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SHC 32

By zielonab May 08, 2015 567 Words
Learner name: Magdalena Sliwka
Awarding body number:ULN
Assessor name:
SHC 32
1.1
We should have a very clear idea about the school structure and our role within it. We should have an up to date job description which is a reflection of our duties. There may also be a person specification, which should set out personal qualities which are relevant to the particular post. Be a good communicator and enjoy working with others. It is vital that an assistant is able to share thoughts and ideas with others, and is comfortable doing this. Use initiative. Assistants will need to be able to decide for themselves how to use their time if the teacher is not always available to ask. There will always be jobs which need doing in a classroom, even if this just means checking display boards or making sure, that resource cupboards are tidy. Respect confidentiality. We should remember that in a position of responsibility, it is essential to maintain confidentiality. We may sometimes find that we are placed in a position where we are made aware of personal details concerning a child or family. Although, background and school records are available to those within the school, it is not appropriate to discuss them with outsiders. Be sensitive to children’s needs. Whether an individual or classroom assistant, it is important to be able to judge how much support to give while still encouraging children’s independence. Pupils need to be sure about what they have been asked to do and may need help organising their thoughts or strategies, but it is the learner who must do the work and not the assistant. Have good listening skills. A teaching assistant needs to be able to listen to others and have a sympathetic nature. This is an important quality for our interactions, both with children and other adults. Be willing to undertake training for personal development. There will be always occasions on which assistants are invited or required to undergo training. These opportunities should be used where possible. We need to be flexible and willing to rise to different expectations. Be firm but fair with the children. Children will quickly realise if an adult is not able to set fair boundaries of behaviour. Adults should always ensure that when they start working with children they make these boundaries clear. Enjoy working with children and have a sense of humour. Assistants need to be able to see the funny side of working with children and young people. A sense of humour is often a very useful asset. Learner SignatureDate

Assessor signatureDate
1.2
Each work role has its own set of standards. We need to look at a list of standards for school support staff, together with our line manager as well as our assessor, as we need to meet the standards in order to gain our qualification. The National Occupational Standards for Teaching Assistants offers guidance on the wider aspects of competent performance. The Support Work in Schools qualifications are also based on The National Occupational Standards. Other models of performance which are accessible to assistants include local and national guidelines for codes of practice, provided by government bodies such as DfE and Ofsted. It is important to be able to look through the standards and think about how they are relevant to us in all areas of our role.

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