NCFE2 Session Three
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Contents |
Introduction
Learning Objectives
- The student will have an understanding of the roles and duties undertaken by teaching assistants (Unit 1.1.3)
- Students will start to identify their own learning needs and goals on their Individual Learning Plans.
- The student will begin to examine strategies likely to be helpful when hearing readers.(Optional Unit 4.1)
(Also additional evidence for study skills - C2.1a, C2.2, C2.3, WO2.1, Wo2.2)
Skills and Qualities of a Teaching Assistant
10:05 - 11:25
This video looks at the kinds of things a Teaching Assistant may be asked to do-
In at the Deep End
Short general discussion of presentation.
Now you are going to continue to work on your list of skills and qualities you might need to be a really good Teaching Assistant.
Sharing your homework with the group.
There is an extra hand out to help you.
- Divide into two groups.
- Decide how you will organise yourselves.
- Each group to make a big poster using everyone in their groups' notes
- (Resources - Flip charts & felt pens)
- Each group to report back to the large group and explain their poster. Groups must involve all members in the report.
- Posters to be photographed using my camera, uploaded to Flickr, then printed off for inclusion in portfolios.
Coffee
11:25 - 11:40
Individual Learning Plans
What are they? Why do you need them?
Working with Readers- An Introduction
12:00 - 12:50
Together with your talk partner read through the following passage, and make notes.
Hearing a child read
One of the best ways of helping a child gain confidence with books is creating a comfortable, cosy atmosphere. The child needs to feel they've got your undivided attention just for a little while for them to read to you. Try to find somewhere quiet and comfortable for you to sit where you can both see the book. The idea is to share the pleasure of this book with the child.
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Sometimes children will start telling you about the book. If not try to get them to talk about the pictures, ask questions about what they think might happen in the story, ask about the characters Encourage them to put lots of expression into their reading if it's a fiction book.
Get the child to look through the book at the pictures. Encourage him to talk about the plot as he looks by asking questions. Try to embed any hard words, names etc. as you look. Rehearse repetitive language
Only if all else fails should you tell the child a word. You should be expecting the child to be struggling with about 6 words out of every 100 on a new book. That's just about the right level. If they can read without any mistakes the book might be too easy. Make a note of this for the teacher. If the book is a little bit harder that will push them on to the next reading level so be ready to give lots of praise when they manage to get to the end of a section.
If the child gets stuck on a word encourage them to have a go. Tell them :
- Never say "I can't read it" always say "I will try."
Start by encouraging the child to sound the word out. Even if they only manage the first sound you can praise them for getting part of it right. If sounding doesn't work encourage them to read the rest of the sentence , using that and the initial sound they may be able to work the word out. Pictures can also provide a clue as to the right word. If the child makes a mistake try not to rush in to help and supply the correct word. It's important to let the child make errors. This gives them the chance to self-correct and being able to do that gives their confidence as readers a huge boost. Instead of telling them when they make a mistake try to use these phrases:
- Does that look right?
- Does that sound right?
- Does that make sense?
If a child is making so many errors that they are losing the sense of what they are reading draw the session to a close and make a note for the teacher. It may be that the book is a little hard or that the child is just too tired to concentrate. Reassure the child that they've tried hard and that you are not angry or disappointed.
Praise needs to be specific. You need to tell the child not just that they've done well but exactly what it is they've done that you are pleased with. This might feel a bit weird at first but try to say things like
- "I really liked the way you read this sentence. You put lots of expression into it!"
- "It was good that you realised you'd made a mistake and went back and changed that word."
- "You did well to work out what the first sound in that word was" (Try not to mention it even if they needed a little help to finish it.)
Usually the child will gets used to this sort of praise and will start saying things like:
- "Did you like the way I read this bit?"
This is a very good sign!
Remember children often don't hear praise if it's followed by a 'but', they just hear that they made a mistake.
Activity
Ask yourselves what you think of the advice, specifically:
- What do you agree or disagree with and why?
- What did you not understand?
- How does it compare with your experience?
Make a written list of any action points (things that you will do differently after reading this).
Nominate (choose) one of you to report back to the group.
Plenary
Groups come together to report back on their findings.
Homework
Part 1
- Due next week (4/12/07)
Find out and write notes about where both classroom and shared resources are kept. You may use a diagram with labels.
Classroom resources include:
Paper for children to use,pencils, pens, rulers, paints, paint pots, books, text books, reading books, maths equipment, literacy equipment, games, toys etc. Also includes classroom paper work such as any tracking sheets, home/school diaries, registers, class lists, etc.
Shared resources (stored outside the classroom) may include:
Large science equipment, topic related resources, large or specialist art equipment, Design & Technology tools, guided reading books, reading scheme books, shared text books. Can include technology such as laptop trollies etc.
Bring your answers to the next session - you will need them for an activity.
Part 2
You also need to find the following:
- What record sheets do teaching assistants use to monitor children's progress and/or behaviour? (Try to get copies)
- What is the school policy on confidentiality? (Try to get a copy)
- Does your school have a written anti-bullying policy? (If Yes, try to get a copy of it)
- Does your school have a written behaviour policy. (If Yes, try to get a copy of it.)
These should all be added to your portfolio. If you have extra time read them and make notes. Try to put them into your own words.
Part 2
Due the following week (11/12/07)
This table should be filled in and added to your portfolio in the Unit 1 Section. Image:NCFETAsSchoolOrgTable1.pdf(link to printer friendly version)
Next Week
Equal Opportunities: identifying groups and individuals who may denied equal opportunities in the classroom, stereotypes, personal attitudes, introducing SMART targets, OU- strategies & cues used by readers
