Shc32-1.1 Describe The Duties And Responsibilities Of Own Work Role.
Evidence 1
Reflective Journal
SHC32 Engage in personal development in health, social care or children’s and young people’s settings
1.1
Describe the duties and responsibilities of own work role.
I am a voluntary classroom assistant in a Primary school, mixed year group 1 and 2 class. The class does not have a paid teaching assistant and I am therefore fortunate with my involvement in the classroom. I work in partnership with the classroom teacher and student teacher in preparing and delivering learning activities. For example, I ensure that the correct children’s books are ready alongside any other learning resources required. Whilst the classroom teacher is teaching I ensure that the children are not distracted and are behaving in line with the golden rules. I sit with the children and quietly re focus them if required. I am responsible for various groups of children when they are doing their learning exercises. This includes ensuring they understand the work set, supporting them in completing set work and managing their behaviour. I also do 1 on 1 reading, whereby I take individual children to the library and give them my full attention with no distractions. I write in their reading log books and change their …show more content…
reading books when appropriate. I support the children with literacy, numeracy and science. I feedback to the class teacher after each lesson, both on the childrens’ understanding and on their behaviour. I have built relationships with the children during the last six months and this significantly helps me with my duties and responsibilities in my role.
1.2
Explain expectations about own work role as expressed in relevant standards.
2.1
Explain the importance of reflective practice in continuously improving the quality of service provided.
The ability to reflect on my performance in the classroom is paramount to improving my skills and the quality of service I deliver to both the teaching staff and children. When I first started this role, I had never worked with children in the classroom before (only adult learners). I used my instinct primarily as I did not know any techniques or strategies. I have developed my skills by reflecting on how and why I did certain things and assessing if there could have been a better practice. In order to continuously improve, I have to continuously reflect on the actual service I am providing against the ideal service to which I am aiming at. By reflecting I can identify specific goals and motivate myself to achieve them.
2.2
Demonstrate the ability to reflect on practice.
I reflect on my practice on a continual basis on order to develop my skills and become a better support to the teachers and children. I acknowledge my strengths after activities/days, for example, my relationships with the teacher and children. I assess specific activities and how I preformed in them. One example is reading one on one, with one particular child who struggles with this. My strengths were positively encouraging the child and building their confidence. My weakness in this instance is that I jumped in too quickly at times to offer support. On reflection I could have given the child more time to think, and attempt to sound out words without my intervention. This would enable him to be a more independent learner and develop his reading skills and confidence.
Another example of reflecting on my ability relates to a more sensitive topic. Child X had his hand in his trousers and other children were noticing. I gave it an appropriate amount of time before quietly commenting ‘let’s have our hands in our laps’ to the children. I was worried that I either should have ignored it or there was a better way of dealing with this. I raised it with the class teacher following the lesson, who said it was ok to deal with it rather than ignore it. Whilst reflecting on this I identified that for me the most important thing to do is not embarrass the child or draw attention to it. This is an area of continuing reflection as there are frequently sensitive issues with the children and I am still trying to find the best approach with each individual child.
TDA3.3 Support Learning Activities
2.1
Select and prepare the resources for the planned learning activity.
The planned learning activity in this instance was science, understanding a ‘push’ and a ‘pull’. In order for the children to understand this concept the classroom was set up with various activities, including play dough, sand and toy cars. I was responsible for the outdoor activity, feeling how the wind can push objects. I prepared windmills made of card for the children to hold so they could feel and see how the wind pushes it to make it move round.
I ensured the numeracy workbooks were in the correct groups and on the tables prior to the lesson. I checked the lesson plan and noted that rulers and counters were required so prepared these resources too. I always check that there are enough sharpened pencils for the children as this can cause significant disruption and delay.
2.3
Ensure the learning environment meets relevant health, safety, security and access requirements.
I was responsible for groups of 4-5 children rotating, taking them outside to feel and see the wind during science class. I ensured that the classroom door leading to the playground was safely open, to avoid it slamming on one of the children. I checked the immediate area for any object that presented a risk and removed a piece of broken plastic which appeared to have been blown into playground from the surrounding fields. I checked that another class having a cricket lesson was a safe distance away from my group. I ensured that the children were aware of the perimeter that they could move around in and kept a constant watch on each child. When it became too windy with one group, I took them back inside the classroom.
I also did 1 on 1 reading in the library, which as it is not often used for sitting in. I checked the chairs were fit for use and turned the heating down as it was too hot. The carpet rug had a bump in the middle so I rolled it out flat in order that no one could trip over it.
