Explain how a
Learning Support Practitioner may contribute to the planning, delivery
and review of learning activities.
The
Learning Support Practitioner or Teaching Assistant works directly under the
Teacher, following their curriculum and directions.
The
TA does not only have to be fully briefed about the Teacher’s educational
intentions but also has to be involved in the planning and preparation of the
learning activities so that they are aware what is going to happen in the
classroom and can support the teacher’s work. Also this is the way for the TA
to learn from the Teacher how to plan lessons and learning activities. Planning
is a decision about what will be done, when, how and with which pupils. The
support the TA can give to the Teacher at the planning stage depends on their
qualifications, expertise, experience, and job description and has to support
the ethos of the school. The TA can help the Teacher in planning and
preparation with new ideas and learning strategies; the preparation of the
learning materials, organising and managing the learning experiences. It is
also the duty of the TA in the planning and preparation stage to get the
classroom ready for the specific learning activity (e.g., arrangement of desks,
distribution of learning materials, etc.) and tidying up afterwards. If the TA
has any concerns about the implementation of the planed learning activities
they should share those with the Teacher. Problems can arise from the lack of
appropriate learning materials, time restrictions, learning environment, the
role or expertise of the TA.
Effective
learning combines the utilisation of key and basic skills with discrete
support, constructive feedback and encouragement of pupils to take
responsibility in their own learning. In order to support this process the TA
has to be fully aware of the aims and objectives of the learning activities,
their relation to the curriculum and the ethos of the school. Also they have to
understand clearly their roles and duties in the delivery of learning
activities and use appropriate materials and learning strategies previously
agreed with the Teacher. The duration of the learning activities can be a part
of a lesson, a single lesson or several consecutive lessons, and can be planned
for individual pupils, groups of pupils or the whole class. During the delivery
of the learning the Teacher and the TA can share the workload between each
other in different ways, according to previous planning and depending on
experience and training. The most common arrangement is the TA helping out the
Teacher while they are dealing with the whole class, e.g. the TA can be assisting
pupils in the use of equipment and ICT, supervising children’s behaviour and
progress, helping out the slower ones. If the TA has experience or training in
dealing with SEN children, it can be their responsibility to deal with
individuals or small groups with special needs while the Teacher is working
with the whole class. Alternatively this situation can be turned around if it
is the Teacher who has the means to deal with the SEN children and the TA can
be made responsible for teaching the rest of the class. The tasks of the TA may
include: explaining points or words, repeating instructions of the Teacher,
reading stories or hearing children to read, making notes for a pupil while the
Teacher is talking, checking pupils’ work helping to correct mistakes, guiding
work on computer, helping to catch up on missed work, supervising and observing
children’s practical work. During these activities the TA should give their
individual attention to pupils, be available for help and give support as
needed, try and match individual needs to long-term learning goals. The TA has
to take into consideration the way children learn and develop and the factors
influencing learning, and immediately report any problems to the Teacher. The
learning materials used by the TA have to be suitable for the age, maturity and
abilities of the pupils, and also address the individual learning needs. These
materials have to be high quality, accessible, relevant, useful and simple to
use, also interesting and challenging for the pupils. It is the TA’s
responsibility to help pupils following instructions and keeping on task, for
which they can use skills like questioning, active listening, prompting
reticent pupils, explaining new words, modelling correct use of language,
ensuring pupils follow the Teacher’s instructions, helping them to use
resources and using praise to reward good work. In order to keep pupils
motivated they have to reward desirable behaviour with positive reinforcement
and also discourage negative attitude. Also with the promotion of
self-motivation and individual learning encourages student to take
responsibility for their learning.
The
TA’s role in the review of the pupils’ progress is also essential since they
are present at all learning activities and are deeply involved in the pupils’
life in the school, not only by being part of the regular learning activities
but also by being role models and mediating important values about confidence,
self-esteem and acceptance to the children. The TA should be fully aware of
what the learning objectives of the planned activities are and how their
success can be measured so that they can contribute to the assessment of the
quality of the experiences. Monitoring pupil learning is essential because this
way the lessons can be adjusted according to the children’s needs and become
more effective. Also if we build and maintain a learner’s profile for each
pupil we can provide more appropriate learning opportunities to the children.
The TA can support the Teacher by carrying out different types of observations
in the classroom and provide information about how well the learning activities
went, what was the pupils’ response and where they needed help. When the TA is
giving feedback to the Teacher they have to give a realistic and fair picture
about the success of the learning activities according the evaluation measures
they agreed on earlier in the planning phase. It is also among the
responsibilities of the TA to collect information about the children from the
parents / carers, to keep a record of each pupil, be aware of and report any
problems. These records help the Teacher to see the development of each pupil
throughout the term.
Evaluate own strengths and
weaknesses in relation to supporting learning activities and how these may have
an impact on the support that can be provided.
Having
taught English to children and adults as well in my home country, as a TA I
would not have any problem with leading group work or providing private
tutoring to some pupils with special needs. In private teaching you can focus
on the specific needs of one individual so however challenging those may be,
still I find this form of learning activities the easiest as a teacher and the
most beneficial for individual needs.
