Support Learning Activities

Describe how a education get practiti acer may lend to the supplying, legal transfer and review of cultivation. What learning get strategies remove you used or could you use to meet the needs of your learners?Learning support practitioners can be an invaluable resource in the successful planning, deliverance and review of learning. They can offer immeasurable support to the teacher and, close to importantly, to the disciples. However, that support is only truly effective if it is organized, structured and consistent twain in terms of the learning objectives set by the teacher and the pupils throw learning needs. There are m completely ship canal in which a learning support practitioner can contri merelye to the Classroom Process Cycle1 (planning preparing doing reviewing etc. ) but lets odour at just some of them.Planning is essential to go toing efficiently and effectively as a learning support practitioner (or didactics assist). Without planning how you i ntend to support the pupils learning you run the likely risk of not just wasting their time whilst you organise yourself, but also providing inconsistent and often conflicting or confusing messages to the children. If you are not on the same page as the teacher past there is a possibility of inadvertently contradicting them which in turn confuses the pupil, cloud their understanding and ultimately creating obstacles to them achieving their learning objectives.This is counteractive to learning, which could not be nurture from the purpose of the teaching assistant role. The ways in which a learning support practitioner can contribute to the planning are numerous, from the writ large preparation of equipment and a safe environment conducive to learning to providing insightful input regarding pupils individual learning needs and abilities ground on their own experience.Offering your own observations of effective support strategies based on your acquired knowledge of a pupils abili ties can be a priceless resource for the teacher, who may never themselves have the chance to chance upon such insights into an individual childs learning style. The opportunities for one to one time among teachers and pupils are very few and far between so the observations of a teaching assistant, who works more often with smaller groups and individuals, can be vital in providing a more in depth and detailed view into what strategies he or she thinks will work especially when dealing with specific or specialist learning needs.The integrity is, of course, that there is never one learning strategy that works for any one child. Learning support strategies need to be fluid and the support practitioner needs to be able to adapt from one to some other as and when the situation requires. You may need to remind the pupil of the teaching points, make sure they are concentrating, question them and encourage them to ask questions themselves.My own experience of working with a small group preparing a foundation on the six wives of Henry VIII was that there was a incessant need to continually remind the five pupils of the aim of the exercise videlicet that they needed to have a finished, structured and lucid presentation at the end of it The temptation amongst them was to concentrate on the more fun aspects of their seek (in this case tales of extra-marital affairs, incest and beheadings) and on preparing skits and drawings but they were clearly losing sight of the fact that all this had to hang together as a coherent presentation with peer participation from each pupil.Making sure the pupils concentrated and didnt get sidetracked, reminding them of the teaching points and giving them constant encouraging yet guiding feedback were key strategies I used in making sure the task was completed successfully. The bringing of learning support is not complete, however, until you have fed back to two the pupil and the teacher and reviewed your own success as a learnin g support practitioner.In feeding back to the pupil it is vital that your feedback is constructive. This does not ineluctably mean it has to be positive but it is vital that it is not destructive. It should serve to encourage and help the pupil. Feeding back to the teacher is equally as important as this will provide the teacher with information as to individual pupils progress, any difficulties they might be having (or indeed that you might be having) and this in turn will feed into planning for the next lesson as per Wilkinsons Classroom Process Cycle.The importance of the role of teaching assistant should not be underestimated as they provide essential support to both teachers and pupils alike. As the demands put upon teachers are increased seemingly year by year, the learning support practitioner is there to contribute to all aspects of the planning, delivery and review of learning giving a broader support structure for the teachers and a more complete learning experience for t he pupils.