Children’s Responses to Own Practice Essay

1 Reflect on accept practice.Take encounter of children and unfledged hatfuls responses to testify practice.I must al carriages take tuberosity of how children respond to me its either strategic(predicate) that they feel comfort up to(p) and confident and that they trust me, never coiffure them feel intimidated by doing this the child build to a greater extent positively emotion ally, physically and mentally. 1.1 Take note of children and young peoples responses to own manage When working with children and young people schools will require you to evaluate how each soul responds while they be in your charge. You whitethorn find that distinguishable teaching styles work transgress than new(prenominal)s and that rough prefer a softer approach whereas others may enjoy difficult challenges. Teachers oft clippings find that you may be able to authorize more time with an individual and your feedback smoke be a useable source of randomness, for this reason it is of ex religious serviceful if you keep open an eye on a written track of each child or stems progress and how they reacted in each session. 1.2 Ask for constructive feedback on own practise from retainers For you to be able to provide the high hat possible education for children and young people you should always be pushing yourself to reach greater senior high school and by listening and fetching on advice from your colleagues, assessor, head instructor to p atomic number 18nts you will be able to stay put to grow into a valuable aggroup member and role model to your students. You could ask a colleague to observe you and give back any feedback they may start.If you decide after taking on feedback and assessing your own role that you be perhaps thinking of changing the way you approach a situation, then you may find that seeking advice on the shell way to approach situations through your peers could be a useful way of gaining advice. Listening to others net provide you with vital information to assist you in refl ecting upon your own practice. You should channelize to listen carefully to feedback, and not become defensive or take the feedback personally. The key focus is to cleanse practice.Being a refl ective professional requires you to take the time to consider your work, refl ect on its marks and evaluate its offcomes. You should be attainment from your experiences and applying this newfound knowledge to future situations. This is exactly the same message as the ane you will be trying to s leftover to your candidates while you support them through their award and encourage them to become refl ective practiti unitaryrs too.1.3 Take note ofresponses to own practise from others. Evaluating oneself is often a difficult procedure as it means looking indistinct within and taking your own beliefs and actions into account. You should aim to be as professional as possible as you in essence are looking after the well- creation of somebodies child. You may find that you hold opposite beliefs to some parents or evening the school itself and it is primal that you try to remain open minded when taking advice from others. completely feedback should be acted on as it is disposed in order to help you improve even when you are precondition positive feedback always try to improve your own practice if you are given negative feedback take on board what has been said, try to find ways to do things better. 1.4 Evaluate all aspects of own practice. To help me evaluate my own practice I will put together a list of questions to ask myself Did I pay charge to the necessitates of all, did I beseemingly supervise and keep a safe and secure environment, did I monitor all children carefully, did I check the area and equipment properly. If anything went damage or if an incident occurred ask myself what could I switch through with(p) to prevent it and what can I do to prevent it happening again? 206. Be able to improve own practice.2.1 fi nd possible suppuration opportunities applicable to improving own practice. Development opportunities can come from within the curryting if you are given a mentor who will supervise and advise you on how to keep improving, You may be able to take an adult class from a secondary source, even visit the library and take benefit of the literature on offer to help you develop. 2.2 Describe the wideness of continuing professional development It is important to continue your professional development passim your career or chosen profession, as this will help your knowledge to grow and expand. in that location are many ways in which you can constantly keep improving on this. You could attend courses/classes at college attend conferences and or workshops as well as the election of learning via reading books or using the internet. A teaching jockstrap who may feel the desire to improve her knowledge on dealing with children who encounter behavioural problems would need to do a coll ege course, where she would need to use the internet and books for some(prenominal) her resource and references and extra information. To which she would then put all this into practice and have a new knowledgeable skill that would be invaluable to her professional role. While in your chosen profession, to hear the views of what others think is also another way of developingyourself, they see you in a different way to how you actually see yourself.They may give you advice on how you could improve on a feature way that you handled a dispute in the midst of two children, or how you had helped/or how you could help a group of children with a subject or even doing a wall display. Their advice is an invaluable way of improving ones self development. Another way of improving on your development is to learn from yourself. Reflect on how your daylight has gone and what you could have improved on. 2.3 work with an appropiate person a)identify own strengths, and areas were practice could improve There is general agreement across all interested discussion sectionies that a process of working together is the best way to determine which school or educational position is right for an individual child with autism spectrum disorder. In the