There are many ways in which the TA can give his/her pro-active support that will help both the child and their family. These are:
· Offering and giving advice
· Communicating and sharing ideas and methods with the families
· Keeping the families informed about progress or difficulties and talking about the next steps (effective communication)
· One to one support for the pupil
· Adapting lessons/environment and equipment for the pupil
· Encouraging involvement
· The TA being prepared, trained confident and willing to give their support
· Running activities
· Giving praise and encouragement
Offering pro-active support to the child and their family can be very beneficial for them both. Offering this type of support will help ensure that the child’s needs are met and that the family’s rights and entitlements are supported. It will help promote a healthy happy positive partnership and relationship that will open up opportunities.
However the TA must be willing, confident, committed, have the patience and be caring enough to give this support. The TA must also have either previous experience, the correct training or qualifications to ensure their support can be effective. If the TA is not willing, committed or does not have any type of experience or qualifications then their support will not be as effective and successful. The TA may not have any of these abilities or qualities and this will have an impact on the support they can provide for the child and the child`s family. They may find that their responsibilities are too strenuous and that their responsibilities or duties take up much of their time.
The pupil`s family must also be willing to accept support, advice and be willing to work in partnership with the TA, the school and other services to help ensure the correct support is offered to their child. It is vital that the TA is willing to help support the child and their family as this will have a knock on effect on the partnership. It will help encourage the child, the family, the school and other services to provide and maintain support needed for the child and their family.
Offering facilitation within the partnership can be very beneficial for the child and their family. It helps the family seek and gain further advice, support and knowledge for the child’s needs and also support the family can receive. This type of support can be very beneficial for both the child and their family but the TA must be willing and have the right qualities and experience to help. The child`s family must also be willing to work in partnership.
The TA may be very willing and have all the right qualities, qualifications and experience to help but the TA can only do so much. The TA must also be aware and have the correct knowledge on when, how and who to refer to for further support. The TA can work in partnership with the school and other services and try to do their best to follow up cases but other services or the school may not be willing or have the funding to help provide support to help suit the needs of the pupil or their family. There may not be enough staff to run activities or workshops to help. There may not be services or support groups within the area and travelling may be a barrier. There may be many barriers that may not be overcome and the TA can only do what they can and are capable of or qualified and permitted to do. Sometimes it may be beyond the TA`s control or capability.
I would like to conclude that as long as the TA and all members of the partnership are all willing to work in partnership to provide support for the pupil and their family, it will help to ensure correct, effective, relevant support that can be aimed to reach the child and their family’s needs. All members of the partnership should have or should have gained experience, qualifications and qualities needed to help seek, provide and maintain the correct support and also know where to find or how to refer for the support.
If there are barriers then members of the partnership should be willing and try to overcome these barriers. For example, if funding is a barrier then between the family and the school together they should find a way to be able to raise money themselves (e.g. bring and buy sales, cake sales) or try to raise awareness of the child`s special needs or disabilities in hope of finding a sponsor.
If a partnership is formed then the chances of the child and their family gaining the support that they need is much greater. If all members of the partnership work together and try their best then support will be more likely and successful rather than if a partnership did not exist.
K Burroughs
Thursday, 26 May 2011
Tuesday, 3 May 2011
Reflection is the key
It is very important to reflect on learning and teaching work. By doing so we can identify areas in which we are successful and not as successful as others. Analysing work will help TAs to improve their practice when supporting pupils and adjust their approach if necessary.
We can reflect on our work with pupils, our professional development and our attitudes and beliefs. The latter can be hard to change and reflection is sometimes not a comfortable process. Reflection helps us to keep challenging ourselves and to build up your knowledge and experience. We cannot manage others’ behaviour, only our own, and reflection helps us do this.
TAs, as do pupils, need to understand the importance of learning through making mistakes and we should not fear this. If we don’t reflect we can become defensive. We act in certain ways to avoid conflict and because of a fear of change or the unknown. We can use defensive mechanisms such as attack (arguing, criticising others), denial (refusal to acknowledge), repression (ignoring the situation), regression (child-like behaviour or helplessness). When reflecting, we need to be comfortable with being wrong.
