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Child A has varied needs and I have planned as shown in the assignment how best to meet his needs.

Extracts from this document...

Introduction

Introduction The child observed goes to a mainstream primary school is six years old and started year one in September 2005. I have done a series of four observations all carried out during different activities and play settings. To respect confidentiality I have referred to the child as child A. I have found out that Child A has varied needs and have planned as shown in the assignment how best to meet his needs. Task 2 - A description of the needs of the pupil I have come to recognise that Child A needs a lot of adult support. Bruner emphasises the importance of the adult in supporting or 'scaffolding' children's thinking and learning. The Teaching Assistant offers support to the child until they are ready to stand-alone. Bruner also emphasises the adult 'skills' of recognising where and when this support is needed and when it should be removed. Looking at the observations (please see Appendix A & D) child A goes off task quite easily during adult planned lessons such as Literacy and Numeracy. This could be due to the possibility that he finds these particular subjects difficult. As you can see from the observations Child A lacks concentration and interest throughout the lessons and he finds it difficult to sit still for long periods of time, he is either fiddling with a chair, rocking or annoying another child who is sat near him. According to Tassoni rocking is a comfort behaviour that can be caused by tiredness, boredom, or temporary stress. (Tassoni & Beith, 2000, p.203). It could also be down to the classroom environment and learning styles offered. Here it is important that the teacher or the Teaching Assistant try to engage him by re-involving him in the task. It is also important to keep distractions to a minimum as this well help the child to focus on what he is doing. ...read more.

Middle

In providing support and giving the child tasks that are achievable for their age and stage of development the Teaching Assistant will encourage independence by helping the child to develop self-esteem by showing interest in the child and the child's work and to encourage self-reliance and learn new skills as well as increase the child's subject related knowledge and understanding. Reviewing the child's work with him and talking about how the task went can encourage the child to think about strategies and ideas that they used. The child should be given opportunities to make their own decisions and take responsibility for their own actions. Whether the Teaching Assistant works with individual pupils, groups or within the classroom these roles are the key to supporting inclusion by encouraging participation and learning, helping to build confidence, self-esteem and independence so that all pupils are able to reach their full potential alongside their peers. According to kamen, it is important for the Teaching Assistant to be flexible and allow for pupils choice in planning activities as this helps their learning and development. (Kamen, 2003, p.129). The Importance of encouraging pupils to become independent learners Being independent is a basic human need and achievement of it will enhance pupils' self-esteem. When pupils are given the opportunity to work alone and attempt tasks independently and find things out for themselves this promotes their sense of competence and gives them ownership of their learning. It is important for children to have as many opportunities as possible to be responsible for their own decision making. This will encourage their own independence and will help them gain confidence in their abilities. It is still important too offer encouragement and praise if the child needs it, not only for completing the task but also for their efforts, this way they will continue to attempt to be independent. The Teaching Assistant needs to be patient and give the child plenty of time to do things for themselves. ...read more.

Conclusion

4 9.55 J picks up a road sign out the box and looks at it, TA is sat beside him. J turns to TA 'what does that say? TA-J 'it says motel 100m' J-TA 'what's that? TA-J 'its another name for a hotel it is where you can stay, it also tells you how far away it is from where you are' J-TA 'oh' J puts it into his trailer with the rest of the items. Teacher asks everyone to tidy away; J puts all his items into the box. Key * TA = Teaching Assistant * T = Teacher * J = Child being observed * Child A = other child Teachers Signature ....................................... Date................................. Aim of Observation - To monitor child's behaviour during a Numeracy Session Method Used - Event Sample Learning Activity - Half hour Numeracy Session on carpet Date - 6.12.05 Time - 11.00 - 11.30 am Appendix D Event Time Situation Social Group Dialogue 1 11.00 J sat on carpet for Numeracy Full Class Children stand up for the number rap, numbers that make ten. J joins in singing 10 & 0, 0 & 10 make 10. J stops singing but carries on clapping he joins in again at number 5 2 11.10 T - C 'let's count in tens' J counts in 2's. J puts his head in his hands starts rocking; he sits up and fiddles with chair. T is talking about number patterns to the class J starts counting on his fingers saying 2,3,4 3 11.20 T is talking about relationships between + & - J starts fiddling with the floor gripper T - J 'come out please' J goes to the front of the class. T gives J 3 pencils and asks him to take 5 away. J-T 'I can't take 5 pencils'. 4 11.30 J plays with a car which is on the table next to him. J starts rocking. Key * TA = Teaching Assistant * T = Teacher * J = Child being observed * C = Class Teachers Signature ....................................... Date................................. ...read more.

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