Teaching Assistant Level 2

Level 2 breeding Assistant Certificate Assignment Three Unit 3 Supporting the Curriculum TASK 9 Using yield headings together with a brief summary of the subject, describe the range and main prov end uper of the relevant theme curriculum in the tutor where you atomic bite 18 employed. Creative Development This Area of tenet relates to the phrasement of boorrens individual ways of fuck offing and representing their notions and emotions in an imaginative way through interact mediums and various forms of self-expression.Children explore as wide a range of stimulus as it is viable to come through given(p) the resources avail suit subject. They take part in art, deceitfulness, design, music, dance, theatre and movement activities. They give the prospect to role fit to compose music or poetry to develop their germinal indite skills. They ar advance to investigate with artistic mediums and represent their experience feelings through their creativity, developing an superpower to communicate and express their individual creative ideas age also demonstrating an empathy with otherwisewises. They ar also boost to reflect upon their own swear issue.Knowledge and Understanding of the World This subject varietys upon nipperrens knowledge and deducting of the world around them by developing different prospects of play, activities and experimental school daying processes that stimulate their senses supercharge investigation into subjects or activities that spark an interest. The nipperren ar funding to ask questions ab discover their milieu explore their environment and undertake studies that bequeath help them to develop an interest in and aw atomic number 18ness of the ideals, beliefs, views and opinions of thers. by means of the use of experiential mark offing, starting with a well-known(prenominal) present or past experience (see whirl curriculum, as advocated by Ameri preempt psychologist Jerome Bruner (Smith, Mark k. 2 002)), curious and exploratory play techniques argon promoteed and the children ar encouraged to develop reflective skills so that they can revisit and draw upon their own individual experiences. run-in, Literacy and converse Skills Children argon encouraged to engross in discussions that develop their thinking understanding and range of vocabulary.They become requestd in speaking and listening activities through erupt the foundation stage and are encouraged to ask for schooling with want to any(prenominal)thing that they do not understand. There are activities that involve haggle, rhymes, songs and stories where children join in. Early literacy is encouraged while circumstance is given to the concomitant that, for each children, training to memorialize is a unique personal experience as such(prenominal) should not be rushed. Ysgol Dolafon believes that reading should also be funChildren are solelyowed ample opportunity to freely access books and quiet areas are pul l up stakesd. The undermentioned list contains just a few examples of techniques that sustain been implemented and proven to help with primordial literacy 1. Using childrens own books in degree. 2. Using ph single tapes in conjunction with books to help children derive a story. 3. Pointing out words and linking them to the relevant items, people or places in the picture. 4. Using role play, or props to act out known stories. 5. Reading stories and rhymes out in a fun and imaginative way. 6.Consistently pointing to the top left-hand as your starting point and peculiarity the left to right orientation through-out the reading of a story. Reading is promoted as a pleasurable action and allowing children to read books that bear a particular relevance to their own interests is often considered to be much expedient than strict adherence to a commercial reading scheme. Children at Ysgol Dolafon are continuously endured with the opportunity to puff pre-cursor writing marks an ea rly age and and a enormous deal of effort is put into encouraging the children to develop writing skills and activities.From scribbles and mark making right through to participating in purposeful writing tasks, children develop and repair their writing skills as they move through the curriculum. At all stages (including very early mark making) the childrens work is positively encouraged, valued and exhibited. Mathematical Development Mathematical activities at Ysgol Dolafon are delivered in congruity with pupils individual needs and great deal of emphasis is given to continuity of learning.Ample opportunity is provided for pupils to discuss their understanding of concepts as they win and teachers are aware of the importance of eliminating any gaps in the childrens mathematical knowledge. The Welsh convention Government guideline for Mathematical Development maintains that It is crucial that gaps in childrens mathematical learning are avoided, so that children do not miss out on essential elements in their understanding of mathematical concepts (WAG 2008) and Ysgol Dolafon fully agrees with that statement.Children at **** **** shoply engage in experiential activities where they are encouraged to explore interior and outdoor environments and gain frontmost-hand experience of recognising materials making comparisons / recognising similarities and differences estimating and visiting counting sequencing weighing and step etc. Engaging in relevant discussions that provide an opportunity for the children to build their skills, maturation their knowledge and extend their mathematical vocabulary is an essential