self-control. All the different suggestions and strategies on how to positively guide preschool children including being clear about roles‚ using a relaxed voice‚ writing interactive morning messages‚ using frequent check-ins‚ offering specific activities in learning centers‚ and
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children it’s good to make then involved by ask them to help you with activities such as helping to put up a display‚ help to choose activities for the day rather than telling them what to do. It’s important to acknowledging their advice and ideas‚ if you encourage children to make suggestions it’s important not to disregard them or otherwise they will learn that the is no point in saying anything‚ so when ideas or suggestions cannot be used or acknowledge its good to explain why you might not able
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After any learning activity it is important to evaluate how the activity went. This is because it gives both the children and staff members a chance to reflect on the learning which has taken place and establish whether or not the learning objective was achieved. To evaluate effectively you should refer to the original learning objective to see what you set out to achieve and then reflect on the outcome and whether or not this outcome was satisfactory and that the targets you set have been met
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1. Be able to contribute to planning learning activities. 1.1 Explain how a learning support practitioner may contribute to the planning‚ delivery and review of learning activities. A learning support practitioner or teaching assistant could contribute to the planning of an activity simply by an informal discussion with the teacher about what weekly and daily activities will be taking place. This form of planning is known as short term and would be the most likely that a teaching assistant
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NCFE Level 2 Certificate Supporting Teaching and Learning in Schools (501/0418/4) Unit 1: Schools as Organisations (T/601/3325) 1.1 Identify the main types of state and independent schools. The main types of state and independent schools are as follows: * Specialist schools * Academies * City technology colleges * Community and foundation special schools * Faith schools * Maintained boarding schools * Free schools 1.2 Describe the different
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Edexcel Supporting Teaching & Learning in Schools Level 2 Unit 9 Supporting Learning Activities Assignment 3 Learning Activity 1 4.1 In Year 2 class (Meteor Group) dated 01-15-2013‚ Numeracy Lesson. L.O. Multiply by 2‚5‚10 using the number line method. Three pupils did the same activity. Among three of them‚ Samuel needed more resources to understand the learning activity
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Outcome 5 – Support the evaluation of learning activities 5.2‚ 5.3 and 5.4 5.3 During a numeracy learning activity on o’clock times‚ I noticed that a child was very distracted. She lacks confidence in her own ability and always asks for help‚ as ‘she can’t do it’. She also tends to distract the children in the rest of the group too‚ by being disruptive. We had plenty of teaching staff and support staff in to help this particular day‚ so I thought it may be a good idea to take her out of
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Support Staff Essential Training Help and improve own and team practice in schools Help and improve own and team practice in schools Intended outcomes Upon completion of this module learners should be able to demonstrate the knowledge‚ understanding and skills required to help improve own and team practice in schools. It requires demonstration of competence in reflecting on and improving own practice‚ and supporting the work of the team. Context Developing people and nurturing talent
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Integrating Constructive Feedback in Personalised E-Learning Jude T. Lubega1 and Shirley Williams2 1 Makerere University‚ Faculty of Computing and Information Technology‚ P.O. Box 7062‚ Kampala‚ Uganda‚ East Africa jlubeg@cit.mak.ac.ug 2 Department of Computer Science‚ University of Reading‚ P.O. Box 225‚ Whiteknights‚ Reading‚ Berkshire‚ RG6 6AY‚ United Kingdom shirley.williams@reading.ac.uk Abstract. When using e-learning material some students progress readily‚ others have difficulties
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that cooperative‚ but not competitive goals between departments induce constructive controversy dynamics among employees from different departments that in turn result in organizational task accomplishment‚ commitment to the organization‚ and confidence in working together in the future. Results further indicate that organizational identification moderated the association of competitive goal interdependence with constructive controversy such that the negative association was weaker with higher organizational
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