Child A has varied needs and I have planned as shown in the assignment how best to meet his needs.
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. It may help to vary the pace of learning or to use other methods of learning such as Kinaesthetic Learning. During the puppet session (Appendix B) you can see how different Child A's behaviour is while he is active and doing something he enjoys. He was very involved in the whole process and enjoyed the adult support he received from the teaching assistant. Child A was more engaged when taking part in something he enjoyed and where he was on the move. It is said that 'Kinaesthetic Learners learn best by doing things and having the opportunity to move about. Kinaesthetic learners cannot sit still for long and may need regular breaks and that they often fiddle with things'. (Kamen, 2003, p.83).
Factors which may have influenced the behaviour of the observed pupil
There are many factors that can influence children's behaviour; quite often the way that children behave reflects how they feel about themselves or what is happening around them. Below are a list of some of the factors that may have affected Child A during the observations:
* Background of the child - the child may have had unsettled experiences, he comes from a large family where one on one time can be difficult to find. These experiences affect the child's personality and can affect the child's ability and confidence when socialising with others.
* Self-esteem - If the child self-esteem is low he may display disruptive behaviour. There are many reasons why Child A may have low self-esteem such reasons could be due to poor relationships at home, little time spent with family figures. He may not think that he can complete the task, which has been set. If you can raise a child's self-esteem and make them feel better about themselves then you will enable them to become better learners and be more settled in school. (Fox, 2001, p.20).
* Tiredness - During one of the observations (see Appendix A), Child A closed his eyes this could be a sign of tiredness.
* Noise Levels in the classroom - Too much noise can lead to distractions it is important to keep distraction to a minimum. Pupils cannot learn if they are distracted by their own behaviour. Teachers need to create and maintain classroom conditions in which they are able to teach and pupils are able to learn. (Behaviour4learning, 2005).
* Weather - the weather has been known to alter a child's behaviour especially if it is windy and raining heavily.
* Difficulty understanding the task - Burnham suggests that if a child is unable to complete a task poor behaviour may result as the child will not be able to focus his attention on the activity. This may be due to the teacher giving the child an inappropriate task for his/her ability, but could also but due to an undiagnosed learning difficulty. (Burnham, 2002, p.10).
* Sat too long - Possibly needs shorter sessions with more interaction
* Ability to concentrate - children vary in their ability to concentrate on tasks and to sit and listen when required. Some children have a short concentration span and the task might be too long for them to complete.
* Teaching Styles - Teachers need to be aware of the different learning styles and how long children are able to focus on a task so that the work given or the time they are required to sit still is not too challenging for them.
* Motivation - This can directly affect the child's learning, as it is the child's interest and desire to learn which they have in the task they are doing. If a child is not interested or unable to do the task they may become demotivated.
* Supply Teacher - During the Literacy observation (Appendix A) a supply teacher was taking the lesson, although he is a permanent member he is new to the school and the change of routine could have made a difference to the child's behaviour.
A description of two activities which will support the pupils needs
Below are two activities that I feel will support the child's needs.
Small Group Work
Target - For child A to develop his self-esteem and concentration
Strategies - To give the child achievable planned tasks with Teaching Assistant support and rewards for the child's efforts.
Evaluation - Teaching Assistant and class teacher to monitor Child A through assessments and to verbally exchange any other important information regarding the child's performance.
Working together in pairs and in small groups will help Child A to learn and develop the social skills needed for co-operation and teamwork and help develop his concentration and boost his self-esteem. He will need to be offered achievable planned tasks broken down into manageable steps so that he will be able to complete each step successfully, once he has achieved this stage without difficulty the next step can be taken. Group work can be a great benefit for children; it can be fun and can make a child feel like they belong. Bruner and Vygotsky believed that a pupil's potential for learning is often realised while engaged in interaction with someone more knowledgeable within the group. This may be a Teaching Assistant but could equally be another child. Therefore, group work encourages pupils to share their ideas through discussion and also provides mutual support. This can lead to personal success and a raised self-esteem. (Burnham, 2002, p.42).
-1 Support with Teaching Assistant in the classroom
Target - for Child A to be able to sit in class and complete his tasks for the lessons.
