26. Leaving the classroom Perspective 3 (Matthew)

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What's this?

Effective plenary sessions ensure pupils leave the lesson feeling successful, understanding homework, and with a positive attitude. This contributes to a positive and enthusiastic start to the next lesson, or a pleasant, calm and sociable start to break time. Orderly dismissals regulate movement between lessons and create a safer environment for all. Where dismissal from lessons has been discussed at departmental or whole school level, routines can be established that are supported by all. As with greeting pupils at the start of lessons, a calm and orderly dismissal creates flexibility for staff to make individual contact with pupils, which is an essential part of their pastoral role.

 

Questions

 

  • How does Kath feel at the end of her maths lesson?
  • What will be the key points of reflection for her?
  • Imagine you are Kath. What small changes would you be able to make in your next maths lesson with 8PT so that it runs more smoothly?

 

Working with teaching assistants

 

Working with teaching assistants to support the learning and behaviour of all pupils, but particularly those with some form of additional need, requires careful planning. Time between teacher and teaching assistant to plan their various roles and responsibilities is vital to the development of an effective learning environment. The presence of an additional adult in the classroom can be a huge positive asset or, if not planned, can lead to any classroom challenges becoming more problematic. Consider the way in which the partnership between the teacher and teaching assistant varies between the three lessons. What makes the difference? How do the roles and responsibilities vary from class to class? 

 Now think about your experiences working with teaching assistants and consider the following:

  1. What do you feel are the most important features of effective practice in partnership working with teaching assistants?
  2. How do you involve the teaching assistant in planning and organising the lesson?
  3. How are the skills and experiences of teaching assistants valued and used most effectively in your classroom?
  4. How do your school structures and systems support effective deployment and practice for working with teaching assistant support?
  5. How are teaching assistant's included in the whole school approaches and staff development opportunities?
  6. What changes would you suggest to improve this practice at school and classroom level?
  7. Are you aware of the nature, level and content of training the teaching assistant in your school may have undertaken? If yes, how does your school make effective use of their expertise?

 

Attachments

Keywords

Positive Relationships, Positive Attitude, Routine

Article Id :

15281

Date Posted:

2/3/2009