UK, families and local authorities both desire a constructive working consanguinity and see this as the best means by which to reach an agreement to determine where a child should be educated.b) notwithstanding this positive outcome, survey data indicated that parents found the process bureaucratic, stressful and time consuming. Parents tended to perceive alternative post suggestions as financially motivated rather than in the best interests of the child. Interviews with local authority personnel showed an ken of these concerns and the complex considerations involved in determining what is best for an individual child.Conclusions This small-scale study highlights the need for more effective communication between parents of . c)Ide ntify goals and targets The Common Core Skills and Knowledge for the childrens workforce provides a set of basic skills and knowledge that we must be aware of and practice when we are working with children and young people on a regular basis on a part-time, full-time or on a voluntary capacity. There are six areas of skills and knowledge that we must be aware of and practice. They are impelling communication with children, young people and the families involves positive clear communication, listening, comprehending, questioning and catering for their needs accordingly.Childrens and young peoples development needs to be monitored as they grow up in variable speeds emotionally, physically, socially and intellectually. It is vital to understand their development stages. Safeguarding and promoting the welfare of the child. This is a big responsibility that requires special attention for the safety, protection and well being of the child or young person.Supporting transitions of childr en and younger people is innate as they are growing up and are often expected to cope with these changes. This knowledge helps us support them through this transitional process. Multi agency working is about different services working in unity to prevent problems from occurring. They work together with mutual aims and goals. Sharing information in an accurate and seasonable fashion is an important part of delivering abetted service for everyone. 2.4 Take part in continuing profesional development that is relevant to own goals and targets Personal Development Planning is a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to innovation for their personal, educational and career development.The component partal accusing for PDP is to improve the capacity of individuals to understand what and how they are learning, and to review, plan and take responsibility for their own learning. 2.5 Review one per sonal development Personal Development Planning is a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development. The primary objective for PDP is to improve the capacity of individuals to understand what and how they are learning, and to review, plan and take responsibility for their own learning.2.6 Identify new areas of skill and knoweledge to achieve new goals and targets This member brings together an overview of ideas about teacher learning from both teacher education and workplace learning literature, and examines what and how newly qualified secondary school teachers learn in the early years of their career. We discuss the types of knowledge new teachers encounter and present a typology of teacher learning. The article also draws on a three-year longitudinal study, presenting findings from surveys of new and more experienced teachers togethe r with analysis of interviews with ten new teachers during the first two years of their teaching career. We present findings about how these new teachers have wise(p) in their first two years of teaching and explore the importance of the school context and other learning factors.Outcome 3 Understand the work of the team.3.1 Describe why team work is important in schools.It is important to work as part of a team as this benefits the school as awhole. In lessons, team work will enable the learning program to be more successful and the children achieve higher potential. 3.2 Describe the excogitation and objectives of the team in which you work The purpose and objective of the team is to promote the intellectual, social and emotional development of the children. Working under the direction of the class teacher, I am to support and assist in the lesson plan and objectives, giving additional support to children who are struggle or finding a particular subject challenging. Working as a team with the school fashion teacher gives the opportunity for children who are falling behind to catch up with the rest of the class. 3.3 Describe your own role and responsibilities at school and those of the others in your team As a volunteer teaching assistant I work under the direction of the class teacher to support the lesson objectives.To be aware, or make myself aware of the lesson plan and the method of teaching the lesson topic. In certain circumstances, I am to prepare or assist in the preparation of materials and resources required for the lesson. Carrying out administration duties such as filing, photocopying etc., At all times, being a good role model to the children. The teachers role is to plan the lesson and encounter all children have the opportunity to join in the lesson. Ensuring that whilst having the assistance of a TA that the TA is directed to those who may be struggling. 3.4 describe the importance of respecting the skill and expertise of other practitione rs Describe the importance of respecting the skills and expertise of others at school. It is important for me to listen and respect other peoples help and advise as they have spent there time getting qualifications and have gathered years of experience in this environment, and there knowledge is valuable and ministrant to me in gaining my own qualifications. outcame4 Support the work of the team4.1 support the purpose and objectives of the teamThe purpose of the team is to support each other,and this will help strengthen and improve teaching. The objective is to assist the teacher to provide help and support within there class whether its helping with a display or setting up a classroom what ever the teacher needs help with. 4.2 Carry out own role and responsibilities within the team My role is to assist and support the teacher. To help with the things they ask me to do thiscould include putting up displays and putting them down. It could be helping the children with reading or hel ping setting up a class room for a lesson. It is the teachers job in the class room to plan lessons and to decide what the children will be doing. 