Learning
in small groups is advantageous in regards of developing communication, social
and team work skills, but requires the teacher to take up the leader role and
persuade the children to pay attention and follow the instructions. Teaching
the whole class is the more difficult version of leading group work and I am
still not confident in keeping discipline even in the furthest corner of the
classroom (I am not a loud person).
However,
I have never worked with SEN children, so I am not sure how I would cope with
children with behaviour problems or specific learning disabilities. I should
take a course about this to have an idea really.
Preparing
the classroom or teaching materials is not a problem for me; I am quite
resourceful in finding creative ways of teaching, and confident with the use of
computer, printer, Xerox machine etc. I am also crafty when it comes to
preparing handmade materials or creating displays. If I am short of ideas I
just go on the Internet and browse for inspiration. I especially like playful
activities when children can learn without noticing it. The simplest ideas like
crossword puzzles or memory card games can provide a bit of fun and break the
monotony of a lesson, and they are easy to prepare with the help of free
programs form the Internet.
Keeping
a record of children’s behaviour and progress is also a job for me who likes
organising information and paying attention to details. Not to mention the fact
that I find record keeping very important since a teacher has to know all the
pupils very well in order to deliver value in teaching.
Explain the sorts of behaviour
or discipline problems that should be referred to others and to whom should be
referred.
The
ultimate goal of the teaching team is to deliver the best to the pupils.
Therefore if the TA experiences any kind of concern regarding the performance
or the professionalism of a colleague it is their responsibility to report
these problems in an appropriate way. First of all there is an informal way to
solve these problems by approaching the member of staff involved.
The
next step is involving other members of staff into the issue. The TA can ask
for advice from a senior and more experienced colleague or share their concerns
with the Head Teacher in a personal interview. In this case it is important to
provide very specific observations of the problem. The Head Teacher has the
authority to give an informal warning to the problematic colleague, advise them
to take counselling and set up a timetable for improvement. If the problem
cannot be solved within the school the Head can turn to the local authorities
or the trade union for advice.
If
there is a need for a formal (discipline, capability or grievance) procedure, a
written record of the problem’s investigation has to be provided and the
results of this are discussed at a formal hearing in front of the Governing
Body. Both parties have the right to prepare for and to be represented at these
meetings. A disciplinary procedure deals with misconduct of a colleague, a
capability procedure is to decide about the possible incompetence of a staff
member, and a grievance procedure is evaluating factors affecting the
well-being of colleagues or their ability to carry out work.
As
far as pupils are concerned, it is essential that the TA recognises signs of
behaviour problems and emotional distress because these issues are often stay
hidden from family and friends. If a child’s behaviour drastically changes,
becomes isolated from their peers and family, have difficulties with learning
despite giving their best, becomes disobedient or aggressive, the TA might have
to refer them to an educational psychologist who has the necessary means to
tackle these issues. When working directly with children one by one or in
groups, an educational psychologist uses observation, interviews and tests to
assess a student’s particular emotional and learning needs. Following that they
can create interventions to help the child with their problems.1 They
can also determine if a pupils needs a statement of having Special Educational
Needs. Educational psychologists also carry out research to further the
development of educational policies and deliver trainings on behaviour and
stress management.1
While
Educational Psychologists work with children in their normal environment of
their school and home, more severe cases of behaviour and learning problems to
be dealt with in special schools, the so called Pupil Referral Units. PRU’s are
for children who temporarily or permanently are excluded from school because of
a physical or mental illness2, including severe behaviour issues,
long lasting illnesses or pregnancy. Pupil Referral Units aim to deliver the
same broad curriculum, with the necessary counselling services so that after a
short while pupils can be re-integrated into mainstream education. If the
mainstream school setting cannot meet a student’s needs on the long term, PRUs
offer long term placements where young people are being prepared for
independent life in society.2
Compare and contrast the roles
of the Teacher and the Learning Support Practitioner in the assessment of
learners’ achievements.
While
it is the responsibility of the Teacher to give an objective and official evaluation
of the academic, mental and physical development of each pupil, the TA – being
present and active participant at all learning activities – can provide a lot
of help in this. It is amongst the responsibilities of the TA to gather
information about the children from the parents and keep a personalised record
of each pupil. This clerical support gives a basis to see each child’s
development during the school year. Also the TA is required to work with
certain groups of pupils if they need special attention and supervise the
children during non-formal activities. This close relationship provides plenty
of information about the pupil’s day-to-day development which can contribute to
the Teacher’s formal assessment.
Analyse the importance of
developing and maintaining positive relationships with colleagues and other
adults within the learning environment.
As
our aim in the learning environment is to make the most of the pupils’ learning
experience, it is important that the members of the teaching team are on good
terms, and supporting one another in their common goal. In order to develop and
maintain positive working relationships with colleagues, every individual has
to be clear and confident about their own role and standards in the working
process as well as the role and standards of others. If we constantly seek and
respect our fellow team members’ knowledge, share information and ideas and are
supportive to others in achieving results, at the end of the day the pupils
will benefit from our hard work. Professional and supportive members of the
teaching team keep this ultimate goal in mind.
Sources:
1 “Educational
psychology.” Department for Education.
2 “Pupil Referral Unit”
Cumbria County Council.
No one is as angry as the person who is wrong.
ReplyDeleteNo one is as angry as the person who is wrong.