Teaching Assistant Level 3
Question 1: Describe how you might contribute to a lesson given to a group of seven year old children learning to play percussion instruments.
Answer 1: Firstly, I would look through the planning for the lesson and then ask the Teacher what the learning objective is. I would obtain all the instruments needed for the lesson and make sure that they were free from sharp points and all in working order. Then once the lesson has finished I can return all the instruments back to their correct places.
I may have been asked to give one to one support to a specific child with an additional need. This would be to ensure that they are able to join in and feel included within the lesson and I could also check the child’s IEP to see if there are any targets that may be linked to the lesson objective, so that I can give feedback to the teacher, I would also look to see which child it is that I am supporting and try to see what their Special Educational Need is if this is not apparent on their IEP or has not been confirmed by a prior observation by a qualified specialist.
I can also communicate effectively with the children I am working with and at their level. I will help them to focus on what is required from them, whether it be to find a beat, follow a pattern or to learn about tempos. I can help the children by reinforcing the instruments names and reinforcing the correct terms of how they are to be played i.e. tap, strike, hit or scrape. If research of any terminology is required for the lesson I might do this prior to enable a good understanding of that area of the curriculum. I must be prepared to modify the task if it is not appropriate to the child or children’s needs. This may also mean that I may have to communicate sensitively with the teacher.
I would also become a second pair of eyes. This would be to ensure that the children are behaving appropriately and doing what they have been asked to do while ensuring that children are not being distracting by
Answer 1: Firstly, I would look through the planning for the lesson and then ask the Teacher what the learning objective is. I would obtain all the instruments needed for the lesson and make sure that they were free from sharp points and all in working order. Then once the lesson has finished I can return all the instruments back to their correct places.
I may have been asked to give one to one support to a specific child with an additional need. This would be to ensure that they are able to join in and feel included within the lesson and I could also check the child’s IEP to see if there are any targets that may be linked to the lesson objective, so that I can give feedback to the teacher, I would also look to see which child it is that I am supporting and try to see what their Special Educational Need is if this is not apparent on their IEP or has not been confirmed by a prior observation by a qualified specialist.
I can also communicate effectively with the children I am working with and at their level. I will help them to focus on what is required from them, whether it be to find a beat, follow a pattern or to learn about tempos. I can help the children by reinforcing the instruments names and reinforcing the correct terms of how they are to be played i.e. tap, strike, hit or scrape. If research of any terminology is required for the lesson I might do this prior to enable a good understanding of that area of the curriculum. I must be prepared to modify the task if it is not appropriate to the child or children’s needs. This may also mean that I may have to communicate sensitively with the teacher.
I would also become a second pair of eyes. This would be to ensure that the children are behaving appropriately and doing what they have been asked to do while ensuring that children are not being distracting by