Unit 1 – Supporting Teaching and Learning Activities in Schools

Teaching Assistants support classroom management and assist with general administration. They help manage pupil behaviour and support pupils’ health, safety and emotional/social development. Teaching assistants establish relationships with learners and help pupils to access the curriculum. They support the development and effectiveness of work teams, work with other professionals and liaise effectively with parents.

Usage of equipment should be monitored constantly and children should be given instructions of how to use it. Equipment should be stored safely and should be checked and maintained regularly. Any damaged equipment should be removed, repaired or made unreachable if its condition creates a risk of hazard.

Schools employ and have teaching assistants, to again, create the best possible learning environment for the pupils. As a teaching assistant I will work as part of a team working to make the pupils learning journey, a successful one. I will attend staff meetings and continue to develop my skills through in-house training and other relevant courses. I will maintain and contribute to school policies and procedures, and work in partnership with parents and carers on behalf of the school.

Although the class teacher is primarily responsible to plan, deliver and review all learning activities for the class, a teaching assistant can work alongside the teacher and make contributions that can improve the teachers plan, alter the delivery to make it more effective for pupil attainment and extend the teachers initial review. “Planning, teaching and evaluation follow a cycle which gives structure to the learning process” (Baker, B., Burnham, L., 2010) and is vital in my role as a teaching assistant. I aim to describe how I aide the teacher to plan and deliver lessons and how I give feedback to the teacher about individual pupils, in order for the teacher make improvements in her planning and to be able to target individual

It is essential to establish respectful and professional relationships with children and young people in the role of Teaching Assistant. There are certain strategies which enable such a valued and trusted relationship be established. A relationship in which a child trusts and respects their TA and feels comfortable in their company, allows the TA to offer a supportive and caring environment in which the child can learn and develop.

8. One or more highly disruptive student :Find out the real reason for such indiscipline & disruption & try to sort that out. eg. if the child is a 'genius', and so causes disruption because of bordom and is way ahead of the class, then provide him/her with work/activity on the side, suited to his/her

Hyperactivity/short attention span – allow time to complete a task so if your student needs 2-3 movements breaks during a activity allow that it could be as simple as getting a drink, eating a snack, going for a walk, then come back to the

plan realistic and achievable activities for lower ability pupils so that they do not feel a failure which

Wismer P.S. Teaching Assistant - Developed age appropriate lessons encouraging students' academic growth and operational skills. (9)

Focus is needed to learn most efficiently and effectively. If students are unable to focus in class, they won’t be able to listen to the teacher or complete their work. Many students struggle to focus and stay awake in class due to such a busy day. If a student participates in an after school

The health of the student is very important, especially if they want to do well in their studies; however, it is difficult when they are staring at a tablet or computer, in school, for more than a couple of hours. When the students stare at an electronic device for too long, it causes eye fatigue due to the fact

Observation – watching how a pupil works and what strategies they are using to complete the task will give you an insight into their understanding.

Although as many factors as possible were controlled during the time of this study, some limitations could not be manipulated by the researcher. These limitations included each student’s choice to focus on and learn from the provided lesson, the time of the day at which the lesson was presented and the nutrition habits of students before the lesson.

These tools have been designed to be used, one by the students, the other by a fellow teacher, preferably one more experienced.

In designing the task we should make room for pupils to make conjectures and tests them using the DT. In assessing pupils’ understanding, skilful questioning and plenary activities tend to make lessons to be more engaging and more inclusive.