Strategies - To offer support with his tasks during teaching sessions and offer rewards for skills shown.
Evaluation - For TA and class teacher to monitor Child A through self-assessment, observations and verbal communication.
A teaching assistant can offer more intensive support for an individual; this gives the teacher chance to concentrate on teaching the rest of the class. This ensures that all the pupils' needs are met in an inclusive way. Individual support allows the Teaching Assistant to give pupils special individual time and will help to reinforce positive behaviour. One to one support helps ...
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Strategies - To offer support with his tasks during teaching sessions and offer rewards for skills shown.
Evaluation - For TA and class teacher to monitor Child A through self-assessment, observations and verbal communication.
A teaching assistant can offer more intensive support for an individual; this gives the teacher chance to concentrate on teaching the rest of the class. This ensures that all the pupils' needs are met in an inclusive way. Individual support allows the Teaching Assistant to give pupils special individual time and will help to reinforce positive behaviour. One to one support helps to keep the child on task and because the pupil knows that the Teaching Assistant is available to help them this should help develop their confidence and self-esteem. Fox highlights the importance of the Teaching Assistant having a powerful influence on a child and how they can be a real force for positive change in the child's behaviour and attitude. (Fox, 201, p.20). Teaching Assistants have an important role in making sure that pupils have equal access to opportunities to learn and develop. Some pupils need additional support in order to have the same opportunities as their peers, which Teaching Assistant's can provide.
Teaching Assistant's support children's learning by assisting the child's efforts, this then gives the child the opportunity to acquire the necessary skills, knowledge and understanding they need. As children develop more able skills through this assisted learning the Teaching Assistant gradually decreases their support until the child is able to work independently. It is important that Teaching Assistant's recognise when to offer support towards each child's next step of development and when this support is no longer required. Vygotsky used the idea of Zone of Proximal Development or area of next step of development to describe this framework of support for learning. (Kamen, 2002, p.79).
Methods used to monitor and report changes in the pupil's behaviour and learning
There are many methods that a school can use to monitor and report changes in pupils' behaviour and learning. Recording children's progress can help us to recognise children's particular strengths and identify whether they need any help in a particular area of development.
Record keeping and observations are one of the ways in which schools can show that they are complying with the National Standards.
Two different ways the Teaching Assistant can monitor pupils' behaviour and learning
. Observations - Accurate observations are important for our practice to be effective. Observations enable the Teaching Assistant to make objective assessments about the child and their individual:
* Behaviour patterns
* Development
* Learning styles
* Learning needs
The information gathered from the observations allows you to identify any gaps in the child's learning. This information then gives you the opportunity to plan effectively for the child's needs. Observations also help us to identify any children who may need additional support.
2. Evaluation of Activities - This is a good method to find out whether the learning objectives have been met and how much the child understands. It also helps you to:
* Consider ways the activity might need to be adapted to suit the child's needs
* Inform teacher, SENCO or other professionals whether or not an activity was successful.
* Monitor child's behaviour during lessons
* Find out if the lesson was successful or not
The importance of accurate monitoring and recording changes in pupils' behaviour and learning
Accurate monitoring and recording is important. Records must be kept up to date and Teaching Assistants must be aware of the schools legal responsibilities (Data Protection Act 1998) when coming into contact with pupils files. All records should remain confidential. Accurate monitoring allows you to keep track of pupils development and to make objective assessments concerning pupils and their individual behaviour patterns, learning styles, levels of development, learning achievements and learning needs. It allows you to monitor pupils' progress and provide accurate and detailed information regarding their learning and behaviour. Assessment of this information can help to highlight the pupils strengths as well as identify any gaps in their learning. Such information enables you to plan appropriate learning activities and behaviour targets. Monitoring is also a good way to find out the effectiveness of adult support to the child. Monitoring pupils learning allows you to modify or adapt the child's learning so that they will be able to achieve their intended learning goal. Parents and other staff involved with the child should be kept up to date regarding the child's progress. Parents may also have an idea why there has been a change in behaviour. The aim of recording children's behaviour is to provide a detailed picture of what is going on. A child may show signs of disruptive behaviour but after monitoring the child more closely we may realise that the behaviour is a result of difficulty with the task.
