discuss with the teacher about the learning outcomes, and the ways to carry out an activity beforehand.
Duties and responsibilities of a teaching assistant involve a variety of skills including; - being a good communicator/enjoying working with others. In the role it is vital to share information as well as ideas and thoughts. To be able to do this competently and in an effective way you would need to enjoy working with the people around you to build up a good relationship. - using your initiative. Teaching assistants need to be able to prioritise and manage tasks themselves at times.
She always know which student needs extra help with which subject. She tries to differentiate when she teaches and be sure that she is getting to her students’ level of understanding and teach them from that point, rather than just making them get to her level, hoping that they will understand what she wants them to understand. According to my interviewee building a positive environment in the class and with colleagues
In this situation, the learners’ learning was assessed by teacher circulating and talking with them. Providing learners’ feedback on brainstorming questions as pair or group, the teacher could make a plan for next learning. However, it was difficult for some less able learners to produce their ideas about the topic because they may have no ideas or no confidence to share their ideas with the class. For that, I differentiated the lesson by using think-write-pair-share approach. At that time, I could see their flow in learning with the supports of teacher and peers.
Teachers can offer rewards to help student, people focus and work harder in there study or work, and also student can reward himself. Rewards its motivate students and workers to done all things in good ways. For example, if student complete a piece of work that your proud of it, and spending time on it, reward yourself with snack or something which will appreciate. To motivate student let them work with groups that they like it and feel comfortable with them. Try let them study with friends, or any member they like.
Therefore, faculty members must work to establish a learning environment that supports effective student teams. Many of the challenges that occur when using student teams can most effectively be addressed at the beginning of the course. Here is when student teams can identify potential concerns, including possible leader and participant issues, and develop norms of behaviour through which these concerns can be addressed. Here is when the teacher can set out policies for addressing problems which may occur downstream. Here is when the teacher can lay out evaluation policies
One idea that this weeks material generated was realizing that not all sections of a lesson may appeal to all students and to not only focus on the students who are struggling but also to allow the students who enjoyed or did well in the section to do additional work. Encouraging the student to take the assignment up a level on their own will add self-guided learning. My idea then would be to allow the student to apply those extra efforts to an assignment in which they may have earned a poor grade or for students who are very involved whether in athletics or in other academic obligations to also use those extra assignments in weeks when they may not have had the time to complete something to the best of their standard ability. This would reward them for going above and beyond the regular assignment, giving them an ace in the hole or a homework pass. One thing I have noticed about the kids as I have taken the time to build relationships with them is that they are much more involved and have very busy lives compared to when I was in high
These include emotional, mental, and behavioural difficulties. It is observed that the information is not presented to the teacher making it important to view the issues with open mind. Although the teacher cannot immediately find solutions to the problem but the teacher must be capable enough to become aware of the situation and must have knowledge of the techniques that can be used for facilitating students. The students that are passive are characterised through failure or fearing relationships due to which it becomes important for them to avoid criticism, developing the environment of the class that is in close knit and rewarding success. These are the common needs of students that must be considered in effective class management because it helps in learning more easily and conveniently.
These types of student should be seated away from doors and windows that may distract him or her. The student may work best closest to the educators and provide frequent breaks for the student to get a drink or walk around the room (Reynolds, 2013). Other than that, these students also need, To be provided an assignment book for the student to keep track of homework and daily work. Encourage this book to be signed by parents so parents know what is going on in the classroom. Communicate with the parent as much as possible (Reynolds,