Knowledge and Class Teacher

Topics: Knowledge, Learning, Education Pages: 3 (1008 words) Published: June 22, 2013
Unit 210
Support learning activities

1.1 Describe how a learning support practitioner may contribute to the planning, delivery and review of learning activities.

I contribute to PLANNING by giving verbal and written feedback as well as going through children’s books to see how well the children have done on an activity. Also listening to the children’s ideas so that all the information that is fed back helps the teacher plan things for the next lesson helping them to get the correct pitch.

I contribute to DELIVERING the lesson by making sure I have read and understood the lesson plans, whilst having all the equipment available beforehand. Through close working relationships we have developed verbal and non-verbal communication skills that enables us to work together to deliver a lesson. I also DELIVER support to whole class activities, small groups and individuals on a 1:1 basis. I contribute to the review of learning activities by being hands on and suggesting and putting forward my own ideas.

I contribute to the REVIEW by seeing how the task went right / wrong and also recognising which children enjoyed or struggled with the task. I feedback verbally and written letting the class teacher see how they have progressed. I also add my comments to say how I thought the task went and where if any changes need to be made, and also if support may be needed.

1.2 Identify own strengths and weaknesses in relation to supporting learning activities and how these may impact on the support that can be provided. Strengths | Weaknesses |
| |
Enthusiastic| Helping older children with numeracy|
Help where needed| Sometimes too easy going|
Approachable| Not knowing where everything is in school. (Resources)| Contribute| Lack in confidence (a little)|
Finding classroom resources| |
Recognising when children need support.| |

I feel that my strengths impact on the support that I can provide in a positive way because...
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