Strategies for encouraging the independent learning of the pupil
Two different strategies that may be used to encourage independent learning of the observed pupil
. Give positive praise and encouragement - this will give the pupil a feeling of achievement and desire to maintain their interest in the task. Praise can boost a child's self-esteem. According to 'We Behave' 'Kids with healthy, positive child self esteem have a predictably better chance of success in life than those who have poor self-esteem'. (www.webehave.com). It is important to highlight the positive aspects of the child's efforts when trying to develop their skills and understanding.
2. Assisting the child in educational tasks and motivating the child - by giving the child positive experiences which are interesting and fun. Children enjoy the physical aspects of learning for example, when children are being told a story they are likely to remember it more if they have been able to take part using puppets or acting the story out. The Teaching Assistant can foster independence by assisting the child to increase his knowledge, understanding and skills especially if the child has special needs who might otherwise find it difficult to perform the task. However, this assistance needs to be balanced. Letting or encouraging the child to 'cling' can have a negative effect on the child's learning. It is important that the Teaching Assistant knows when to stand back and let the child work with others in a group.
Motivation is the child's desire to learn if the child shows no
interest in learning, or is unable to complete the task then the child
will become demotivated. It is therefore the Teaching Assistants
responsibility to be aware of these factors and make sure the task
is at the right level for the child. Burnham suggests that 'Teaching
Assistants can be the true professionals when it comes to
motivation'. (Burnham, 2002, p. 37).
Carol Dweck believed motivation is an important part of learning; she identified two main kinds of motivation to learning:
* Performance
* Learning Orientation
Learning Orientation
• A belief that effort leads to success
• A belief in one's ability to improve and learn and a concern to perform
• A preference for challenging tasks
• Derives satisfaction from personal success at difficult tasks
• Applies problem solving and self instruction when engaged in task
Performance Orientation
* A belief that ability leads to success
* A concern to be judged as able and a concern to perform
* Satisfaction in doing better than others or in succeeding with little effort
* Emphasis on interpersonal competition, normative public evaluation
* Helplessness: evaluates self negatively when task is difficult
The performance-oriented learner is more likely to give up when the task is difficult or when receiving low grades. The learning-oriented learner, on the other hand, is more likely to persevere and show resilience, to be influenced by grades to a lesser degree and to display other characteristics such as critical curiosity, creativity, and positive learning relationships and attitudes. Guided learning is therefore as much about building a positive orientation in the learner as about teaching skills or strategies the learner might use. Clearly, however, these aspects are interrelated since one means of bringing about a learning orientation is enabling pupils to achieve well and make good progress. (Carol Dweck, 2000)
The Role of the Teaching Assistant in encouraging the independent learning of the observed pupil
For the Teaching Assistant to encourage independent learning they must understand their role and responsibilities. Teaching Assistant's needs to be able to understand the child's needs and build confidence and work towards building trust through being consistent, positive and offering praise to raise self-esteem. The Teaching Assistant's role is to encourage the child to take part in activities and help the child feel accepted within his/her peer group by encouraging peers to value him/her, but they can encourage independence by being aware of the need to keep assistance balanced. 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. Self help skills emerge as children start to develop their own independence when working. For children the development of self-reliance is essential to their growing self confidence. Teaching Assistants need to be aware of the different learning styles so that they can plan and provide learning opportunities for the children they work with. Understanding these learning styles help Teaching Assistants to understand the ways in which children learn and how they can help them to achieve success. Every child is different and learns differently and what works for one child will not necessarily work for another so it is important to have a balanced mix of learning styles within the classroom. Tobias stated that 'providing opportunities for pupils to use their preferred learning style wherever practical increases their chances of educational success'. (Tobias. C, 1996, p.83). Learning is a never ending cycle so by children becoming independent learners and learning new skills further skills can be also learned.