part of the learning process.Mathematics is taught throughout the school daytime and across the entire curriculum. Its relevance to other subjects is frequently pointed out. For example The need for surgical weighing and measuring of the ingredients used in cookery and the bearing that inaccurate measuring susceptibility have on the completed p roduct would be discussed as part of the cookery lesson. Children talent also be encouraged to work out half measures or double up on ingredients in aim to vary the distri moreovere size of the finished item. Personal and Social Development, Well-Being and Cultural DevelopmentThis element of the curriculum builds on the childs past and present experiences and it provides the opportunities for children to learn about themselves and their relationships with other children and adults both within and beyond the family (WAG 2008). Children at **** ***** are encouraged to develop confidence and assertiveness, while taking into account the needs and feelings of others. They are encouraged to challenge prejudice, discrimination and stereotyping and staff lead by positive example.Staff at the school provide pupils with frequent opportunities to share their opinions and emotions and encourage them to pay appropriate attention to the feelings and emotions of others. Children are also provi ded with the opportunity to look later on animals and plants in society to demonstrate that all living things require care and respect in order to thrive. Children are introduced to concepts that build on their personal experiences and increase their knowledge and understanding of themselves and their surroundings. Once children are able to appreciate and understand the eelings of others the concepts of fairness, justice, rights and responsibilities can be realistically introduced. The aim is to fully prepare and equip children for a positive role in society and the intention is to achieve this through a learning environment that reflects each culture appropriately. **** ***** is a dual stream Welsh/side school which is attentive to the distinctive and rich Welsh culture including all cultures that are part of the diverse society in Wales and it strives to provide activities that are suitably intend and resourced.The children are taught to appreciate and celebrate cultural differ ences and learn a great deal about the diverse range of cultures through the exploration of art, literature, music, fashion, architecture and religion. Physical Development This aspect of the curriculum relates to the growth, change magnitude skills functioning and performance of the material body. It also provides an understanding of the results that a healthy modus vivendi delivers by exploring the effects of a balanced diet, course session, fresh air, adequate sleep etc.Children at **** ***** are taught how crush to take responsibility for keeping their own bodies healthy they are taught to identify and understand the dangers of medicines and drugs, smoking, alcohol and other potentially harmful substances. Pupils are taught the importance of food and water in relation to the human body. They are encouraged to recognise healthy foods develop a good knowledge of the different food sort outs and to understand how a balanced junto of foods is a requirement for a healthy mind and body.Childrens physical development begins with gross motor skills (control of the large body muscles such as those found in the blazonry and legs). This stage is followed by fine manipulative skills (the control and coordination of small muscles). Due consideration is given to the occurrence that children are unique and develop at different rates and staff are aware of the fact that children cannot increase theyre range of skills until the muscles required are sufficiently true. Consequently the activities and resources used are check out for the suitable developmental needs of each individual child.Physical activities are introduced at the earliest opportunity and they are integrated into other lessons where appropriate. For example the inclusion of actions performed to rhymes, stories and games is believed to foster a positive attitude to movement and exercise from an early age and as such actions are incorporated into much of the story telling in the three year honest-t o-god setting. For more demanding, physically active movement appropriate space is essential and open areas are available indoors and outdoors so that children can gain greater spacial awareness through experimentation of movement without restrictions.The children are provided with access to appropriate apparatus (for both oversee and unsupervised use) and consideration is given to the fact that enough time for the children to develop their skills is of equal importance to the cookery of equipment and space. Pupils are encouraged to recognise that regular exercise achieves them feel good and helps their bodies to work well. Welsh Language Development The foundation phase initially introduces Welsh through incidental Welsh.The everyday use of simple(a) Welsh greetings the repetitious recital of rhymes the singing of songs and the telling of simple stories in informal play situations are part and parcel of the everyday routine. There are interactive displays designed to contain t he development of familiar concepts such as discussing colours, numbers, the weather etc. and any themes that we explore (e. g. the seaside, the farm, the fire station) have the key words highlighted bilingually. Next we have the introduction of incorporate