Assignment 1 – the Learning Environment

Assignment 1 – The Learning environment

1. Describe how you might contribute to a lesson given to a group of seven year old children learning to play percussion instruments.
Be proactive in assisting the teacher to –
-Organise equipment and resources for the lesson
-Create a safe and tidy environment for learning
-Minimise any behavioural problems
-Give praise and encouragement to children to maximise learning

Firstly I would help to set up equipment quickly for the lesson, by doing this you allow yourself and the teacher time to observe the area and minimise any hazards that could lead to an accident during the lesson. This could be anything from spilt liquid to sharp objects being left around. Also this can allow the lesson to take place almost immediately, giving the class little opportunity to mess around or cause a disturbance to one and other.

Communicating with the teacher beforehand can allow you to establish what he/she in particular would like to you to carry out during the lesson. The teacher may ask for you to generally be on hand for the children who have questions or are having difficulties with given tasks, however he/she may like you work with a specific pupil or group which he/she believes need extra guidance in this particular class. It may be that you are responsible for a child who needs 1to1 help so the teacher can provide a solid lesson for the rest of the class.

To help make the lesson run smoothly you must give praise where necessary, this will promote positive attitudes amongst the children and encourage them to keep up their good work. Even if a child has not completely mastered what is being asked of them, praise and encouragement can allow them to respond well to learning. They will tend to keep trying if they are told they are doing well. Whilst this is a great way to promote learning it also minimises the risk of behavioural problems as the child feels satisfied with what they are doing, boredom is less likely to occur when praise is given.

The teacher in charge will have stated rules in regards to the safe use of musical instruments, the teaching assistants job will be to enforce these rules throughout the lesson and make sure that the class are aware of what is and isn’t acceptable. Regarding the instruments I would make sure I had good knowledge of the all prior to the lesson, if I didn’t I would ask the teacher to clarify the names and also how they were to be used. By gaining knowledge I will be able to answer any questions children may have and also feel confident in demonstrating any practical difficulties they may be having.

At the end of the lesson, helping to tidy away equipment quickly and efficiently can be a great help to the teacher. It allows the class to move onto their next lesson quickly which is the main priority. Losing time spent on tidying up and making sure everything is returned to its home can also give children the opportunity to mess around as both teacher and teaching assistant are preoccupied.

2. What might your role be in organising, using and maintaining the learning resources, material and equipment for the percussion lesson?
As the teaching assistant my first role would be to find out from the teacher if there are any specific requirements she would like for the lesson. Then my first job would be to prepare the classroom ensuring it was tidy and the furniture was spaced out suitably, attaining extra Matts and chairs will create more space for children to work in and allow them to use the instruments safely and free from obstruction.

I would then proceed to checking all the instruments were in working order and none of them damaged as to harm anyone. By checking all equipment I will also be able to determine whether the instruments are intended for the age group I am working with, as resources aimed at a higher age group will cause frustration in the lesson and this may lead to disruptive children. Before the lesson begins I will make sure I am familiar with how the instruments work so I can help any child having difficulty. By doing this I will be positive about the lesson and feel confident in maximising their learning experience and enjoyment.

3. Describe how you act in class in order to be an effective role model for the standards of behaviour expected in pupils.
Promote positive behaviour before behaviour problems arise.
-Be polite and well-mannered at all times
-Enforce the schools behaviour policy
-Be approachable and show interest in their work so they feel valued
-Praise and encouragement
-Supporting pupils in following instructions

In order to be a good role model I would ensure I am always polite and well-mannered when dealing with pupils in a classroom setting, by doing this I am setting a good example of good behaviour encouraging the pupils to replicate this between one and other. To enforce good behaviour further I would make sure I am always seen to be promoting the relevant school behaviour policies and rules. Making sure I was consistent in my methods of praise and discipline equally with each individual. This means to give praise to all pupils where necessary and to discipline pupils in the same way as to not favour any individuals.

I would make sure that I am seen as approachable to the pupils so that they feel they can come to me with any problems or questions about their work or any social problems they may be experiencing. By gaining their trust I am more likely to be of assistance to them on school premises as they will feel they can open up to me about personal or academic issues. I would also show interest in their work and what they aim to achieve and give praise and encouragement where necessary, even if the pupil has not fully understood or succeeded in what has been asked of them this will promote positive learning and raise their self-esteem with future tasks. By recognising hard work by means of the school reward scheme (reward points for the class/group, extra play time given etc.) will encourage pupils to continue this and therefore produce higher standards of work to receive the rewards.

I would support pupils in following the teacher’s instructions and respect their needs and concerns, as the teaching assistant I would act as a mentor giving guidance and advise where necessary. Being there for the pupils is important and over time will allow us to build a positive rapport which will only benefit their learning. By giving them feedback on their work or encouraging those to join in with group discussions will build a strong working relationship between other pupils and myself, giving them the confidence to speak out in lessons and interact openly.

