At present employed at Cheam Park Farm Junior School in Year 5 as per the job description (see attachment 1) I have a range of duties such as enabling access to learning pupils and to assist the teacher in the management of pupils and the classroom. Supervising and providing particular support for pupils and ensuring their safety and access to learning activities but also challenging children to make them work to the best of their ability. Supervising children at playtime and making sure there playing safely individually and in groups.

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Setting out activities asked by the teacher and clearing up after the lesson has finished, delivering interventions groups and working one to one for the lower ability that may need more support, also making relevant resources to help the children with their learning. 1. 2 The introduction of the standards for Teaching Assistants to see a clear path for progression which therefore the role of the TA has become more valued and professional.

The qualifications available for Teaching Assistants are as followed Level 2 in Supporting Teaching and Learning, Level 3 Certificate Supporting Teaching and Learning, Level 3 Diploma in Supporting Teaching and Learning and becoming a HLTA which a in job status and is up to your work place to do so, to progress even higher foundation degree/QTS are available. As a TA`s role has become professional more emphasis is now placed on CPD so that the TA can evaluate their classroom performance skills to become more qualified.

In addition TA`s must also have qualities such as being a good communicator, be a good listener, a concern and understanding for children, being able to build good relationships with children and colleagues, working well in a team, being sensitive and enthusiastic and being able to use their initiative when necessary and willing to undertake a CPD to be able to reflect and progress in the job. Other Expectations needed to be reached in order to be a competent TA are, emotional intelligence, be a good listener, be consistent and have a good sense of humour.Outcome 2 2.

Page 2 Supporting Teaching and Learning Level 3 Diploma Essay

1 Reflection is important as it helps us identify what we think we do and what we actually do such as Donald Shon introduced the concept of reflective practise he claimed that reflection is a continuous process from a personal perspective, by considering critical incidents throughlife experiences. There are two types of reflection, reflective in action which is during being able to think on our feet and adjust what we are doing this comes from our experience and knowledge, whereas reflective on action is after the event has finished and reflect on what we do and why.

It is helpful to have feedback from more than once source to that we can use the critical reflection to become more experienced and do our job to the best we can be. Sometimes we find it hard to judge our own performance, we may not like to compliment or criticise ourselves but unless we use reflective methods, how are we going to teach effectively and better our knowledge. As a teaching assistant we teach: Lifeskills Social skills Manners

He identified that there were four different lenses in which reflection could be used to increase our awareness to be critically reflective. The Autobiographical Lens- Based upon our own individual experiences and influences what we view as acceptable behaviour and how we judge others. Our Students Eyes- Based upon how the pupil see us and do we meet their expectations of what a teacher should do. Our Colleagues experiences- This is based on how colleagues observe and judge us.

Theoretical literature- This is the use of all Medias: Magazines, Television and reports to underpin reasons for our practice through theory. 2. 2 Reflecting on my practise by identifying personally what I found hard and how I could improve and gain more knowledge and extend. Also by completing a SWOC analysis(see attachment 2) for my own feelings and what I as an individual would like to gain more knowledge on and what current opportunities would be available to me and what may prevent me from turning my weaknesses into strengths.

In class I also answered some questions on what I have learnt about myself as a TA and what were my highest/lowest emotional moments in the current week this was a good way of reflecting on my practise as made think on what my strengths and weaknesses are and what I need to progress on (see attachment 3) In my place of work we also every 6-8 months have a performance management meeting with our line manager to discuss what courses we would like to attend and what we would like to progress on(see attachment 4).

During the course of Unit 332 we complete a PDP (personal development plans) by using SMART targets to address development/learning we want to improve on ( see attachment 5). Specific- target states exactly what is required Measurable- you have to be able to measure whether the target has been achieved Achievable- the target should be accessible Realistic- you have to have access to the training or resources required Time-bound – must have a time limit (short/mid/longer term) Johari`s (Luft 1970)

The Jorahi`s Window is like a grid It goes from the obvious and more conscious areas of your life to the less obvious areas that you may not be aware of, starting in the unconsciously incompetent such as a blind area to then becoming unconsciously competent where you are good but you don’t realise or need to develop to then becoming consciously competent, and I as an individual would like to continue to develop and progress my knowledge. 2. 3 There are four main influences that may affect our working practise; institutional the work place and what the school stands for and how to promote and reinforce the ethos.

