7/1/18 affecting his self-esteem and confidence, so,

7/1/18 when Aparna was working with a group  of children 
for a developing their speaking/talking and listening skills, she ask
the children to     
·      
retell the story and answer questions from a
character’s perspective
·      
for writing – using punctuation to clarify meaning
including ? , . :; !
She
discusses and gathering facts related to the lesson asked them what this
meant, and they were able to respond that they should try their best and listen
carefully to put more ideas to the lesson. Therefore, she helps the children
with other technical aspects of writing, including spelling grammar and
handwriting.
 

Dated , I witnessed Aparna giving the group an opportunity to speak
and work intensively on specific aspects of literacy – understanding, make
meaning, expressing their views etc. and ask questions and encouraging
children by talk, ideas and experiences being valued and appreciated. She also
encourages them to take turns and praises the children for their behaviour
when talking, listening carefully, questioning one another and learning to
interrupt.

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!


order now

In order to encourage children to participate in
discussion, Aparna worked with a child A, who needs support in reading and speaking
– was affecting his self-esteem and confidence, so, she made him engaged in
conversation, discussion and used questioning – using open-ended questions. She
encouraged him to select a book of his choice, using phonics helped to understand
the sound and spelling and use this to read and spell accurately and enjoy
the words, she also made him to learn how to make meaning from text to and create
with confidence and creative flair.

As part of lesson Aparna was allocated a child
who was to be fluent and at comfort with English but who is not be capable of
understanding or expressing himself as capably as their English-speaking
peers. Aparna made him practise the words clearly, language-learning skills,
including vocabulary skills,
simple problem-solving
tasks, and the ability to follow sequenced
directions.
 

 

Every week I and Aparna attend a meeting to
discuss the progress of the children. Aparna able to provide feedback and
records of how the children have worked and this helps us to plan new targets
for the children concerned. For some of the children Aparna suggested activities
and resources that could help them achieve their new targets.
E.g. Aparna suggested , she didn’t  wanted to place her solely with the most
needy pupils: “We rotate through all the groups so that every child – from
gifted and talented to SEN – has time with the teacher and the TA .
She identifies those who may benefited from 1 to
1 time and offers guidance. Aparna then supports them as necessary, using
their own judgment

 

I create lesson plans and delivers lessons based
around the curriculum, marks work and delegates work and Aparna who supports
me by carrying out jobs such as getting out equipment’s. Aparna works under
my direction by carrying out work that I delegates to her. E.g. those
children who need extra support are given it at the appropriate time due to
the fact I have briefed her before the lesson outlining, what is happening
and what is to be achieved with certain children, Aparna takes as a
responsibility to achieve this goal with the children she is working with and
report back to me as to how the children have done and if there were any
areas for concern or follow up work.

 

 

When working with children on maths tasks, Aparna
uses different strategies to support the development of their skills. It is
likely that she adapts how this can be done depending on the needs of the
child – individual targets for maths. She uses the following strategies
 She helps children
to interpret and follow instructions given by men when it is required.
She helps them to remind about specific teaching
points to enable them to continue.
Questioning to redirect their thinking
She encourages children to think about resources
available to them when working on maths activities – number bond, times table
sheets etc.
 
 

I witnessed Aparna helping child G who was
finding difficulty in round decimals with one decimal place to the nearest
whole number. She encouraged the child to
·
Instead of just teaching them rounding tricks,
she focused on concrete understanding of rounding by using a number line.
·
 The child
was with dyslexia difficulty with the sequence (order) of the digits in these
numbers and may make errors in reading them.
·
Encouraged careful by examining of each
number, saying it aloud as you go.
·
Start with easier numbers, for example two and
three-digit numbers at starting.

Dated Aparna  gave some of the maths working sheets to the
group she was working with  and
observed the children’s interest in the learning, so that children understand
the place of today’s learning within the context of the whole unit , they
guessed about what the learning was about and  was keenly listens to them talking. she
joined with them and by using a range of strategies for supporting learner to
develop reading and writing skills, her teaching techniques and specific
knowledge, skills, understanding and time to carry out the role effectively. She
made them feel comfortable, with a positive relationship between me and
learners