It is important to identify the correct problem. Reflection encourages double-loop learning. In single-loop learning, improvement rests on unchallenged assumptions. In double-loop learning, we find out the real reason for something which may then change the underlying assumptions, and so the goal/strategy changes which then affects the results. Double-loop learning identifies and then challenges underlying assumptions.
Successful reflection depends on being honest about our own ability and being open to criticism and to new ideas. Also, it is important to be willing to make changes. Unless we do something about what we have reflected on, there is no point in reflecting. We have to choose to make changes. We may also decide not to change, but at least it is an ‘informed’ decision.
There are difficulties with self-reflection. It is very hard to reflect on everything we do as it can be too time-consuming. Also, thinking can get distorted as it is only ourselves doing the reflecting and it can be highly affected by mood. We can overlook things and we may not realise that what we are doing is not beneficial or that it upsets someone.
When reflecting, it can be beneficial to structure our methods of thinking. It makes it more manageable and can generate more solutions. One way devised to do this is Edward De Bono’s ‘Thinking Hats’. This method can be applied to any problem or reflection. The ways of thinking De Bono suggests are:
· Knowledge – what is apparent/already there;
· Thinking – what process we use;
· Judgment – straightforward ‘black and white’ response;
· Feelings – do we like it/how do we feel about it?;
· Benefits – what is good about it?;
· Creativity - how can we develop it?.
By applying these elements to our reflective thinking, we can often reveal more and come to a more comprehensive analysis.
METHODS OF REFLECTION
Forum Theatre
Forum theatre is a type of theatre created by Brazilian director Augusto Boal. He believed that theatre could serve as a forum for teaching people the strategies they need to bring about change. It is a way of rehearsing difficult situations in advance and helps make people aware of some problems that they may have not considered previously. This can help them imagine different responses and outcomes to common problems
Forum theatre scenarios are designed to stimulate audience participation through discussion, interactive role-playing and shared experiences. Audience members are brought into the performance, and change the outcome of what they are seeing.
It can be used by teaching staff for reflection purposes through, for instance, role playing situations in the classroom. As with stories and discussions, Forum Theatre removes people from an actual situation, so it makes it easier to confront and deal with issues.
Also similar to shared stories and discussion, participants get input from others. It is important to get ideas from colleagues taking part, especially with diverse groups as everyone will think in a different way and have varying views. Colleagues can share experience, and can be very supportive . Participants get feedback and advice on their practice in an informal way. Forum Theatre can be adapted to different situations and modified for colleagues or children.
However, Forum Theatre may not work for everyone. It can be validating to some but intimidating and too personal for others. It requires acting skills which may not suit everyone.
Also, it is easier to be the audience and judge than to act, whereas the greatest value is for the person doing the acting. Therefore it is important that everyone has a go.
Forum Theatre is similar to discussion, in that others are involved in the reflective practice. However, in situations like this where colleagues are involved in commenting on others ideas, it is important to be aware that others may not always be honest in their judgement, often because they do not want to upset others. In situations where the group is working together to improve, this can lead to a phenomenon described as ‘skilled incompetence’. This is where people use defensive routines to avoid upsetting people, embarrassment or threat. People become skilled at avoiding interpersonal conflict. However, this way prevents learning, or real necessary changes taking place.
Reflective Journal
A Reflective Journal is a good way for an individual to reflect and analyse their practice. It is a personal way of organising thoughts and can help TAs understand feelings and triggers. By writing down our experiences and looking back on them later, we can often come to a better realisation of the good and bad points of our work with children and colleagues.
The journal can shows inconsistencies or patterns. It can become a reference tool and can help TAs to track progress. It is also a good way to keep records, or evidence of events.
It could include evaluation of work sessions with pupils or occasions of managing behaviour. In writing the journal, the TA should ask themselves questions about situations they were involved with: what went well or not so well; was it challenging; did I deal with it well; what would I change so the objectives would be better met.