Why a Teaching Assistant needs to reflect on their own practice when working with pupils
It is important for Teaching Assistant's to reflect on their own practice so that they can help the child they are working with to their full potential. Reflective Teaching Assistants should be willing to bring as much of themselves into the teaching situation as needed. Reflective Teaching Assistants should be comfortable and confident in order to respond to the children and the subject they teach in a genuine and open manner. Reflective practice makes Teaching Assistants aware of their strengths and weaknesses and to consider how to change the way they work. As Teaching Assistants are working with children all the time it is important that practice does not remain still if they are to respond to both the needs of the children and the developments in Education. Teaching Assistants need to consider the ways in which they work and whether their own practice is creating any difficulties within children's learning. It is important for Teaching Assistants to take advantage of self-development opportunities in order to maintain and improve the contribution to raising pupil achievement. Asking for advice and support from other members of staff to help resolve problems can be part of self development. Reflective practice allows Teaching Assistants to keep up to date with current developments and initiatives in primary education. Hancock & Collins stated that 'Adults need to learn about learning and its content, but also need to learn from children if they are effectively to support them in their learning'. (Hancock & Collins, 2005, p. 1). Reflection allows the Teaching Assistant to make sure they have sufficient understanding of their role to support pupils learning and to acquire further knowledge if they need it to allow them to contribute effectively to the classes they are working with. It is important to gain further knowledge of a child's individual needs and to be able to communicate sensitively and effectively to support their learning. According to Alfrey skills differ from both knowledge and understanding. You can acquire a skill through practice without necessarily having any underlying understanding of the theory behind the skill, and you can also have knowledge and understanding without having mastery of a skill. Working in schools requires knowledge, understanding and skill to be an effective educator of children, but we do not always have these in equal measure. Recognising skills and developing them at a personal level will enhance professional growth in all three areas. (Alfrey, 2003, p.21).
The Role of the Teaching Assistant in promoting positive behaviour and independent learning with pupils
Promoting positive behaviour can bring many benefits to pupils, staff and the school. Teaching Assistants play an important role in the whole school development towards a positive learning environment both inside and outside the classroom. Positive praise and encouragement builds up a child's self-esteem and makes them feel valued. Teaching Assistants must remember that children need to be praised for work and behaviour regularly and not only for their achievements but also their efforts. Not only does it reinforce good behaviour it also sustains their interest. Teaching Assistant need to be good role models and provide a positive role model for behaviour and effective working relationships. Skinner stated that good experiences are a positive reinforcement. Many educationalists use the strategy of positive reinforcement when working with children - e.g. by praising and encouraging them and by giving them tasks they can carry out successfully. (Burnham, 2002, p. 60). Positive consequences of good behaviour show the child that he/she is succeeding. It is important to manage children's behaviour so that their learning takes place in an effective environment. Teaching Assistants need to have high expectations so that a pattern of positive behaviour is established. Teaching Assistants need to make their expectations of behaviour clear, if children are unsure of what they need to do it is hard for them to behave in a way which you expect. When Teaching Assistants are working with children they need to create and manage a positive learning environment. Teaching Assistants can provide pupils with those small and highly significant pieces of feedback and praise which build into positive beliefs about themselves. Child learn better in such an environment and also learn about positive social behaviour. Developing skills to manage behaviour and learning is an important part of a Teaching Assistants learning requirements. It is important for the Teaching Assistant to follow the schools policy and the schools ethos at all times so that their responses and strategies link in with the schools policy.
As Teaching Assistants we know the importance of promoting independent learning with pupils. Teaching Assistants should encourage independence at all times. Not only when working on a one to one basis but also, when working with a small group of pupils and whole class situations. Becoming an independent learner gives the child confidence and a sense of achievement. Independent learners have a good range of skills and knowledge and are able to make decisions about their own learning. It is a Teaching Assistants role to encourage children to try tasks for themselves and not for the child to become dependent on you, but to also be there to offer support if it is needed. Teaching Assistants need to give children opportunities to allow them to feel independent and to praise them as much as they can for good behaviour. By doing this children will start to develop a positive self-esteem. Riley states that 'those of us who are involved in the education of young children...need to focus on helping children to become learners, to enjoy learning and to feel that they are people who are able to learn. This is no small challenge but it is a safe bet that investment in children's dispositions to learn will pay dividends. (Riley, 2003, p. 51).