3.5a
Demonstrate ways of supporting learners to develop:
Literacy skills
I listened to each child read 1 on 1 and supported them throughout their time with me.
I did this through positive praise, helping them sound out words, asking questions about the books to check their understanding and recording feedback in their reading logs. I wrote down in their logs new and challenging words for them to focus on this week. I also noticed that some children used the pictures to try and guess the words. I encouraged them to look at the words and not be afraid of the text. I covered up some text with my fingers so they could focus a sentence at a time. I finished each 1 on 1 with a positive statement, for example, Child A sounded out words more confidently this week and Child B added expression to their
reading.
b
Numeracy skills
I supported a small group of 5 children with their numeracy activity of doubling and halving numbers. The worksheet was mixed to encourage them to read the questions and not double or half everything. The group was challenged by this and I supported them firstly by doing a question together as a group, encouraging collaborative learning. I then checked their understanding by asking questions, for example, if you are doubling 5, will your answer be lower or higher than 5? I helped them to use the resources available, which were small counting blocks and a sheet with 2 large blank circles on. I checked on each child’s answer and encouraged them to see for themselves where a mistake had been made by suggesting that we look again at a particular question. I then re-directed them to the teachers original points and supported them step by step, prompting where necessary.
D
Problem solving skills
The activity with my group was to use weighing scales and find classroom objects which were equal to 2kg weights on the scales. This was challenging for the children, and I observed at first whilst they experimented, weighing one object at a time. The tricky part was the size of the container on the scales and finding objects which fit in them. Once the children had identified that everything was either too heavy or too light we discussed what approach they could take to resolve the problem. I reassured the children that the task was achievable and to continue exploring ideas and approaches. I used open questions, for example, “What do you think may happen if you use more than one object?” to encourage them to be creative with the problem, and find a combination of heavier and lighter objects to match the weights. The learning activity took longer than had been anticipated by the class teacher and myself to complete. The group were triumphant and combined drawing pins with a water bottle to equal the weight.
TDA 3.4 Promote children and young people’s positive behaviour
2.1
Explain the benefits of actively promoting positive aspects of behaviour.
Actively promoting positive behaviour is an integral aspect of my role. Children will model others behaviours when they hear them being positively praised. The child receiving the positive comment is likely to repeat this behaviour because of the positive reinforcement. For example, when we are sitting at our learning tables before an actively starts, child A is sitting in the chair, upright, book and pencil in front ready to start. I notice this and commend the child, ‘Child A you are sitting beautifully. I like how you are quietly waiting and have your book and pencil ready to learn. Well done!’ On hearing this praise, the other 5 children being to mirror Child A’s behaviour and Child A appears proud and happy.
2.2
Demonstrate ways of establishing ground rules with children and young people which underpin appropriate behaviour and respect for others.
I am consistent with communicating the schools golden rules and expectations of the children. The children know the golden rules and lose golden time if their behaviour demands. Golden rules are visually displayed in the classroom, as is the smiley face scale and children’s names. When Child X spat on Child Y, I took immediate and predictable action consistent with the schools code of conduct. I checked Child Y was ok and wiped clean. I then found Child X, asked their version of events and took Child X to the class teacher. I consistently refer serious behaviour to a more senior staff member. My approach is supportive and for the most part successful as children do not want to lose golden time.
2.4
Demonstrate realistic, consistent and supportive responses to children and young people’s behaviour.
I consistently follow the school’s golden rules, which, as a team we ensure the children are aware of. I communicate to the children in a supportive, positive way in order that they understand what is expected from them in terms of behaviour. For example, during teaching time Child X’s hands were creeping towards another child, instead of saying ‘Don’t do that’, I use the positive and supportive statement, “We keep our hands to ourselves,”. I am reminding Child X of the schools’ and my expectations of behaviour through this response without being negative. I speak to the children gently but firmly with a clear indication of what is expected and the consequences of not changing their behaviour. Another example is when Child Y returned from the toilet, they walked straight past the hand washing sink. It is a golden rule that we wash our hands after using the bathroom. I gently reminded Child Y of this rule and why we wash our hands but she did not want to wash her hands and refused. I then reminded the child that if she did not wash her hands I would have to inform the class teacher who may take away golden time from her. I said that I had seen her wash them before and knew she was very good at it! She then agreed to washing them. I positively reinforced this behaviour by praising her for listening and washing her hands.
2.5
Provide an effective role model for the standards of behaviour expected of children, young people and adults within the setting.
