In teaching assistantship programs an individual is often exposed to varied types of learning and experiences not only with children but also with various adults and young people (Savery, 2015). The program offers knowledge related to varied learning theories and principles. The scope of current discussion includes a brief reflection of the learning experience regarding communication and professional relationships, school as organizations, development of children and young people, safeguard and well-being of children along with utilization of these learning’s.
The major learning points from the whole of the study programme with particular reference to:
Communication and professional relationships with children, young people and adults
The teaching program is developed such that communication and positive professional relationship can be built with children, young people and adults. The program focuses on ways communication can be developed by enhancing interactional skills. Teaching assistant need to possess not only interactional skills, but also have capabilities to build interesting conversation in small easily understandable sentences (Loughran, 2013). Storytelling, open discussion forums and participation activities, which are dynamic and continuous in nature, can help increase communication within classrooms. Through communication it will be possible to accomplish teaching goals and objectives set. It is integral that a teaching assistant develops easy of communication with the children, young people and adults who are participants in the class for the class effectiveness. A good understanding in communication is necessary for the teacher to pass on his/ her pedagogical knowledge and skill across to all pupils in the class. Types of communication that are integral in classrooms comprises formal learning such as downward, upward and horizontal communication (Lieberman & Miller, 2008). Communication styles can include written, verbal or oral and visual communications which teaching assistant could make use off.
Professional relationship for teaching assistant job is essential to collaborate with teachers for effective learning. Teaching assistant need to be vigilant, searching for opportunities to help pupils and support teachers in bets possible manner. Flexibility in planning is a key attribute which allows a teaching assistant to change plans based on teacher’s daily plan to meet individual pupils needs (Celce-Murcia, 2008). A good professional relationship can be established with only effective collaboration intended at specific learning outcomes. It can be ensured by fostering professional relationship with student’s by finding out regarding their backgrounds and abilities to be able to support them effectively.
Schools as organisations
The central role of a teaching assistant is to support teachers to help pupils in their educational as well as societal developments in and outside of the classroom. Schools are organizations which aim at enhancing pupils learning and skill development for meeting their future needs (Biggs, 2011). Schools appoint teaching assistant for helping teachers and carrying out administrative tasks. Schools expect teaching assistant to possess skills such as ability to build good working relation with students, good organizational skills, creativity and flexibility, capability to manage groups of pupils with challenging behaviours and possessing IT skills or fluency with local language. Such skills provide benefits to schools and ability to meet learning requirement of pupils (Thoonen, Sleegers, Oort, Peetsma & Geijsel, 2011)
Understanding child and young person development
The development of children and young person from birth through adulthood is measured by emotional, societal, intellectual, physical and language development milestone. In order to develop learning and skill it is crucial to understand the stages of development. Areas of development include physical development, social and emotional development, intellectual development and language development (Creese & Blackledge, 2010). Important milestones include development ages which are grouped in various categories. Children’s developmental need has to take place in a consecutive order, as a delay in one skill might knock-on effect on other skills. Delay in skill development in on area can impact identification and intervention to ensure development. In case of early intervention, good self-esteem of children can be developed. In absence of intervention a poor self-image might lead to reluctance to participate in school activities.
Understand how to safeguard the wellbeing of children and young people
An integral part of emotional development, self-confidence and self-esteem is to safeguard the wellbeing of children and young people (Hardré & Burris, 2012). Children need to be taught regarding the dangers of face to face contact and online contacts too. The potential dangers identification ha to be identified which can prevent risks and avoid harm. Making children aware regarding safety will help deal with challenges calmly. It would help prevent fear and anxiety in the pupils. When children and young people are empowered to undertake informed and positive choices then they will be able to support their wellbeing and safety. Effective way to teach children is to provide power such that positive action can be taken by them (Butt & Lowe, 2012). According to the United Nations Convention on the Rights of the Child (UNCRC) provides guidelines on ways children needs to be treated, highlighting ways they are treated and viewed.
