Teaching Essay

1.1 How direction assistant can support the instructor in planning, teaching method and evaluation of learnedness activities.Prior to the lesson I requested a copy of the instructors plans and after discussions we were able to delay using a variety of lesson plans, teaching methods, and implement targets to provide the most effective support to pupils and their needs, this gave me a cle atomic number 18r understanding of the information that was going to take place and allow me time to familiarising myself with the subject matter, discipline objectives and outcomes, this would also assist me to prepare any resources needed for the planned lesson ahead.After agreeing the objectives of the lesson Drip Drop, were to look for some of the properties of water, to explore absorbent and non-absorbent materials and to find out how water drops behave on different surfaces. By asking for copies of the teachers long, medium, short-term planning, this helped me to provide extra support in the school elbow room by bursting my understanding of the weeks and daily planning process and to set erudition objectives, preparing, prizeing and recording pupils participation and betterment allow the teacher to see how effective my teaching is and whether the pupils are making carry on in their learning.The fictitious character of the teacher is to supply a safe and supervised classroom for the pupils to learn in, encourage pupil learning by planning, preparing and delivering lessons in relation to the National Curriculum and meet school target whilst maintain its policies. The teacher assesses records and report on pupils progress and achievements and liaise with parents, sometimes attending meetings or liable for literacy or science.Preparing the classroom for the lesson, checking the correct materials available to carry out the activity helps the teacher. Observation and monitoring of pupils seduce during the task helps me to return assessments to see if the lea rning has been successful and urinate feedback to the pupil and teacher on individuals accomplishment or responses, if they have any problems, by doing this it helps me to bring up well-informed judgements about a pupils learning and progress and make any changes necessary to the activity.1.2 Information the teaching assistant would require before supporting learning activitiesFrom the daily lesson plan I am able to identify the materials required for the lesson to unload the task. After reading the pupils records and initial assessment a decision was made to put the more experience pupils with the ones who were not as confident to enable them to assist, encourage, help and work together to complete the task successfully.A class discussion was held to see if the pupils could figure of the materials which would be required to complete the task I consequently wrote the answers on the whiteboard. The materials were absorbent and non-absorbent materials like plastic, paper and ca rdboard etc and things with which to make water drops for example, straws, plastic pipettes, and clean pump droppers, as water was going to be used a non toxic coloured paint was required to put in the water to make it easier to see, because I used the last of the cardboard I wrote this rectify on the reorder list.I emphasised everyone needed to act sensibly because sharp items were going to be used. I showed the class how to make drops with the different kinds of objects and gave them time to practice making water drops and try to make drops of different sizes. When they had mastered this I asked the pupils to drip onto samples of different materials. I asked them to see what happened when two, or more, drops meet, on a hard and non-absorbent surface. Later I separate the pupils into pairs and asked them Can they race their drop with a friend?1.3 The sorts of problems that whitethorn occur when supporting learning activitiesInforming the teacher before removing unwanted chairs m ade sure thither was sufficient space for the pupils and equipment to work safely prior to the learning activity and by placing four pupils on each table gave better access to the water tubs and avoiding pupils pushing each other. The pipettes and resources were placed safely in the middle of each table. Before the lesson it was explained to suck the water up the straw was dangerous and requested the pupils to unsloped dip the straw in the water, I asked if they knew why and explained about choking and emphasised about be sensible, the pupils then put on their aprons to protect their clothing.The pupils who found listening difficult, I put the questions onto laminated cards for light-headed reference explaining that I was going to ask those questions about the information later. I also wrote d take the backbone questions on the whiteboard. Can you make different size drop?What happens to the drops when you drip them onto different surfaces? Can you make two drops join? What Happ ens?Whilst monitoring I removed a pupil from the activity for putting the pipette in his ear. The child was placed away from the activity, asking the pupil if he understood why he had been free it was explained if he wanted to rejoin the activity he would need to act sensibly, after 10 minutes the pupil calmed down, and was asked to rejoined the group, giving the pupil encouragement and praise for better behaviour enabled the pupil to complete the task successfully. When the activity had finished I discussed with the pupil his behaviour and found he was upset because his hamster had died, I later discussed this with the teacher.After shutting the windows I relocated a pupil to a quieter part of the classroom as the noise of grass cutting was causing a distraction. The hot weather made the room too warm, two pupils started to flick each other with water I opened the classroom doorway to reduce the temperature and with a direct look and raised eyebrow showed displeasure at the pupi ls then separated them. Noticing one of the cheerful pupils was rather withdrawn and after talking they revealed that their Nan had died that morning I still the pupil and asked if they would like to read a poem about water, I then informed the teacher. encouragement by praising their progress was given to the pupils with low confidence and pupils who finished their task early were asked to print a poem about their observations or about the drop race. After the activity was complete we had a class discussion asking pupils, how do you think it went? What would you do differently? I then asked the pupils to put out down their observations in their books with correct date.1.4 Strategies a teaching assistant may use to support pupils learningBy using questions What we think will happen?, and writing down all the key points this sustain the pupils understood the instructions prior to the activity and helped the class know what was expected of them. Placing the low confident pupils at the front of the class and rephrasing questions enabled them to understand the instructions more clearly. After discussion with another teaching assistant it was decided to enlarge the worksheet to A3 size to make it easier for the pupils who were struggling, encouraging them to write down their ideas then get under ones skin them onto the worksheet later and giving praise when the task was completed.Separating pupils into groups allowed the development of peer support activities and cooperative learning, allowing the pupils to benefit by learning and supporting each other. The pupils with confidence worked on their own initiative were able to write their own ideas directly onto the worksheet. Bandura, Skinner, Piaget and Vygotsky discuss that cognitive development occurs at an individual rate and cultures teaches a person what to think as well as how to think. I agree that children are not just passive discovers, they are constantly trying to make sense of the information they se e, hear, feel and discover enabling some children to develop quicker than others.At the end of the activity reward stickers were given for using the correctly vocabulary in their poems and a discussion was held by using open-ended questions of (how, what, why?) this provided me with more information to enable me to assess the pupils learning and understanding and provide me with the information required to feedback later to the teacher1.5 Providing feedback on learning activities to the teacherBoth during and after supporting the learning activity, I recorded the pupils participation and progression and met later with the teacher, to give feedback regarding the issues encountered during the activity, I discussed the pupil whos relative died and about the pupil behaving inappropriately during the session and being separated from the group. I informed the teacher why the worksheet was enlarged and why the laminated card was useful. I also explained I gave out some stickers for correct spelling and punctuation.