TMA01-My experience, role and learning support
E111 – Supporting Learning in Primary Schools - TMA01
My experience, role and learning support
In accordance to the ethical guidelines written by The British Education Research Association (BERA, 2004), the names of the children and school, where used, have been changed in order to maintain confidentiality and anonymity.
My role (Hancock et al., 2013 p1) States that “the practice of learning support as carried out by teaching assistants has developed considerably in recent times”.
In the nursery I work along side two higher level teaching assistants and the nursery teacher. At this stage of school life, the majority of learning is through play, so we encourage the use of structured, well thought out fun educational games and play either in small groups or on a one to one basis, I carry out structured activities i.e. drawing, writing, crafting and reading, either on a one to one basis or with a small group of usually 4-6 children. I help identify any child or children that may benefit from further one to one help, through keeping well informed observation notes (KU1.1) (KS3.1) (PPS4.3)
In my role as classroom assistant in year one, my role is very similar to that of the classroom assistant, Margaret Verrecchie, in reader book 1 (Hancock et al., 2013, pg4) A classroom assistant) I work along side the teacher and one teaching assistant. I help the teacher in the classroom, prepare resources’ for the session and offer the children extra support with reading and writing, it depends on what the teacher wants and needs and on what she asks me to do. Each day is different, and my duties vary accordingly. (PPS4.3) (KS3.1)
As a midday supervisor, I work along side 10 other midday supervisors, supervising the children in the dining area and other parts of the school during the lunch time break. I help the children with a variety of tasks such as cutting up food, unwrapping of pack lunches and help teach good eating habits, After the children finish
My experience, role and learning support
In accordance to the ethical guidelines written by The British Education Research Association (BERA, 2004), the names of the children and school, where used, have been changed in order to maintain confidentiality and anonymity.
My role (Hancock et al., 2013 p1) States that “the practice of learning support as carried out by teaching assistants has developed considerably in recent times”.
In the nursery I work along side two higher level teaching assistants and the nursery teacher. At this stage of school life, the majority of learning is through play, so we encourage the use of structured, well thought out fun educational games and play either in small groups or on a one to one basis, I carry out structured activities i.e. drawing, writing, crafting and reading, either on a one to one basis or with a small group of usually 4-6 children. I help identify any child or children that may benefit from further one to one help, through keeping well informed observation notes (KU1.1) (KS3.1) (PPS4.3)
In my role as classroom assistant in year one, my role is very similar to that of the classroom assistant, Margaret Verrecchie, in reader book 1 (Hancock et al., 2013, pg4) A classroom assistant) I work along side the teacher and one teaching assistant. I help the teacher in the classroom, prepare resources’ for the session and offer the children extra support with reading and writing, it depends on what the teacher wants and needs and on what she asks me to do. Each day is different, and my duties vary accordingly. (PPS4.3) (KS3.1)
As a midday supervisor, I work along side 10 other midday supervisors, supervising the children in the dining area and other parts of the school during the lunch time break. I help the children with a variety of tasks such as cutting up food, unwrapping of pack lunches and help teach good eating habits, After the children finish