Supporting Teaching and Learning in Schools Unit 203

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Unit 203
Outcome one
1.3
It is a normal part of growing up for children to fall out have disagreements and arguments from time to time and to always get on with everybody.As a teaching assistant it is part of your duty to ensure the children feel safe and protected from harm,it’s a very delicate subject to tackle and to balance it correctly when things go wrong with the children as it can often be your instinct to get involved and sort things out for them but if you do you are stopping the children learning themselves there responsabilty and own desitions although there can be times when things are to difficult and overwhelming for the children to cope with on there owns and they will need the adult advice and support ,most there arguments are normal everyday kinds of conflict that happen all the times within schools and them most of the time will not need adult help,children after a while will learn how to deal with them themselves,when adults are needed they often do it in the following way… •Listen to children from both sides,so they both get to have there say. •Reflect back to them for example “I can see why your upset” “I understand why your annoyed”. •Give the children to chance to sort the problem out for him/her selfs,or ask if they need your help in sorting it. •Depending on there answer if the children does not get involved then they will leave when they have witnessed the children have sorted it,if the adult does get involved then they will need to talk to both children so the children can see there not taking sides as children can get very frustrated and upset if they feel they are not being treated fairly. •Listen carefully to both children while making sure they understand to respect the other childs chance to speak. •Then they might offer a solution to resolve the problem for example...”are you still playing with the cars?”,”yes”,”ok,will you pass the cars onto bobby when you`ve finished please?” •Ask for agreement from both sides..for example..”is that ok for you ?”,”and what about you?” . 1.4 a and b

The way we behave towards others will always will always impact on the children you work with this is because they will always look up to and copy adults around them,you should always remember to watch how you approach other people and how you respond to them,if your own interactions are positive this will show a positive behaviour in your communications with children too,cheak what you are saying sometimes in moments of stress or excitement.If we ask children to behave in a certain way then forget to do it ourselves they will find it harder to understand the bounderies of what is and isn’t acceptable 203

Outcome two.
When working with adults you will need to work in an environment of shared encouragement and openness,in school surroundings you will not beable to work independently,but you will need to maintain your efficiency,you should also beable to support other adults in a practical and sensitive way,the kind of relationships you may have with adults within schools are… •Colleagues (i.e,teachers,receptionists,caretakers etc).

Parents/carers,family members.
Other proffestionals who may come into schools to support children (i.e physiotherepists,social services) The assistance you will be asked to give other adults will be on several levels,best way to remember this is with the acronym pipe.. •Practical,you maybe working with others who are not used to the classrooms/buildings surroundings and who may need help with finding/using equipment or resources •Information,you may need to give help to those who do not have information about a particular situation or you maybe asked to prepare/write a report on specific children. •Professional,you maybe asked to help others with issues like planning or you maybe asked if others can watch you work with children. •Emotional,its very important in your role to help others in day to day events if needed and keep an open mind and sense of humour....
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