Describe the sorts of problems that might occur when supporting learning activities and how to deal with these

1a) Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities

Some pupils may find the activity either too easy or too difficult therefore the activity may need to be adapted to suit the needs of these pupils. Also additional activities may be included for those pupils who finish quicker than others. The teaching assistant must take each pupil’s learning needs into consideration.

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

What have you noticed in your students to make you want to address this problem?

Lack of comprehension and poor course work will result in a lower grade average. Students may become frustrated and give up easily.

Teaching demands a lot of creativity and being able to adapt to different situations and environments. However, in order to experience lasting success, more than pot luck, charisma and spontaneity are required. Planning is essential. Planning and preparation gives a certain level of confidence. Whether it is a single lesson or a whole course, planning allows you to design the learning journey you wish to take your students on. In designing, you can make sure that you are catering for all your learners’ needs. This includes sufficient differentiation; for SEN needs as well as your gifted and talented students. In planning you can ensure that your lessons have a definite beginning, middle and end and have clear aims and targets. At this stage you will also prepare and plan resources. Also, you must plan your assessments. How will you know when the students have learned what you set out to teach? How will they know? How are you going to prove that learning has taken place at the end of the course? All these points will be addressed in the planning stage of the teacher training cycle.

Today I arrived at 8: 30. I organised the classroom and made it ready for pupils to come. After assembly we did some time table practice. Next we had a new lesson for numeracy skills and I supported a group of students. L. O. Was about the name of 2 D shapes and how can we recognise them. First Miss B explained about the topic and she draw the shapes on the bored.

Lack of concentration: there may be multiple reasons for pupils finding it difficult to concentrate on the work they have been given. The work may be at the wrong level for them and it may need modifying to suit their academic level. Some children have a short attention span and the work may be taking too long to complete. There is also the possibility of issues at home or they may have fallen out with friends. You may have to talk to the pupil on their own to see why they cannot focus as their may be an underlying problem.

|assignments in class that are required. This behavior also causes other students to get off-task which makes it harder for classroom management. |

is a 5th­grade teacher, who in their second semester together, has run into a disruption problem

Another standard which I reflect upon is Supporting Learning Activities. Because I work 1:1 a lot of the time during my placement I am constantly supporting YP1 with the learning activities. At the end of every session I reflect on how well the session went, how I could improve next time and whether I need to follow up on the activity. I have found that I have added more resources which work better with YP1 so we are able to complete task’s with better understanding. Reflective practice has definitely improved my 1:1 activities with

what may not be working in the centre therefore the teachers can plan to improve, or take it out or do something else. Planning is important because this reflects on the children’s learning and should be a continuous process (MoE,

students ability to learn is how well the teacher manages the classroom. A well managed

Although, it all depends on the parents and what they are willing to do to give their children what they need. Age also factors when learning English. Students who are older have a harder time grasping a new language because the majority of their life they have learned and engraved in their mind a totally different language. As I mentioned above, motivation also plays a role when learning a new language. Sometimes students don’t have that extra motivation at home or at school. Students need to feel that people care that they are learning. If they see that their parents don’t care whether they are learning or not they might feel discouraged.

In addition to both teacher and student experiencing low levels of motivation, little to no attention is paid to the