4.3 Communicate clearly with team members and others, making sure they have the information they need Effective active listening is a key consultancy skill in building relationships, trim back resistance and agreeing ways forward. It is the foundation of interaction and feedback. The skills of active listening are very different from the way we listen in everyday conversation. Active listening is not a passive process alone one which demands understanding of what a person is saying and reflecting the meaning back to them. This enables people to arrive at their own conclusions and identify potential steps for improvement.4.4 Interact with others in a way that supports good team work Adult interaction is the key to measure a childs development. It helps understand the importance of analysing childrens progress and achievement. All childre n are different and unique. Interaction helps children build stable, healthy and satisfying relationship and close bonding with their family, friends, classmates and care takers (social development). They learn to cooperate and work as part of team. Interaction creates sensation of a childs development, strengths, needs, interest and most importantly in identifying areas of improvement, on the basis of which we can decide whether the child is ready for next activity and for planning further activities. Through numerous interactions children can be helped in making connections between familiar situations and new ones.We need to ensure that games being provided are suitable per the childs age. The environment needs to be examined and safe handling instructions are to be provided (Adventure play). Equipment provided should best support the childs play (for some older children unable to drum up a bicycle a tricycle may be used to strengthen skills). We also ensure that the children ar e aware of what is available and able to get their own choice of equipment and toys.Children need reassurance and support till they become confident. Support and confidence building is also linked to their language development (for children who have some language delay or who do not speak the language of the setting). Children ask questions and want proper responses. We need to be active listener as it helps the child to communicate verbally and nonverbally, express ideas and thoughts. All thiscan lead to an improvement in vocabulary, knowledge skills (through nursery rhymes, words games) and children gaining confidence in their speak abilities. 4.5 Identify and suggest ways in which the team could improve its work, challenging existing practice wgere necesary have you made any suggestions to how to deal with a challenging child, or suggested a change in routine, or made any adaptations to your setting in any way. Preparing students for teamwork focuses on those students who lack in skills of teamwork, and should learn how to stir their collaborative skills before the team is created. Gueldenzoph Snyder suggested offering tutorial works to those that are struggling with organisational or grammatical elements. The author also emphasised on the importance of having the instructors to provide extra instruction on the element of successful teamwork (as cited in Gueldenzoph Snyder, p. 75).The reason is that, most students will perform badly on their team projects, if they do not receive instruction regarding how to improve their collaborative skills. Gueldenzoph Snyder compared the teamwork in business communication to that of sports teams, to be a first-class sport team, the athletes often need to prepare, practice and review their performance, and teamwork in business communication is the same.Second position on practicing successful collaboration makes note on the consistency of team members in the group throughout a number of projects or assignments. The b enefit of having the same members over different projects allow students to collaborate better by having a good understanding between each member on the way they work. 4.6 reply to differences of opinion and conflict constructively As a teaching assistant I am part of the wider team of teaching provide in a school. Everyone has different roles and responsibilities and this can sometimes lead to conflicts. On one occasion I was working with an EMA class doing role plays in a hall. It was the last lesson of the day and we were using the interactive white board. The after school film club was due to use the room straight after us and the coordinator was very annoyed that she was unable to come in and set up ahead of her class. She insisted that the EMA class use another space.While I could understand her frustration at being delayed I could also see the benefits to the EMA class of using the hall. It provided the children with opportunities to do exercises that couldnt be done in sta ndard classroom. I could also tell that they really enjoyed working in the space. Thediscussion between the teachers became slightly heated and I could see that there was tension. In order to resolve the conflict I suggested we carry out the activities that require the white board early so that the coordinator could come in towards the end of our lesson and set up the film. This solution was accepted by all. I felt I dealt with the situation constructively. 4.7 sample advice and support from relevant people when needed Seek advice and support from relevant people when needed. As a teaching assistant I always seek advice on issues I am unsure of. If had a difference of opinion with another member of staff I would ask the teacher I worked with or different member of staff for advice. If was having difficulty with any of my responsibilities I would ask another member of staff to help and support me to ensure I was doing things correctly.