Thought needs to be given to the structure of the journal, ie, will things be recorded in a template or free-flow. Also, is the journal to be confidential or will others need to see it?
An advantage of the journal could be that it is not subject to criticism. However, this means that it can become a self-absorbed activity, affected by mood. Because it is only the thoughts of the individual, everything may not be picked up on or put in perspective.
It can be a very time-consuming way of reflection. We have to make sure it is working to the ultimate goal of improving practice and benefitting the TA and pupils.
Observation
We can reflect through others either by indirect or direct observation and feedback. With indirect observation we watch and learn others; by seeing how teachers and TAs work with pupils or deal with situations, we can reflect better on how we deal with similar issues.
As a way of reflecting on our own practice, however, I feel direct observation by others is more beneficial. Through being observed, we can, hopefully, get impartial feedback from others. We can become more aware of how our practice comes across to others.
As assessor can give feedback on work with pupils and relationships with colleagues and give advice on how to develop further. Through being observed, we often become aware of things about ourselves and our work practice that we were not aware of before.
However, for some TAs, observations may create stress and pressure and we may not perform well. Our own stress will affect the class, which can also alter the pupils’ behaviour. So an observation may not give a realistic view of our practice, as we may alter our behaviour and the things that we focus on as we are being observed. The ‘observer effect’ happens.
A downside to observation is that we are dependent on the observer to start the reflection as we need to get their feedback before we can reflect on our practice.
There are many ways, as TAs, that we can reflect on our contribution to teaching and learning. Different methods of reflection will suit different people, but it is important that a variety of methods is used in order that we can improve in the qualities and skills needed to be a good TA and so support pupils most effectively.
All of these methods of reflection can also support teaching and learning in that they can be used to help pupils reflect on their own work in school.
S. Rowland
We can reflect on our work with pupils, our professional development and our attitudes and beliefs. The latter can be hard to change and reflection is sometimes not a comfortable process. Reflection helps us to keep challenging ourselves and to build up your knowledge and experience. We cannot manage others’ behaviour, only our own, and reflection helps us do this.
TAs, as do pupils, need to understand the importance of learning through making mistakes and we should not fear this. If we don’t reflect we can become defensive. We act in certain ways to avoid conflict and because of a fear of change or the unknown. We can use defensive mechanisms such as attack (arguing, criticising others), denial (refusal to acknowledge), repression (ignoring the situation), regression (child-like behaviour or helplessness). When reflecting, we need to be comfortable with being wrong.
It is important to identify the correct problem. Reflection encourages double-loop learning. In single-loop learning, improvement rests on unchallenged assumptions. In double-loop learning, we find out the real reason for something which may then change the underlying assumptions, and so the goal/strategy changes which then affects the results. Double-loop learning identifies and then challenges underlying assumptions.
Successful reflection depends on being honest about our own ability and being open to criticism and to new ideas. Also, it is important to be willing to make changes. Unless we do something about what we have reflected on, there is no point in reflecting. We have to choose to make changes. We may also decide not to change, but at least it is an ‘informed’ decision.
There are difficulties with self-reflection. It is very hard to reflect on everything we do as it can be too time-consuming. Also, thinking can get distorted as it is only ourselves doing the reflecting and it can be highly affected by mood. We can overlook things and we may not realise that what we are doing is not beneficial or that it upsets someone.
When reflecting, it can be beneficial to structure our methods of thinking. It makes it more manageable and can generate more solutions. One way devised to do this is Edward De Bono’s ‘Thinking Hats’. This method can be applied to any problem or reflection. The ways of thinking De Bono suggests are:
· Knowledge – what is apparent/already there;
· Thinking – what process we use;
· Judgment – straightforward ‘black and white’ response;
· Feelings – do we like it/how do we feel about it?;
· Benefits – what is good about it?;
· Creativity - how can we develop it?.
By applying these elements to our reflective thinking, we can often reveal more and come to a more comprehensive analysis.