I try to be constantly aware of myself during my time in school, in order that I can model the behaviour we are asking of the children. For example, the children are not allowed drinks in the main learning area of the classroom as they get distracted and spill them. I therefore cannot drink my water bottle in this area, regardless that it does not distract me and I do not spill. I understand the importance of following the golden rules and strive to give the children a model they can mirror. We do not shout in the classroom, even though at times the noise level becomes so loud that I think it would be the only way to be heard above the children! I pause, check myself and then attract their attention by putting my finger on my nose. It can sometimes be challenging to model expected behaviour but this gives me a deeper understanding of the challenges the children face.
TDA 3.5
5.1 Apply the setting’s policies and procedures for:
A Sharing Information
I noticed Child X had an injury he incurred whilst out of school and the child communicated this to me. At the earliest convenience I shared the relevant information with the class teacher. I ensured no one else could hear the discussion due to its confidential and sensitive nature. This was all done in accordance with the schools policy on Safeguarding children.
B Confidentiality
This relates to the same situation as above. I strictly abide by confidentiality and only communicated the information on Child X’s injury to the class teacher. I am also particularly careful with confidentiality as my neighbours’ daughter is in the class I support. I am aware at all times that I cannot divulge any information regarding both her daughter and the other children. This is the class teachers’ role and is done in a formal manner, at appropriate times. For example, if I were to relay information on her daughter’s performance or behaviour over a cup of tea, I would be breaking confidentiality and causing unnecessary concern.
TDA 3.7 Support Assessment for Learning
4.1
A Provide feedback to the teacher on: Learner participation and progress in the learning activities
Following each learning activity I support, I feedback to the class teacher how each child performed. For example, I supported a literacy activity on writing a recipe for making a monster. I worked with 2 groups of 6 children at various levels. In my feedback, I relayed 2 particular children who had struggled and needed more attention. They were less able to follow the instructions and think independently for their recipes. Other children were fully engaged in the activity and needed minimal support. I write down a particular issue if it is recurring so the class teacher can analyse the reason why. In this instance, several of the children misunderstood the difference between the ‘ingredients’ and ‘method’. I clarified with them the meaning of each word and gave an example for them to model. Often the class teacher checks in with me at intervals during the activity so I can flag if a child needs their additional support or any particular issue which is really useful.
Reflective Journal
SHC32 Engage in personal development in health, social care or children’s and young people’s settings
1.1
Describe the duties and responsibilities of own work role.
I am a voluntary classroom assistant in a Primary school, mixed year group 1 and 2 class. The class does not have a paid teaching assistant and I am therefore fortunate with my involvement in the classroom. I work in partnership with the classroom teacher and student teacher in preparing and delivering learning activities. For example, I ensure that the correct children’s books are ready alongside any other learning resources required. Whilst the classroom teacher is teaching I ensure that the children are not distracted and are behaving in line with the golden rules. I sit with the children and quietly re focus them if required. I am responsible for various groups of children when they are doing their learning exercises. This includes ensuring they understand the work set, supporting them in completing set work and managing their behaviour. I also do 1 on 1 reading, whereby I take individual children to the library and give them my full attention with no distractions. I write in their reading log books and change their …show more content…
reading books when appropriate. I support the children with literacy, numeracy and science. I feedback to the class teacher after each lesson, both on the childrens’ understanding and on their behaviour. I have built relationships with the children during the last six months and this significantly helps me with my duties and responsibilities in my role.
1.2
Explain expectations about own work role as expressed in relevant standards.
2.1
Explain the importance of reflective practice in continuously improving the quality of service provided.
The ability to reflect on my performance in the classroom is paramount to improving my skills and the quality of service I deliver to both the teaching staff and children. When I first started this role, I had never worked with children in the classroom before (only adult learners). I used my instinct primarily as I did not know any techniques or strategies. I have developed my skills by reflecting on how and why I did certain things and assessing if there could have been a better practice. In order to continuously improve, I have to continuously reflect on the actual service I am providing against the ideal service to which I am aiming at. By reflecting I can identify specific goals and motivate myself to achieve them.
2.2
Demonstrate the ability to reflect on practice.
I reflect on my practice on a continual basis on order to develop my skills and become a better support to the teachers and children. I acknowledge my strengths after activities/days, for example, my relationships with the teacher and children. I assess specific activities and how I preformed in them. One example is reading one on one, with one particular child who struggles with this. My strengths were positively encouraging the child and building their confidence. My weakness in this instance is that I jumped in too quickly at times to offer support. On reflection I could have given the child more time to think, and attempt to sound out words without my intervention. This would enable him to be a more independent learner and develop his reading skills and confidence.