sessions where simple phrases and language patterns are explored.The children are exposed to staple fibre question patterns, such as ble mae? (where is? ) and simple phrases are introduced into their play. Children in **** *****s Foundation Phase learn Welsh through a holistic curriculum, through structured play, and through having a specific structured developmental and communicateive programme. The language skills that they learn in Welsh support their development, knowledge and skills in English and vice versa. Examples of activities used to support the development of speaking skills at **** ***** include the followingJoining in with nursery rhymes, action songs and singing Singing is seen as a good way for children to pra ctise the dies and orthoepy of a tonic language. Singing as part of a group provides them with security and helps develop confidence. As in all language education, the use of rhymes containing a strong rhythm, repetition, alliteration and homoph is reinforces language development and pronunciation. notification stories sharing and recounting information observing and respecting celebrations and events that are important to the children Circle time designed to provide opportunities for children to discuss speak and listen to others ideas, feelings, emotions and events Relaying messages sharing greetings in daily routines and giving instructions to others. Footnote I feel it is important to add that In the opening descriptive paragraph of each of the curriculum subjects as dodged in The Foundation Phase Framework for Childrens Learning for 3 to 7-year-olds in Wales, it is declared that, the guidance and Area of Learning should not be viewed or delivered in isolation it should be p lanned for across the curriculum (swanseagfl. ov. uk) Complete a detailed psychoanalyze of one subject over one key stage. Describe how this would be planned, delivered and monitored and explain the terminology used. NB The Foundation Phase replaced Key horizontal surface 1 of the National Curriculum from the start of the 2011/12 school year. The foundation phase covers four old age from ages 3 7 (Wales. gov. uk. 2011 2012). I have chosen to complete a detailed bailiwick of Language, Literacy and Communication Skills as delivered to a mixed age class of Nursery, Reception and Year 1 and 2 pupils (foundation phase). Oracy (Skills and Range)The childrens oracy skills are promoted though spontaneous and structured viewing, listening and speaking activities. Children are judge to prevail progress in their ability to listen, understand, communicate and make themselves understood. The use of movement, gesture and speech as communication tools is explored and developed and the chil dren should become increasing capable of speaking clearly, understanding basic instructions, using appropriate language and impartation accurate meaning. They are expected to attain listening skills and develop the ability respond to the sounds around them.They should develop an understanding of variety in the language that they hear consequently becoming more and more able to respond appropriately to phrases or instructions that increase in complexity. Delivery of these skills should come in a variety of forms and locations and the following list contains some examples of where/how 1. Children should be provided with the opportunity to experience activities in both indoor and outdoor settings. 2. Provision should be do for the experiencing of different types of play ranging from planned and structured to spontaneous and child initiated. . Talk/communicate for a variety of purposes included just not limited to a. Presenting simple information b. Asking and answering questions c. Expressing emotions, likes, dislikes, need etc. and expressing personal opinions. d. Involvement in spontaneous learning activities such as dialogue and role play. e. Joining in with rhymes, songs and simple stories. f. Repeated recitation of songs, poems or raps. g. The conveyance of personal or imaginative experiences using familiar language patterns. h.Extend their knowledge of language through activities that foster an interest in words and consequently increase their vocabulary. Reading (Skills and Range) The opportunities provided throughout the Foundation Phase should encourage children to show and interest in books and to enjoy reading. The skills taught in the Foundation Phase should enable children to progress in their ability to follow stories that are read out to them and respond to those stories in an appropriate manner. Children should be encouraged to explore books (with or without and adult) and to handle them in the way that a reader would.They should be aware tha t on that point are different types of books. Adults should develop an underpinning schema of demonstrating that text is read from left to right and of explaining how written symbols have sounds and meanings. The objective is for children to build on the knowledge that they already have and to ultimately gain the skills required to read with fluency, accuracy, understanding and independence. These skills provide them with the confidence needed in order to read their own work and other texts aloud discuss written works in an informed manner (e. g. alk about characters and storylines or predict events and outcomes) and to respond appropriately to books by considering what they have read in terms of content, ideas presentation, organisation and the language used. (WAG 2010) readiness This covers the three areas of oracy, reading (including