METHODS OF REFLECTION
Forum Theatre
Forum theatre is a type of theatre created by Brazilian director Augusto Boal. He believed that theatre could serve as a forum for teaching people the strategies they need to bring about change. It is a way of rehearsing difficult situations in advance and helps make people aware of some problems that they may have not considered previously. This can help them imagine different responses and outcomes to common problems
Forum theatre scenarios are designed to stimulate audience participation through discussion, interactive role-playing and shared experiences. Audience members are brought into the performance, and change the outcome of what they are seeing.
It can be used by teaching staff for reflection purposes through, for instance, role playing situations in the classroom. As with stories and discussions, Forum Theatre removes people from an actual situation, so it makes it easier to confront and deal with issues.
Also similar to shared stories and discussion, participants get input from others. It is important to get ideas from colleagues taking part, especially with diverse groups as everyone will think in a different way and have varying views. Colleagues can share experience, and can be very supportive . Participants get feedback and advice on their practice in an informal way. Forum Theatre can be adapted to different situations and modified for colleagues or children.
However, Forum Theatre may not work for everyone. It can be validating to some but intimidating and too personal for others. It requires acting skills which may not suit everyone.
Also, it is easier to be the audience and judge than to act, whereas the greatest value is for the person doing the acting. Therefore it is important that everyone has a go.
Forum Theatre is similar to discussion, in that others are involved in the reflective practice. However, in situations like this where colleagues are involved in commenting on others ideas, it is important to be aware that others may not always be honest in their judgement, often because they do not want to upset others. In situations where the group is working together to improve, this can lead to a phenomenon described as ‘skilled incompetence’. This is where people use defensive routines to avoid upsetting people, embarrassment or threat. People become skilled at avoiding interpersonal conflict. However, this way prevents learning, or real necessary changes taking place.
Reflective Journal
A Reflective Journal is a good way for an individual to reflect and analyse their practice. It is a personal way of organising thoughts and can help TAs understand feelings and triggers. By writing down our experiences and looking back on them later, we can often come to a better realisation of the good and bad points of our work with children and colleagues.
The journal can shows inconsistencies or patterns. It can become a reference tool and can help TAs to track progress. It is also a good way to keep records, or evidence of events.
It could include evaluation of work sessions with pupils or occasions of managing behaviour. In writing the journal, the TA should ask themselves questions about situations they were involved with: what went well or not so well; was it challenging; did I deal with it well; what would I change so the objectives would be better met.
Thought needs to be given to the structure of the journal, ie, will things be recorded in a template or free-flow. Also, is the journal to be confidential or will others need to see it?
An advantage of the journal could be that it is not subject to criticism. However, this means that it can become a self-absorbed activity, affected by mood. Because it is only the thoughts of the individual, everything may not be picked up on or put in perspective.
It can be a very time-consuming way of reflection. We have to make sure it is working to the ultimate goal of improving practice and benefitting the TA and pupils.
Observation
We can reflect through others either by indirect or direct observation and feedback. With indirect observation we watch and learn others; by seeing how teachers and TAs work with pupils or deal with situations, we can reflect better on how we deal with similar issues.
As a way of reflecting on our own practice, however, I feel direct observation by others is more beneficial. Through being observed, we can, hopefully, get impartial feedback from others. We can become more aware of how our practice comes across to others.
As assessor can give feedback on work with pupils and relationships with colleagues and give advice on how to develop further. Through being observed, we often become aware of things about ourselves and our work practice that we were not aware of before.
However, for some TAs, observations may create stress and pressure and we may not perform well. Our own stress will affect the class, which can also alter the pupils’ behaviour. So an observation may not give a realistic view of our practice, as we may alter our behaviour and the things that we focus on as we are being observed. The ‘observer effect’ happens.
A downside to observation is that we are dependent on the observer to start the reflection as we need to get their feedback before we can reflect on our practice.
There are many ways, as TAs, that we can reflect on our contribution to teaching and learning. Different methods of reflection will suit different people, but it is important that a variety of methods is used in order that we can improve in the qualities and skills needed to be a good TA and so support pupils most effectively.
All of these methods of reflection can also support teaching and learning in that they can be used to help pupils reflect on their own work in school.
S. Rowland
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