Another example of reflecting on my ability relates to a more sensitive topic. Child X had his hand in his trousers and other children were noticing. I gave it an appropriate amount of time before quietly commenting ‘let’s have our hands in our laps’ to the children. I was worried that I either should have ignored it or there was a better way of dealing with this. I raised it with the class teacher following the lesson, who said it was ok to deal with it rather than ignore it. Whilst reflecting on this I identified that for me the most important thing to do is not embarrass the child or draw attention to it. This is an area of continuing reflection as there are frequently sensitive issues with the children and I am still trying to find the best approach with each individual child.
TDA3.3 Support Learning Activities
2.1
Select and prepare the resources for the planned learning activity.
The planned learning activity in this instance was science, understanding a ‘push’ and a ‘pull’. In order for the children to understand this concept the classroom was set up with various activities, including play dough, sand and toy cars. I was responsible for the outdoor activity, feeling how the wind can push objects. I prepared windmills made of card for the children to hold so they could feel and see how the wind pushes it to make it move round.
I ensured the numeracy workbooks were in the correct groups and on the tables prior to the lesson. I checked the lesson plan and noted that rulers and counters were required so prepared these resources too. I always check that there are enough sharpened pencils for the children as this can cause significant disruption and delay.
2.3
Ensure the learning environment meets relevant health, safety, security and access requirements.
I was responsible for groups of 4-5 children rotating, taking them outside to feel and see the wind during science class. I ensured that the classroom door leading to the playground was safely open, to avoid it slamming on one of the children. I checked the immediate area for any object that presented a risk and removed a piece of broken plastic which appeared to have been blown into playground from the surrounding fields. I checked that another class having a cricket lesson was a safe distance away from my group. I ensured that the children were aware of the perimeter that they could move around in and kept a constant watch on each child. When it became too windy with one group, I took them back inside the classroom.
I also did 1 on 1 reading in the library, which as it is not often used for sitting in. I checked the chairs were fit for use and turned the heating down as it was too hot. The carpet rug had a bump in the middle so I rolled it out flat in order that no one could trip over it.
3.5a
Demonstrate ways of supporting learners to develop:
Literacy skills
I listened to each child read 1 on 1 and supported them throughout their time with me.
I did this through positive praise, helping them sound out words, asking questions about the books to check their understanding and recording feedback in their reading logs. I wrote down in their logs new and challenging words for them to focus on this week. I also noticed that some children used the pictures to try and guess the words. I encouraged them to look at the words and not be afraid of the text. I covered up some text with my fingers so they could focus a sentence at a time. I finished each 1 on 1 with a positive statement, for example, Child A sounded out words more confidently this week and Child B added expression to their
reading.
b
Numeracy skills
I supported a small group of 5 children with their numeracy activity of doubling and halving numbers. The worksheet was mixed to encourage them to read the questions and not double or half everything. The group was challenged by this and I supported them firstly by doing a question together as a group, encouraging collaborative learning. I then checked their understanding by asking questions, for example, if you are doubling 5, will your answer be lower or higher than 5? I helped them to use the resources available, which were small counting blocks and a sheet with 2 large blank circles on. I checked on each child’s answer and encouraged them to see for themselves where a mistake had been made by suggesting that we look again at a particular question. I then re-directed them to the teachers original points and supported them step by step, prompting where necessary.
D
Problem solving skills
The activity with my group was to use weighing scales and find classroom objects which were equal to 2kg weights on the scales. This was challenging for the children, and I observed at first whilst they experimented, weighing one object at a time. The tricky part was the size of the container on the scales and finding objects which fit in them. Once the children had identified that everything was either too heavy or too light we discussed what approach they could take to resolve the problem. I reassured the children that the task was achievable and to continue exploring ideas and approaches. I used open questions, for example, “What do you think may happen if you use more than one object?” to encourage them to be creative with the problem, and find a combination of heavier and lighter objects to match the weights. The learning activity took longer than had been anticipated by the class teacher and myself to complete. The group were triumphant and combined drawing pins with a water bottle to equal the weight.
TDA 3.4 Promote children and young people’s positive behaviour
2.1
Explain the benefits of actively promoting positive aspects of behaviour.