phonics) and writing. The teachers plans with input from classroom patrons and the planning needs to cover skills development as well as age r ange. Medium Term Planning Research books relating to topic. Plan aspects of literacy to be taught through these books e. g. labelling listing captions story diary etc.The use of phonics letters and sounds. Phonics three times a week. hebdomadal Planning Chose a book for a week or a fortnight and plan on topic activities for oracy reading and writing. Differentiate activities for age groups and ability levels and include specific tasks for more able students or those with SEN. Delivery **** ***** has a dedicated LLC every morning and au naturel(p)ly LLC is also delivered across the curriculum. Oracy is developed through Knowledge, Understanding or Creative Development. Writing is developed through Knowledge, Understanding or Role Play. Children are divided into ability groups.The teacher and the teaching assistant work with a focus group while the other children work on enhanced activity or have continuous provision. chemical groups are revolve to ensure that all children wor k with the teacher during the week. Monitoring Classroom assistants provide feedback to the teacher and the teacher records progress/difficulties in a variety of ways individual record sheets post it notes the annotation of plans are all ways in which the childs progress is respectd and this constant evaluation is an essential component of made planning which adapts to the needs of the child/children.This monitoring is also used to write the childs end of year report. Terminology explained CVCC Words Words which have a consonant-consonant-vowel-consonant pattern. Differentiation The practice of delivering information to pupils in a way that is appropriate to their individual ability and level of understanding rather than their age. Digraphs A combination of two letters representing one sound such as ph ch sh ee and oo Graphemes Graphemes are the smallest units in a writing system capable of causing a contrast in meaning.In the English alphabet, the give from cat to bat introduces a meaning change therefore, c and b represent different graphemes. It is vulgar to transcribe graphemes within angle brackets, to show their finical status , . The main graphemes of English are the xxvi units that make up the alphabet. Other graphemes include the various marks of punctuation , , etc. , and such special symbols as , , and (? ) LLC Language, literacy and communication skills. Objective The end result (as predicted in the planning) the net goal that you would be expecting the children to achieve. OracyFluent, give voice and grammatically correct verbal communication Oral blending and segmenting To practise oral blending, the teacher could severalize some sounds, such as /c/-/u/-/p/ and see whether the children can pick out a cup from a group of objects. For segmenting practise, the teacher could hold up an object such as a sock and ask the children which sounds they can hear in the word sock. The activities introduced in Phase 1 are intend to continue throughou t the following phases, as lots of practice is needed out front children will become confident in their phonic knowledge and skills.Phonemes any of the perceptually distinct units of sound in a specified language that distinguish one word from another, for example p, b, d, and t in the English words pad, pat, bad, and bat. Phonics A method of teaching reading based on the sounds of letters, groups of letters, and syllables. Range A variety of planned activities which are specifically relevant to the subject. In this case The opportunity to engage in spontaneous and structured communicative activities designed to expand the childrens vocabulary and encourage their interest in words.Stimulus would include Stories (fictional and factual) media and ITC texts information texts poems songs and nursery rhymes. Skills Refers to the childs capabilities In this case their oracy skills which should be developed chiefly through the use of sensory stimuli Speaking listening and viewing activi ties which are ultimately intended to improve the childrens ability to listen and respond appropriately while continuously improving their attention/ dousing spans and building on their previous experiences thereby helping them to attain general communicative accomplishment and change magnitude self-confidence.Write dance A technique developed by Ragnhild Oussoren encourages creativity, self-expression and confidence and by developing the childs gross motor skills it theoretically helps to develop the prerequisite physical skills and co-ordination required for writing. The programme is described as being of benefit all children, but it has been found to be curiously helpful for children with SEN. Briefly outline three recent strategies introduced by the government to raise standards in the curriculum. How would you access up to date information in curriculum development?Recent strategies to raise standards Literacy, numeracy and deprivation. The Minister for Education and Skills r ecently introduced a strategy for raising standards of literacy and numeracy in schools. In June 2011 he announced the intention to introduce a new National Literacy and Numeracy Framework (LNF) and a system of national testing for all pupils aged 5 to 14. Deprivation In brief, the strategy to help children from disadvantaged backgrounds ranges from the introduction of free breakfast companys to classroom based strategies which include, learning in small