Learning Support and Teaching in Schools

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learning support and teaching in schools
Criteria 4.1.1 Describe the duties and responabilities of your own work role My role can play a vital part when it comes to assessing a child’s progress in class, not only do I supervise children in outside areas and support children in groups but am also involved in assessing a child’s literacy and numeracy performance as well as other subjects in the school curriculum. I provide help and support to both teachers and pupils, as well as supporting children within the classroom in a variety of different areas within subjects, on entering a class that morning teachers should discuss with me about what daily activities will be taking place that day in order me not only to prepare and organise resources but also to have a clear understanding of the learning objective for each activity and to know what they should be doing in order to help the child achieve this. My responsibilities within the classroom also involve helping with teaching provisions, maintain records and liaise with parents. One of the main roles of my job is to relay, explain and support the children in how to do the work correctly and if we find that they are struggling then we must help them to find an easier technique in order for them to reach their targets. Also listening to children read, one to one or as guided reading in a set group, display work, supporting teacher in class in literacy or numeracy; often working with small groups on a specific task, playground duty, story time with class during snack time. Criteria 4.1.2 Explain the expectations about your own work role as expressed in the relevant standards.

Practitioner’s expectations should be to become a valuable practitioner, to be reliable and build good relationships with children and parent carers, encouraging play whilst learning, and by having children’s best interests e.g. physical activities, outings, this would help them to enjoy their growth in knowledge and assist in enhancing their development as a whole. Also practitioners should work as a team with other staff members and parent/carers in order to support the children to promote the children’s initial learning so that the children will feel confident and would be able boost up their self-esteem, and this will also help them in their future, and prepare them in further education when they move onto school. Also the expectations that are to be done in placement at a relevant standard is to supervise the children this plays a big role in child protection Act and health and policy. Practitioners should always watch the children closely to prevent and reduce the severity of injury to children. Children often challenge their own abilities but are not always able to recognise the risks involved. Practitioners need to supervise children and identify any risks and minimise injury.   Keep is also a relevant way that ensures practitioners are kept to speed with standards as they are reviewed regularly and must reflect KEEP (the key elements of effective practice) Keep provides framework for the practitioners to understand what effective practice looks like, formulate their self-development plan and to reflect on their work. “KEEP has been developed alongside and is consistent with the common core of skills and knowledge for the children’s workforce, which sets out the six areas of expertise that everyone working with children, young people and families should be able to demonstrate effective communication and engagement with children, young people and families.

Criteria 4.2.1 Explain the importance of reflective practice in continuously improving the quality of service. Childcare and education is an ever changing role and we must constantly change our services to match the needs of the children. The service we provide must reflect the needs of the children and by constantly improving our services we can better meet the need of the children and support their development. By constantly reflecting on...
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