1.1 Before Monday’s maths lesson started I met with the teacher and planned for today’s lesson. We evaluated what had happened, planned what we wanted to happen and then the fun bit teaching.
We talked about two children who are finding maths hard. First of all we decided to move two children, who I noticed were copying each other’s work. In their new seats they couldn’t copy anyone, I then handed out the maths books and asked them to turn to the correct page and write today’s date, while the teacher was trying to get her board to work.
I then had to keep my eye on these two children throughout maths, to see how they coped on their own and make sure no one else was helping them. I floated between them both, checking their work and rewarding them with a tick and a smiley face, also a verbal well done good work.
1.2 Being positive, consistent and enthusiastic.
Iam able to explain to the children instructions very clearly, if iam not sure I would ask another member of staff.
Iam good at organising, good at listening and helping children.
I feel that my strengths impact on the support that I can provide in a positive way because I am a positive and enthusiastic person. I find this usually encourages the children to approach their work and be this way themselves.
Maths is my weakness, but working in a year 4 class I find it quite easy, iam learning with the children. If iam not sure I ask the teacher.
1.5Before the lesson I make sure each child has a white board on their table, it’s useful when they watch films they can make notes to help with their work.
2.2Two children in my class need 1 to 1 help. One girl is Portuguese and the boy has dyslexia. We leave the class room to work in the shared area. I ask them questions about their work, try and get them to make up their own sentence, then I write it on the whiteboard for them to copy into their books. When we have finished the children take their work back into class for the teacher to mark 2.3All school gates are locked after 9am, so no one can leave or get into school, only via the office. All school cleaning cupboards are kept locked by the care taker. When working in the shared area it doesn’t have any hazards.
3.4There shouldn’t be any problems when supporting learning. Make sure you have your resources before leaving the classroom i.e. pens, paper, white board and pen, make sure you have somewhere to work before leaving the classroom and there is enough space for everyone. Most of the time we don’t have to share with others, if we do there is a divider so the children can concentrate.
5.1When you have carried out your work with the children, it’s useful to give the teacher an evaluation of what happened. Then the teacher can see how the class is working. Make sure you tell the teacher how well your time with the children went, if they worked ok and did as you asked, if there was enough time to complete what she had asked me to do. If there was anything you would change for next time you do an activity with the children.
Evaluation is important it plays a big role in our planning
5.2My feedback with the teacher is mainly verbal. Whichever child I have worked with, I always take their work back to the teacher and discuss it with them. Tell them how much I have had to help them or how well they did on their own.
6.1The child I worked with in the shared area, is not good at concentrating, lots going on around. I used the white board to write things on for him to copy, I found this helped him concentrate a bit more. When we went back into class and I gave the teacher my feed back I asked next time can we go to the small room to work where there is no disruptions.
6.2Maths is my main area that I need more practice, I am currently in a year 4 class which the maths is quite easy, I feel confident working with them. When the teacher is explaining the lesson I always listen like iam a pupi,l so I can understand how to help the children. If iam unsure of anything the teacher has explained I will go and ask her to explain again.
Courtney from Study Moose
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