The Teaching Assistant's Guide to Primary Education by Joan Dean

By Joan Dean

This jargon-free booklet has been in particular written for educating assistants taking over posts in basic colleges operating at NVQ point 2 and three of the nationwide Occupational criteria of educating Assistants. It covers each quarter of basic schooling, together with: an outline of basic schooling the characteristics, wisdom and abilities wanted the curriculum coping with behaviour evaluate and record-keeping expert improvement. Joan Dean understands basic schooling inside of out and is celebrated within the box. She makes use of case reviews according to actual existence situations to supply a close but available e-book, making it crucial studying for educating assistants. This advisor also will supply aid and suggestion to employees operating with instructing assistants and to people who offer their education.

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It is important at all stages to stress the need to try hard. 44 Learning and teaching Types of learning Learning at all stages depends upon experience. The child needs to match language to the experience and understands what others are saying in terms of the experience s/he can bring to the situation. If you talk about something outside the child’s experience then you need to match what you are saying with examples that the child has experienced. If, for example, you are reading a story about an elephant, pictures may help the child to imagine what an elephant looks like, but you need to compare its size with something the child has experienced if s/he is to get a good idea of what an elephant may be like.

The time is broken up into starting activities with the whole class, which might be work on mental arithmetic in mathematics or work on a shared text in English. The lesson then goes on to look at new material or revision of previous material in mathematics, or work on phonics or spelling and punctuation or different types of writing in English, followed by a period in which children work individually or in groups on the work that has been covered in class, and you will be asked to help them in various ways.

Young children start by exploring the environment and discovering the world around. They gradually become more social but still tend to see the world as revolving around themselves. In adapting to any environment and to new ideas children take in new information and try to relate it to what they already know. This may mean making adjustments to previously held ideas. By the time they are 7 years old they begin to be able to see from another’s point of view, but their thinking is still tied to action.

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