Professional the things that each individual believes and putting them into practise, which comes from their professional background. National and Regional beliefs which are what individuals and groups believe and stand for because of their background. Personal values are views and opinions which have influenced us by parents, teachers, media, politicians, friends, colleagues and personal life experiences. An important part of personal and professional development is to be aware of differences and how to respond to them, we must be open

minded, if you fail to do this is may interfere with the standard of the codes and practises for working in the children’s environment. We must treat others how we wish to be treated ourselves and that their values and beliefs are important and although they may be different to your own, this is what gives us our own individual personalities. Outcome 3 3. 1 My job description and the level 3 standards are based around my performance, knowledge and understanding of Supporting Teaching and Learning.

My job description (attachment 1)clearly states to be up to date with Level 2 supporting children which I am qualified in and have recently passed my Level 2 Cert Qualification and continuing my qualification by becoming more experienced with Level 3 Cert , also being up to date and having a record of recent and relevant in service training such inset days which I attend at the start of each term to keep and weekly Teaching assistant meetings with our SENCO to have a regular understanding on different ways of how children learn and if to go any relevant courses.

By using new skills in your performance to ensure the children are learning the best way for that individual and what new strategies are being put in place. I would like to improve my knowledge by going on courses that are relevant and keeping up to date with new procedures that are put in place. 3. 2 I have received different types of feedback from working at Cheam Park Farm; School monitoring & Evaluation HLTA/TA planning from which I received from my schools SENCO ( see attachment 6 ) My PDP from work ( see attachment 4) Regular Teaching assistant meeting agendas which I attend every Tuesday morning ( see attachment 7 ).

Outcome 4 4. 1 TA`s can engage in CPD Every day. By assisting in the classroom we are observing how our colleagues work and we can absorb this information and put into practise to improve our performance. When I am working in the classroom I get plans of what we will be doing and who I’ll be working with so I have time to gather resources to support and assist the children to meet the needs of the individual and can identify areas which I need to work on and ask the teacher if I’m unsure. The schools learning strategies are rapidly changing and we must be able to uphold these changes and new methods. We can also ask other staff in the school such as other TAs/HLTAs and observe them to gain more knowledge and new methods and ideas we can use. At Cheam Park Farm we are always engaging in training and have weekly meetings with our line manager (SENCO) to be given training and to discuss different methods and ways of working when in the classroom assisting the children and teacher, we also have to complete planning at the end of each lesson to say who we supported and what methods we used to teach the individual.

It is important to identify priorities when agreeing a plan, as this is all about you and your needs as we all have different abilities and areas of concern, these areas can be improved and developed will be on going, as the school environment is changing and expectations are getting higher so our skills needs to be constantly increasing. The areas of priority for development are stated in my PDP( see attachment 5). 4.

2 As an employee of Cheam Park Farm Junior School I attend regular Performance Management meetings and reviews where I Discuss with my Line manager ( SENCO ) training I would like to go on and ways of meeting this. (see attachment 4&5) 4. 3 In class we have had many discussions, we recently worked in groups to discuss and compare our job roles using our individual job description, and then we compared them to what we actually do whilst looking at our job description.

We also worked in groups to discuss certain areas we would like to develop in and widen our knowledge by completing a SWOC analysis (See attachment2). The evidence gathered from this allowed me to complete my PDP (attachment 5) with targets using SMART for guidelines, we also answered a list of questions relating to a week of working as a TA (see attachment 3). Outcome 5 5. 1 Since attending college, I have learnt a lot on how to evaluate my progress and how to act on findings.

By having group discussions and feedback has helped me to deal with situations effectively also by taking into account different beliefs and values. I always take notes in the classroom and from this can put tasks in to action. I have also learnt that feedback is important and which help me to progress and focus on the certain areas I need to improve. In the classroom I have also realised everyone has different ideas and knowledge but we all want the same results and that there are different paths to follow. 5. 2 One of my tasks in school is to take care of a small spelling group.

I have a group of 4 children, of which I do one to one spelling test and helping them find ways to improve their spellings at least twice a week. At the start of the week we have one to one sessions using different resources and strategies to meet that child’s individual needs to give them the best support I can for them to remember and get there spellings right in the test, such as using the LOOK COVER RIGHT CHECK method has helped the majority of my group to become more independent when writing alone, we also have regular phonics group to help them practise sounding the word out.

I always feed back to the class teacher on how each child done in there test and if certain child need more help then we always figure out the most suitable time to take the child out to help them and support them in their spellings. I feel I have made a good relationships with each child and find fun but suitable ways to remember there spellings for examples songs or little phrases for them to remember the trickier words.

The school must be aware of our achievements and qualifications so they know what the next step of training we should be going on and how to progress. Certificates and qualifications should be available as evidence and helps to keep a portfolio of your achievements to show colleagues later on in the future.

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