groups support by teaching assistants customising lessons to individual tudents learning needs providing extra-curricular learning and study support engaging and supporting parents in supporting their childrens learning and promotion of the idea that effort and attention pay dividends. In order to receive updated curriculum development information first hand I regularly visit the education and skills webpage at Wales. gov. uk I have also registered for the WAG newsletter. Relevant and streetwise publications are always available to read in the school staff room. What extra-curricular activities are available in a typical school?Complete a detailed study of one of the activities. A typical school would probably offer the following extra-curricular activities Sports Football/rugby/ netball/ hockey etc. Choir swindle/board games Gardening club An In-depth Study of Chess/Boardgames Club at **** ***** Chess/board games club at **** ***** takes place every Wednesday afternoon during term time. It runs from 3. 30pm until 4. 15pm and is supervised by a member of the schools board of governors. This gentleman also provides the medieval board games that the children use.Number of children in attendance 10 (2 new players joined at the beginning of this term, both are from year 2). Gender 4 girls & 6 Boys. era range Year 2 to year 6 (was year 3 upwards but the rules changed in September 2012). Duration of session 45 minutes Number of games being played on Wednesday nineteenth Sept 2012 Four Types of games available Chess and an assortment of hand-made Medieval, Tudor and Viking games mostly 2 player games but some multi-player games. The games being played while I was in attendance were Fox and GeeseFox and Geese is a medieval, corrupt game. Players have different objectives and different pieces/men. One player leads a fox whose objective is to kill all the geese by jumping over them. The other player leads the gaggle of geese whose objective is to corner the fox and bar him escaping. Nine Mens Morris Nine Men Morris is a two player, strategy board game of roman origin. Each player has nine pieces which they place upon the board one at a time taking alternating turns. Players then take it in turn to move their own pieces in an attempt to build a line of three.A straight line of three wins the player the right to take any one of his/her opponents pieces. The object of the game is to leave the opposing player with fewer than three pieces. It is possible for either player either player to for ce the game into a draw. Tafl (meaning table in old norse) Games Tawl Bwrdd is the Welsh name for an 1111 Tafl board as described (with the rules of play) by Robert ap Ifan in 1587 in a Welsh document (p. 4 Peniarth ms) now in the Welsh National Library. Thought to be of Viking origin and found in one form or another everywhere the Vikings travelled, includingIceland, Britain, Ireland, and Lapland the game represents the final stages of a battle where the king, on the losing side, is being attacked on four sides by an army with twice the number of men to his defending army. To win he has to escape to one of the corners. The king loses if he is surrounded on four sides. Chess A medieval style chess set was in use but during play I saw no deviation from the chess rules that most of us are familiar with today. TASK 10 List and briefly outline the main factors that influence teaching and learning.The quality of the planning and delivery of the lesson. Meeting the needs of all the studen ts. Making the lesson engaging by ensuring that the different learning styles of the students are catered for. Students achieving the learning objective that is Every student should make adequate progress. Planning Ability to communicate clearly Behaviour management And external factors weather conditions, home life, etc. Using your preferred method of research, study various teaching assistants job description and explain the variety of support a teaching assistant ight be expected to give in the classroom whilst supporting, planning and evaluating learning activities. The following is a cut and pasted job description taken from Powys County Councils Vacancies webpage. P. C. C. lists all TA posts as Non-teaching staff despite the fact that this term is no longer frequently used. Marland (2001 cited in David Fulton in necktie with The Open University, native Teaching Assistants, Learners and Learning) suggests that the title is offensive. P. C. C. Example Teaching Assistant (Non-t eaching Staff)Main Purpose of Post works under the overall supervision of the responsible teacher to -provide support in addressing the needs of pupils within the class -assist and support teaching and learning -work with individuals or groups and assist in providing for general care, safety device and welfare of pupils. spark advance Responsibilities 1. Contribute to implementation of plans. Assist in the delivery of lessons/sessions and interact with the teacher and pupils as required. scoop up concord learning activities/teaching programmes, adjusting according to pupil responses. . Promote positive values, attitudes and good pupil behaviour, dealing instantly with conflict and incidents in line with established policy and encourage pupils to take responsibility for their own behaviour. 3. embolden good relationships between pupils. Promote inclusion and acceptance of all pupils, encourage them to interact and work co-operatively and engage in activities. Assist with pupil supervision in the playground and on school trips. Monitor pupils acquirement, safety and welfare. 