新西兰代写assignment:特殊教育背景

2019-12-19 22:18

我曾与几名教师助理一起工作过，他们被雇佣来支持有特殊教育背景的孩子们，我见证了这对学生和整个班级的巨大好处。教学助理使学生能够进入主流课堂，进入课程，同时让班主任支持大多数学生。他们的支持包括加强整个课堂教学，给予学生参与课堂讨论的信心，简化词汇，对完成的任务给予表扬、鼓励和反馈。授课结束后，助教还为教师提供评估和监控反馈，使教师能够进行评估和学习。这种评估已经成为助教角色的一个重要方面，并通过使差异化和个性化学习成为日常实践来支持老师和学生。NFER(2002，引自DfES, 2005, p.22)发表的指导发现，当教师和教学助理一起工作时，结果是一个更有效的教学和学习水平。这是一个场景的一个示例我最近经历了一个助教支持多数类的学习,而班主任关注儿童参议员由于老师和助教一起度过时间计划的教训,助教能够支持学习目标,帮助学生在他们的成就。教学助理也可以，当包括在一节课的计划，积极参与提供一个替代的观点或通过扮演一个角色的教训交付。我的同事就举了一个这样的例子。他意识到班上许多学生都误解了一个关键概念，于是假装糊涂，举手要求澄清。结果，学生对课程有了更清晰的理解，因此，助教在他们的学习发展中扮演了重要的角色。
新西兰代写assignment:特殊教育背景
Having worked alongside several teaching assistants employed to support children with SEN I have witnessed the immeasurable benefit to the pupil and the class as a whole. The teaching assistants enabled the pupils to be included in a mainstream classroom and access the curriculum, while allowing the class teacher to support the majority of the pupils. Their support involved the re-enforcing of the whole class teaching, giving the pupil the confidence to participate in class discussions, simplification of vocabulary, offering praise and encouragement and feedback on the completed task. Following the lesson, the teaching assistant also provided the teacher with assessment and monitoring feedback to enable assessment of and for learning. This assessment has become a vital aspect of the role of the teaching assistant and supports the teacher and pupil by enabling differentiation and personalised learning to become every day practice. Guidance published by the NFER (2002, cited in DfES, 2005, p.22) found that when teachers and teaching assistants work together the results are a more effective level of teaching and learning. An example of this is a scenario I have experienced recently where a teaching assistant supported the learning of the majority of the class while the class teacher focused on the children with SEN. As a result of the teacher and teaching assistant having spent time working together to plan the lesson, the teaching assistant was able to support the learning objectives and assist pupils in their achievement of them.Teaching assistants can also, when included in the planning of a lesson, actively participate in the delivery of the lesson providing an alternative viewpoint or by playing a character in role. One such example was provided by my colleague who, upon realising that many of the pupils within the class had misunderstood a key concept, pretended to be confused and raised a hand to ask for clarification. As a result, pupils developed a clearer understanding of the lesson and therefore, the teaching assistant had played an important role in developing their learning.