Word Count- 3,450
Aim of Observation - To monitor child's behaviour during Literacy lesson
Method Used - Event Sample
Learning Activity - Half hour story session on carpet
Date - 8.11.05
Time - 9.40 - 10.10am
Appendix A
Event
Time
Situation
Social Group
Dialogue
9.40
J is sat on carpet for Literacy
Full class
J is Sitting on carpet rocking back and forth
Teacher asks a question to the group, J shouts out
T-J 'be quiet'
J looks down to the floor for a few seconds, then looks up at teacher. Teacher is reading story 'Rumble in the Jungle'. Teacher asks group 'what are the rhyming words?'
J is still rocking staring at the floor with his head in his hands
2
9.50
J is looking around the room. He looks at teacher and starts rocking again, he looks at floor and stretches his legs out in front of him and leans back onto Child Z behind him, Child Z pushes him, J lifts his trouser leg up and plays with the bottom the material. J pulls his trouser back down and rocks back and forth again staring at floor again.
3
9.55
Teacher asks if anyone has a pet at home. J puts his hand up and looks at teacher, J swaps his hand from left to right; T asks another child, J puts his hand down. J raises his hand again and looks at Child A next to him. T-J 'What have you got J?'
J-T 'a rabbit'
J rocks again and looks at the floor
4
0.00
J is now rocking in a circular motion and moving his head from side to side with his eyes closed. J leans back on Child Z again and lifts his trouser leg up. T-J 'put your leg away and sit up'
J sits up and starts rocking again
5
0.05
T-C 'whose got a rabbit and who's sitting beautifully?' J sits up straight and raises his hand. T-J 'what does your rabbit do?' J-T 'climbs on beds and stuff' T-J ' so it's a habit for your rabbit to jump on beds' T-J 'what's your rabbit called J-T 'Joey'
T writes a rhyme on the board. J puts his head in his hands and rocks back and forth. .
6
0.10
J stops rocking and puts his head in his hand. Teacher explains what work they need to do and asks them all to go to their tables. J stands up last and walks slowly to his table
Key
* T = Teacher
* J = Child being observed
* C = Class
Teachers Signature............................................. Date..............................
Aim of Observation - To monitor child's social behaviour during the puppet and music
Work shop
Method Used - Event Sample
Learning Activity - Making puppets from various resources
Date - 8.10.05
Time - 1.45 - 2.15 pm
Appendix B
Event
Time
Situation
Social Group
Dialogue
.45
J is sat at table waiting for TA to help him make a puppet
3 children and TA
J is Sitting at the table waiting for TA to bring all the bits and pieces. TA -J 'which one would you like to use for the body J?' TA shows J the different materials. TA -J 'this big one, or the round one or maybe this square one?' J-TA 'the big one', he points to the long plastic container. J takes the container and starts sticking bits of material onto it. TA - J 'what shall we use for the head J?' J-TA 'don't know'. How about this? TA shows him the circular board. J-TA 'yes' smiling. TA-J 'we will need to put some string onto the body and attach it to the head'. J-TA 'ok I'll get some' J picks up some string and cuts it and passes it to TA. TA_J' thank you.
2
.55
TA-J 'what shall we do next J?' J-TA 'eyes'. TA-J 'what shall we use? J gets up and walks over to the resource table, TA follows him. J picks up 2 wobbly eyes and brings them back to the table. TA-J 'that's a great idea J'. J picks up the glue and sticks the eyes on. J-TA 'we need a nose'. J picks up a button and sticks it on. TA-J 'what should we use for its mouth J? Happy or sad? Or serious one? TA demonstrates faces to J. J smiles and says 'happy'. J picks up a pipe cleaner and bends it upwards and sticks it on. J-TA 'done miss'. TA-J 'well done James, shall we put some arms and legs on? J-TA 'yes'.
3
2.05
TA has now attached legs and arms to the puppet and J is holding it. TA-J 'what else do you think it needs J?' J looks at the puppet then says 'hair'. J picks up some brown string and glues it onto the head. TA-J 'that looks great J'. J smiles. J-A 'look at my puppet? A smiles at J. J walks around the classroom and shows one of the parents his puppet. J-P 'look at my puppet? P-J 'that's nice'. J goes back to his table.