4. Promote independence and development of self-esteem in all pupils. 5.Support and use ICT in learning activities & develop pupils competence and independence in its use. 6. Undertake to promote the ethos of the school and be familiar with school policies 8. Undertake routine tasks photocopying, collecting and distributing resources. 10. Work with the teacher to establish an appropriate learning environment e. g. helping with displays, tidying and organizing resources. 11. To co-operate with the employer and follow health and safety advice and instructions. 12. To abide by the principles and practice of equality of opportunity as laid trim down in the Councils Equal Opportunities Policy. The above example gives the typical specifications for a Powys primary school but official titles and job descriptions tend to be subject to a fair amount of regional and topical anesthetic variati on. Learning support assistant teaching assistant classroom assistant and learning mentor are a few of the titles that I have encountered during my research for this assignment and all fall out to be basically the same thing. Ask a cross-section of people who do the job what the associated duties are and the descriptions that you get will be even more varied than the titles.There seems to be no set in stone criteria the responsibilities appear to vary from school to school and tend to be depended upon specific requirements at specific times this is particularly noticeable in the case of SEN positions which are closely tailored to the individual needs of the child or children concerned. In summary, the general job description is as follows The teaching assistants role is to complement the professional work of teachers and accept responsibility for agreed learning activities under an agreed system of supervision, supported by direction from teaching staff in line with school polici es and guidance.The role may involve planning, preparing and delivering learning activities for individuals/groups or short term for whole classes as well as monitoring pupils and assessing, written text and reporting on their achievement, progress and development. Teaching assistants with a level 3 or higher efficacy dexterity also be responsible for the management of other teaching assistants including allocation and monitoring of work, judgement and training. Typical day to day teaching assistant duties appear to involve a variety of tasks which cleverness consist of of any or all of the following . Assisting the teacher in the planning and execution of classroom activities. 2. Working with small groups of children on exercises that have been set by the class teacher. 3. Setting up lesson resources/equipment onward lessons the packing away or appropriate disposal of resources after the lessons. 4. Setting up audio/ optic equipment. 5. Creating displays and mounting children s work. 6. Photocopying, filing , book sorting, and general admin duties. 7. Working one to one with children who are essay with some aspect. of numeracy or literacy. 8. Playground duty. 9.Helping the jr. children to change before and after sport activities. 10. Helping younger children with toileting and hand washing 11. Stock rotation general stock taking and ordering of art and craft materials etc. 12. Listening to children read on a one to one basis. 13. Helping children to reach expected targets. 14. Monitoring pupil progress and reporting back to the class teacher. 15. Leading by example with image to good manners, morals, social interaction, racial and sexual equality etc. 16. Dealing with instances of argument, fighting or blustery in the appropriate way. 7. Ensuring health and safety guidelines are followed and routine checking of tools and equipment for any H&S issues. 18. play maintenance and repair (where practically possible) of equipment and resources. State why yo u think it is important to plan and prepare learning activities. How will the experience and qualifications of the teaching assistant affect the support they are able to give? Teachers and teaching assistants need to have clear ideas about the lesson they wish to set up and it is important for them to have made adequate preparation if the lesson is to be a success.Good communication between teachers and teaching assistants is hugely important. There are three main elements that need to be considered when planning lessons. Firstly one must consider the aims and outcomes the lesson is intended to achieve. Next they should choose an effective learning environment, appropriate activities, relevant resources and sequencing of these and finally they would need to monitor and evaluate pupils progress in order for the teacher to be able to decide whether or not the lesson has been successful.Teaching assistants undertake a wide range of supportive tasks, the variety and importance of which are leechlike upon their level of qualification/experience. Those with the most qualifications/experience are naturally expected to be able to assume more responsibility than those who are just starting out in the job or operative at a less qualified level. The LEA and/or individual schools tend to make decisions with look to the level of experience or qualifications they would expect from someone applying for a teaching assistant position.As a bare minimum you would usually need to be able to demonstrate good reading, writing and numeracy skills and it would usually be preferred that you would have some experience of working with children of the