4. What strategies might you employ to encourage pupils to behave appropriately? Describe how you might react to incidents of bullying and violence.
As a teaching assistant it is essential to promote positive behaviour both in class and around the school between adults and pupils before behavioural problems arise. Teachers and other members of staff are seen as role models/leaders and therefore their actions will be copied by the pupils. This includes using appropriate language when speaking to adults and pupils, respecting pupils and listening to their needs and highlighting the school rules.
To encourage pupils to behave appropriately I would set a task which involves them brainstorming some ideas of rules they would like to have around the classroom, this will make them feel involved in the rule making and they are more likely to respond to these in the future. I would also encourage pupils to follow these rules and make clear the rewards and consequences that follow. Examples of these are as follows:

* Ben has scribbles over his classmates work – the consequence of his actions will result in him asking to apologise and write down why this was the wrong thing to do, if he does not recognise why this was wrong he will be asked to stay behind at break and discuss the matter further with the teacher. * Lucy has finished her work and is now attempting to help her friend who is having some difficulties – she will receive a sticker for her hard work and extra points for her table for her thoughtfulness.
Be proactive and prepare the classroom for the next lesson immediately by doing this it will reduce any problems occurring as there is no free time for pupils to find things to distract them. Create a positive classroom environment, greet pupils with a smile and they will in turn be more optimistic about the lesson ahead.
If there are minor disturbances in the class then remain calm and in control, reiterate the classroom rules and any consequences that he/she may receive if it does not stop. Make it clear that demeaning comments will not be tolerated and always give the pupil the chance to backtrack as this can resolve the issue in a much calmer way.
All signs of bullying or violence should be taken seriously and reported straight away, either logged for the future of directly passed on to a teacher of higher authority. If I encountered on signs of bullying or violence I would act upon it immediately to nip it in the bud. Making sure that the pupils involved were made aware that the information was passed onto the teacher who will observe them for the rest of the day. This should encourage the pupils to stop these actions in the future as they are aware that they will be in trouble if it continues. If this does continue then the incident will need to be assessed individually so we can find out what the problem is and what is required from us to eliminate this from happening in the future.
Always make yourself available and approachable for pupils so they feel they can come to you with any problems involving bullying and reassure them that these are confidential. Reassure them bullying is taken seriously and the school will support and protect them in these instances. This will give them the confidence to open up so that the problem can be resolved.

5. Describe how you might appropriately observe the physical abilities and skills of a 9 year old boy.

To get the best observation of a pupil you must plan when you intend to observe him/her during the day making sure that you avoid busy times as this could distract you giving you a false interpretation of the child’s abilities. You must also make sure that the pupil is unaware of your intentions as this could in affect change their usual behaviours causing them to become shy or conversely ‘perform’ for the observer. Again this will not be a true analysis of the child merely an act due to his/her acknowledgment of what is happening around them. Lastly I would make sure that the pupil is in good health and mind, observing a child who is unwell or unhappy for various reasons will not give you a true picture of their ability.

When observing a pupil whether in a group or alone I will do my best to minimise the disturbance during the activity so that the lesson can flow smoothly as well as the behaviour of the child. The focus of the observation could be any of these reasons:

* Checking learning - this would involve observing their work and seeing whether or not they are learning things in the lesson or whether they are having difficulties.

* Forms of interaction – are they interacting and working well with other pupils or are they distracting others from learning.

* Differentiated learning materials – which method had the child chosen to complete the task or solve a problem, this could refer to them working it out in a written format, using counters or a calaculator.

* Basic/key skills – Here I will be looking at several skills such as the social and emotional which is how pupils relate to others (are they interacting in a positive or negative way towards others), language and communication, how strong their reading is and the use of vocabulary they use and can define. Intellectual and cognitive, what learning approaches they use to understand and use knowledge in their work. (For example, asking the teacher to repeat the information several times or writing it down on paper so they can visualise what is being taught. Finally the physical abilities they have such as the handling of objects, pens, rulers, calculators or sport related objects such as bats and balls.

An example of a typical observation would be in a reading lesson. I would be observing their social and emotional skills and how they relate to their peers during this lesson. How they attempt to read aloud is a sign on how confident or unconfident they are in this setting. My next aim would be to find out why they are reluctant to read aloud, (are the words mixed up on the page, is the writing too small, are they embarrassed or have trouble with pronouncing words.) All of these findings must be recorded at the exact time as later recording maybe unclear or forgotten. Finally as the teaching assistant you must always make sure you are describing what you see and hear at the time and nothing is misjudged for something else. The teaching assistant must report anything to the teacher he/she finds alarming so positive feedback can be given to build on these in the future.