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3.3 Support learning activities
1.1 Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities
Although the class teacher is primarily responsible to plan, deliver and review all learning activities for the class, a teaching assistant can work alongside the teacher and make contributions that can improve the teachers plan, adjust the delivery to make it more effective for pupil attainment and extend the teachers initial review. Planning, teaching and evaluation follow a cycle which gives structure to the learning process.
Planning: As a teaching assistant, I assist the teacher in planning for lessons by first having an informal discussion with the teacher in order to determine what the learning objectives are for the upcoming topics, so both I and the teacher know what the learning outcomes are and what is expected of the children. If I sometimes miss work the teacher sometimes emails me with a breakdown of lesson plans for the week so I can prepare for it and so I know what has been covered in the days I was absent. During this discussion I am able to put forth my ideas on how best I think the topic should be delivered and what groups of children I should sit next to provide additional support as they may struggle the most. Discussing and planning the activities beforehand gives me an idea of what needs to be done before the lesson and during the lesson. By doing this it helps me be in control of my group as I know what needs to be done.
I contribute with planning by gaining a clear understanding of what the learning objective is and what the aim is. Whilst planning and delivering I always keep in mind the aims and objectives, this helps me help the children achieve the aim.
When I work with my group I observe closely and record the ability of each child in my group. By observing them it will help me know if I need to alter the way the lesson is taught or if they require and extra help. This then helps us provide the correct materials and equipment’s.
I would also contribute to the planning as i can identify if the students I am working with are likely to finish early and so I can arrange with the teacher any additional sheets these children may need. An important part of planning would be for me to be aware of how much time i have to do the activity and can plan the activity to suit.
As a learning support practitioner i will also be required to provide the teacher with feedback of the activity and the child’s performance so I usually arrange with the teacher beforehand how I should be providing the feedback. During the delivery of an activity I set clear expectation and instructions. I sometimes recognise that children are struggling or not understanding what I am asking them to do; if this is the case I modify the way I deliver or the activity itself in order for every child to take part.
Whilst working with my group I encourage and praise to ensure that they are motivated and to help them build up their confidence. If praises aren’t given I have seen that children lose the motivation and they don’t try as hard when I praise them. By praising them it helps them think that they are doing it right and they have the ability to do anything even when its hard they give it a go. I report everything back to the teacher when we sit down, when we have out meeting it helps us see who is falling behind and who is ahead. We then change our groups around according the level each child is at.
Before the lesson I photocopy and get all the materials ready. I set up the room with the correct resources before the lesson takes place, laying out chairs and tables etc.
1.2 Evaluate own strengths and weaknesses in relation to supporting learning activities and how these may impact on the support that can be provided http://usefulwiki.com/page/Teaching_Assistant_-skills_and_qualities