4
2.15
Bell rings for playtime. T-C 'leave everything on your table and we can finish it when we come back in'. J 'oh, I don't want to go'. TA-J 'put the puppet on the table J we can finish it when we come back in ok? J-TA 'will you look after it? TA-J 'yes I will, off you go'. J-TA 'ok miss'. J walks out the door.
Key
* TA = Teaching Assistant
* T=Teacher
* J=Child being observed
* C=Class
* P=Parent
Teachers Signature ....................................... Date.................................
Aim of Observation - To see how child mixes with his peers
Method Used - Event Sample
Learning Activity - Free Choice Session
Date - 15.11.05
Time - 9.30 - 9.55am
Appendix C
Event
Time
Situation
Social Group
Dialogue
9.30
J is sat on floor with the cars
Solitary
J is sat on floor pushing the cars up and down, he pushes them round in a circle J is imitating the sound of the cars 'brmmmmmm', Child M walks up and picks up a car and sits next to J, J looks at Child M and gets up and walks away and picks up the farmyard animals and tractor.
2
9.40
J is sat on the floor with the box of farm equipment
other child
J has a tractor and he is looking in the box, he takes out some cows and puts them into the back of the tractor's trailer. J is talking quietly to himself while taking the animals out of the box saying 'cow, rabbits, ducks'. J is putting all the animals into the trailer. Child A joins in and sits next to J. J looks at Child A and carries on taking things out the box. Child A picks up vehicle, J said 'no', child A took it and placed it next to him. J says 'I'll have that then' and he picks up the milk tanker and places it next to his tractor.
3
9.50
J has a trailer full of animals, 'I need a farmer', J picks up one of the figures looks at it and puts in back into the back and says 'that's not a farmer' J searches through the box and finds another figure 'this is a farmer, he looks like one' J puts it into the trailer. J pushes the milk tanker up and down then lines it up with the tractor.
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
1.00
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
1.10
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
1.20
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
1.30
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.................................
REFERENCES
Alfrey, C. (2003) Foundation Degree Understanding Children's Learning - A text for Teaching Assistants, London, David Fulton Publishers
Behaviour 4 Learning (2005) Set High Expectations for Pupils Behaviour, http://www.behaviour4learning.ac.uk/viewArticle.aspx?categoryId=10075&taggingType=1&contentId=11305 (Accessed 25 November 2005)
Burnham, L. and Jones, H. (2002) The Teaching Assistant's Handbook, Oxford, Heinemann Publishers
Dweck, C. (2000) Self-Theories: their role in motivation, personality and development, Routledge/Taylor & Francis Books Inc.
Fox, G. (2001) Supporting Children with Behaviour Difficulties - A Guide for Assistants in Schools, London, David Fulton Publishers
Hancock, R. and Collins, J. (2005) Primary Teaching Assistants - Learners and Learning, London, David Fulton Publishers
Kamen, T. (2003) Teaching Assistant's Handbook, London, Hodder & Stoughton Educational
Porter, L. (2000) Behaviour in Schools,
Riley, J. (2003) Learning in the Early Years - A guide for teachers of children 3-7, London, Paul Chapman Publishing
Tassoni, P. and Beith, K. (1999) Nursery Nursing A guide to work in early years, Oxford, Heinemann Publishers
Tobias, C. (2003) Thinking and Learning, Kamen, T, Teaching Assistants Handbook, London, Hodder & Stoughton Educational
We Behave (1999), Boost Child's Self-Esteem & Child Self-Worth www.webehave.com/selfesteem.htm (Accessed 13 January 2006)
BIBLOGRAPHY
Brudenell, I. (2004) Advanced Early Years Care and Education, Oxford, Heinemann Publishers
Hull Learning Services, (2005) Supporting Children with Behaviour Difficulties, London, David Fulton Publishers
Watkinson, A. (2002) Assisting Learning & Supporting Teaching, London, David Fulton Publishers
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Unit 1 - The Role of the Teaching Assistant in the School