relevant age. What feedback might a teaching assistant be expected to provide and in what form and to who might they be required to deliver it? more than often than not feedback would be delivered to the class teacher, verbally, at the end of the lesson but in special dowery such as one to one reading feedback would be written in the p upils reading record book where teachers/parents can access it later.When working with a pupil or group where extra support is required feedback might be best delivered as and when required throughout the duration of the lesson. TASK 11 When assisting in the delivery of learning activities, describe how a teaching assistant might be expected to 1. Assist pupils and keep them on track The general consensus is that happy children are more likely to get involved and learn and with that in mind the teaching assistant should try to make lessons as enjoyable as possible, however, it is equally important to set clear and firm boundaries in order to prevent fun from descending into unbridled chaos. . Encourage pupils to work independently Research into independent study has indicated that teachers and teaching assistants who involve learners in lesson planning get good results from the practice. This type of collaboration often helps to make the lesson interesting and relevant for the pupil s and involving children in the learning process can also provide them with where-with-all to reflect upon their own needs. It is well known that children learn better if their efforts are appreciated and they feel valued. As they gain in confidence they will automatically become more independent.Teaching Assistants can play an important role in helping raise the self-esteem of children. They can do this not only by demonstrating an interest their school work but also by expressing an interest in activities that they enjoy outside of the school environment. Group working is also proven to be highly beneficial strategy for building confidence it can provide students with an opportunity to learn from one another and this temporarily switches control from the teacher to the learners resulting in increased confidence and greater independence. 3. Use learning material appropriatelyThe teaching Assistant should possess the knowledge and ability to be able to prepare appropriate equipment and materials for lessons that they are involved in and they should be practiced in the techniques involved for the use of specific tools, equipment and resources. They should possess up to date knowledge of Health & Safety code as it relates to the activities or lessons that they are preparing for this should include COSHH and all other applicable regulations. In addition to these skills the TA also be capable of undertaking routine maintenance and/or general repairs to tools and equipment. . Monitor responses The teaching assistant would usually be expected to monitor and evaluate pupil responses to learning activities using a range of assessment and monitoring strategies. They should have the ability to be able to record the progress and achievement of a child or group or children in lessons/activities and systematically and accurately provide differentiate of the range and levels of progress that the child/children achieve. The expectation would be for them to be capable of pr oviding objective feedback and/or accurate reports on pupil achievement as and when they were required.They should be able to ensure the availability of appropriate separate to back up any reports that they make. Explain how a teaching assistant might recognise problems that might occur whist supporting individuals and how they could be managed? Behaviour management should be implemented In accordance with guidance provided by the class teacher. The Teaching Assistant would usually be expected to provide support to the teacher when dealing with libertine or potentially disruptive behaviour from pupils.That said, the Teaching Assistant might often find them-selves in a position where they are able to spot the early signs of disruptive behaviour of potential bullying and in these circumstances they may be able to divert the child/childrens attention to other, more positive things, effectively preventing the potentially negative situation from occurring in the first place. References Welsh Assembly Government. (2008). WELSH ASSEMBLY GOVERNMENT DOCUMENTS. unattached http//www. swanseagfl. gov. uk/learn_agenda/foundation_p/wag_docs. asp Last accessed 29th June 2012.Welsh Assembly Government. (2011 2012). National curriculum Key Stage 1. Available http//wales. gov. uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum1/? lang=en Last accessed 29th June 2012. Smith, M. K. (2002) Jerome S. Bruner and the process of education, the encyclopaedia of informal education http//www. infed. org/thinkers/bruner. htm Last accessed 29th June 2012. Ragnhild Oussoren . (2010). Write Dance. Available http//www. schrijfdans. nl/write-dance. html Last accessed 18th July 2012. Dwr Cymru. 2005). opine Water. Available http//www. dwrcymru. co. uk/English/community/education/think/index. asp. Last accessed 13 Sept 2012. Hancock, R. , Collins, J (Eds) & Colloby, J. (2005), Primary teaching assistants, Learners and learning, Chapter 1 p7, Eight titles and roles, Published David Futlon in association with the Open University (2005) Reprinted Routledge 2009. Gothic Green Oak. ( ). Games. Available http//www. gothicgreenoak. co. uk/index. html. Last accessed 19th Sept 2012. PAGE 1 Margaret Lorraine Voss SH34393/NCC Assignment 3