Utilize these theories when working in an everyday situation
Learning theories are crucial in everyday situation in especially classroom situations. The five learning theories are applied in classroom practice immensely as I have understood (Loughran, 2013). Principles and fundamental constructs of each theory are applied in curriculum designs. Bayles has his own successful learning outcomes in classrooms. Learning theories helps accomplish successful knowledge and skill development of children, young people and adults. In order to become educator there is needed long apprenticeship that includes observing and emulating techniques. This would allow overcoming errors and provide more assistantship to teachers (Rine & Hall, 2011). Educational research have highlighted role of teaching assistant for developing children, young people and adult experiences. Learning theories provides behavioral outcomes for pupils along with knowledge and skill development centered on stages.
Teaching assistant role is crucial in schools such that they are able to provide learning experiences to pupils. Teaching assistant need to be enthusiastic but needs to improve practice which can be valued by teachers and senior leaders that they work with. Their role is crucial and integral to carry out a wide range of duties especially pedagogical in nature.
Biggs, J. B. (2011). Teaching for quality learning at university: What the student does. McGraw-Hill Education (UK). Accessed from https://books.google.co.in/books?hl=en&lr=&id=VC1FBgAAQBAJ&oi=fnd&pg=PP1&dq=learning+from+teaching+program&ots=E7zKsE9zRv&sig=EKxRsEd0AO7uz-3AS-r9-7Jeqvs
Butt, R., & Lowe, K. (2012). Teaching assistants and class teachers: Differing perceptions, role confusion and the benefits of skills-based training. International Journal of Inclusive Education, 16(2), 207-219. Accessed from https://www.tandfonline.com/doi/abs/10.1080/13603111003739678
Celce-Murcia, M. (2008). Rethinking the role of communicative competence in language teaching. In Intercultural language use and language learning (pp. 41-57). Springer, Dordrecht. Accessed from https://link.springer.com/chapter/10.1007%2F978-1-4020-5639-0_3
Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching?. The modern language journal, 94(1), 103-115. Accessed from https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1540-4781.2009.00986.x
Hardré, P. L., & Burris, A. O. (2012). What contributes to teaching assistant development: differential responses to key design features. Instructional Science, 40(1), 93-118. Accessed from https://link.springer.com/article/10.1007/s11251-010-9163-0
Lieberman, A., & Miller, L. (2008). Teachers in professional communities: Improving teaching and learning. Teachers College Press. Accessed from https://digitalcommons.usm.maine.edu/facbooks/147/
Loughran, J. (2013). Developing a pedagogy of teacher education: Understanding teaching & learning about teaching. Routledge. Accessed from https://www.taylorfrancis.com/books/9781134210602
Rine, E. F., & Hall, J. K. (2011). Becoming the teacher: Changing participant frameworks in international teaching assistant discourse. JK Hall, J. Hellermann, & S. Pekarek Doehler (Eds.) L, 2, 244-274. Accessed from https://books.google.co.in/books?hl=en&lr=&id=awfPBQAAQBAJ&oi=fnd&pg=PA244&dq=role+of+teaching+assistant&ots=V9S1DSXRgf&sig=awkaMrqUqhTG-AdPxsxY8dyQIl8#v=onepage&q=role%20of%20teaching%20assistant&f=false
Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 9, 5-15. Accessed from https://books.google.co.in/books?hl=en&lr=&id=KhF-BgAAQBAJ&oi=fnd&pg=PA5&dq=learning+from+teaching+program&ots=awl4uZlt-w&sig=kBSmOlKk5-MRAxS7y6bJu3Esqvw#v=onepage&q=learning%20from%20teaching%20program&f=false
Thoonen, E. E., Sleegers, P. J., Oort, F. J., Peetsma, T. T., & Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational administration quarterly, 47(3), 496-536. Accessed from https://journals.sagepub.com/doi/abs/10.1177/0013161x11400185