Actively promoting positive behaviour is an integral aspect of my role. Children will model others behaviours when they hear them being positively praised. The child receiving the positive comment is likely to repeat this behaviour because of the positive reinforcement. For example, when we are sitting at our learning tables before an actively starts, child A is sitting in the chair, upright, book and pencil in front ready to start. I notice this and commend the child, ‘Child A you are sitting beautifully. I like how you are quietly waiting and have your book and pencil ready to learn. Well done!’ On hearing this praise, the other 5 children being to mirror Child A’s behaviour and Child A appears proud and happy.
2.2
Demonstrate ways of establishing ground rules with children and young people which underpin appropriate behaviour and respect for others.
I am consistent with communicating the schools golden rules and expectations of the children. The children know the golden rules and lose golden time if their behaviour demands. Golden rules are visually displayed in the classroom, as is the smiley face scale and children’s names. When Child X spat on Child Y, I took immediate and predictable action consistent with the schools code of conduct. I checked Child Y was ok and wiped clean. I then found Child X, asked their version of events and took Child X to the class teacher. I consistently refer serious behaviour to a more senior staff member. My approach is supportive and for the most part successful as children do not want to lose golden time.
2.4
Demonstrate realistic, consistent and supportive responses to children and young people’s behaviour.
I consistently follow the school’s golden rules, which, as a team we ensure the children are aware of. I communicate to the children in a supportive, positive way in order that they understand what is expected from them in terms of behaviour. For example, during teaching time Child X’s hands were creeping towards another child, instead of saying ‘Don’t do that’, I use the positive and supportive statement, “We keep our hands to ourselves,”. I am reminding Child X of the schools’ and my expectations of behaviour through this response without being negative. I speak to the children gently but firmly with a clear indication of what is expected and the consequences of not changing their behaviour. Another example is when Child Y returned from the toilet, they walked straight past the hand washing sink. It is a golden rule that we wash our hands after using the bathroom. I gently reminded Child Y of this rule and why we wash our hands but she did not want to wash her hands and refused. I then reminded the child that if she did not wash her hands I would have to inform the class teacher who may take away golden time from her. I said that I had seen her wash them before and knew she was very good at it! She then agreed to washing them. I positively reinforced this behaviour by praising her for listening and washing her hands.
2.5
Provide an effective role model for the standards of behaviour expected of children, young people and adults within the setting.
I try to be constantly aware of myself during my time in school, in order that I can model the behaviour we are asking of the children. For example, the children are not allowed drinks in the main learning area of the classroom as they get distracted and spill them. I therefore cannot drink my water bottle in this area, regardless that it does not distract me and I do not spill. I understand the importance of following the golden rules and strive to give the children a model they can mirror. We do not shout in the classroom, even though at times the noise level becomes so loud that I think it would be the only way to be heard above the children! I pause, check myself and then attract their attention by putting my finger on my nose. It can sometimes be challenging to model expected behaviour but this gives me a deeper understanding of the challenges the children face.
TDA 3.5
5.1 Apply the setting’s policies and procedures for:
A Sharing Information
I noticed Child X had an injury he incurred whilst out of school and the child communicated this to me. At the earliest convenience I shared the relevant information with the class teacher. I ensured no one else could hear the discussion due to its confidential and sensitive nature. This was all done in accordance with the schools policy on Safeguarding children.
B Confidentiality
This relates to the same situation as above. I strictly abide by confidentiality and only communicated the information on Child X’s injury to the class teacher. I am also particularly careful with confidentiality as my neighbours’ daughter is in the class I support. I am aware at all times that I cannot divulge any information regarding both her daughter and the other children. This is the class teachers’ role and is done in a formal manner, at appropriate times. For example, if I were to relay information on her daughter’s performance or behaviour over a cup of tea, I would be breaking confidentiality and causing unnecessary concern.
TDA 3.7 Support Assessment for Learning
4.1
A Provide feedback to the teacher on: Learner participation and progress in the learning activities
Following each learning activity I support, I feedback to the class teacher how each child performed. For example, I supported a literacy activity on writing a recipe for making a monster. I worked with 2 groups of 6 children at various levels. In my feedback, I relayed 2 particular children who had struggled and needed more attention. They were less able to follow the instructions and think independently for their recipes. Other children were fully engaged in the activity and needed minimal support. I write down a particular issue if it is recurring so the class teacher can analyse the reason why. In this instance, several of the children misunderstood the difference between the ‘ingredients’ and ‘method’. I clarified with them the meaning of each word and gave an example for them to model. Often the class teacher checks in with me at intervals during the activity so I can flag if a child needs their additional support or any particular issue which is really useful.