TDA 3.6: How To Support Learning Activities
3.6 Explain the sorts of problems that might occur when supporting learning activities and how to deal with these.
It is likely to encounter problems when supporting learning activities to individuals, groups or to the whole class. These problems could be related to: learning activities; learning resources; learning environment or learning assessment.
Learning activity; Sometimes, the teacher may set up activities that are not that suitable for the children, who are involved in my group learning. Therefore, I need to change the activity, to make it more achievable for pupils by going back and checking with the teacher. If this is not possible, I need to adapt and change what they have been asked to do in order to help them to achieve the task. …show more content…
This include; to have sufficient space to work: e.g. when children needed to practice their Easter play, I rearranged the tables and chairs from the classroom, making space for children and equipment before they started, in a way that all the children to be engaged with the activity. If there are too much noises or disturbances from other children in the classroom, usually I remind them about our ‘golden rules’ or ‘show me five’ and if this will persist, sanctions will be applied.
Learner’s assessment; Could be different reasons why children are not being able to achieve.
Because of their behaviour: if a child doesn’t focus on the task straight away I need to intervene. This will include: warning, ‘the look’ (I believe the body language is very important; if a child see on my face that I’m disappointed about its behaviour, it will stop to disrupting and start to focus on the given task) further, the ‘traffic light’ with the sanction. I try to do the activity really captive, I slow down my voice; I will ask questions to engage them into the task. I always praise good answers and reward children for good behaviour with stickers and by mention the good work of the child to the whole class. Furthermore, to the teacher that she/he can reward the child with a dojo point too. This will increase the children’s self-esteem and self-confidence and other children will take them as a role model and they will try to do the same. I encourage and reassure children, with low self-esteem or low-confidence, to try to complete the task. I provide a level of assistance that allows children to achieve without helping them too
It is likely to encounter problems when supporting learning activities to individuals, groups or to the whole class. These problems could be related to: learning activities; learning resources; learning environment or learning assessment.
Learning activity; Sometimes, the teacher may set up activities that are not that suitable for the children, who are involved in my group learning. Therefore, I need to change the activity, to make it more achievable for pupils by going back and checking with the teacher. If this is not possible, I need to adapt and change what they have been asked to do in order to help them to achieve the task. …show more content…
This include; to have sufficient space to work: e.g. when children needed to practice their Easter play, I rearranged the tables and chairs from the classroom, making space for children and equipment before they started, in a way that all the children to be engaged with the activity. If there are too much noises or disturbances from other children in the classroom, usually I remind them about our ‘golden rules’ or ‘show me five’ and if this will persist, sanctions will be applied.
Learner’s assessment; Could be different reasons why children are not being able to achieve.
Because of their behaviour: if a child doesn’t focus on the task straight away I need to intervene. This will include: warning, ‘the look’ (I believe the body language is very important; if a child see on my face that I’m disappointed about its behaviour, it will stop to disrupting and start to focus on the given task) further, the ‘traffic light’ with the sanction. I try to do the activity really captive, I slow down my voice; I will ask questions to engage them into the task. I always praise good answers and reward children for good behaviour with stickers and by mention the good work of the child to the whole class. Furthermore, to the teacher that she/he can reward the child with a dojo point too. This will increase the children’s self-esteem and self-confidence and other children will take them as a role model and they will try to do the same. I encourage and reassure children, with low self-esteem or low-confidence, to try to complete the task. I provide a level of assistance that allows children to achieve without helping them too