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. 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

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