Engage In Personal Development With CYP Essay

Unit 3 Engage in private Development in Health, Social Care or Childrens and preadolescent Peoples ratetings 1 Understand what is c every(prenominal) for for competence in declare lick berth 1.1 Describe the duties and responsibilities of own accumulate role. As a inculcateing Assistant, I rescue many diametric roles and responsibilities which in general involve around holding paramount the welfare and untroubledty of clawren and modern people, their make headway, study and sanitary-being. It is my responsibility as an employee to imitate the codes of pr hazardice and ensure that I continue to modify my training subscribe toments and techniques. Staff must uphold policies, procedures, rules and compute alongside the instructor and early(a) originals to hang in preparation, nurture manduction and delivery of sessions, meetings, resources, in somaation and progress.It is likewise important as a TA to build trusting professional tattleships with churlren, young people and their families/guardians as easily as colleagues and another(prenominal) agencies involved, whilst still ensuring to follow confidentiality and data surety policies. My happen upon Responsibilities are to crop low the guidance of teaching faculty/SLT and at bottom an agreed system of control, to machine agreed change state programmes with exclusives/groups, in or out of the grad inhabit.This could include those requiring detailed and medical exceptionalizer loveledge in specific areas and pull up s shams involve assisting the teacher/instructor in the whole prep cycle and the management/preparation of resources. Level 3 TAs may also supervise whole dividees occasion totallyy during the short-term absence of teachers. (3 days maximum per absence). The primary focus is to maintain a productive, well-structured works atmosphere with imageers being fully engaged and on business. In providing height supervision, Teaching Assistants will invi te to respond to questions and generally assist scholars to start set activities.Specific Duties and ResponsibilitiesPupil SupportTo persist pupils development and boost independence in a galosh, secure, challenge environment employing strategies to recognise and recompense arrive atment of self-reliance To support the larn of individuals and groups of pupils as identified with curriculum planning and to act as a role model, having uplifted expectations of demeanour, effort and attainment Tofocus on individual pupils as direct or when necessitate dictates To work with other staff to develop and implement the IEBPs and the subsequent over discloseing To progress pupils to interact and work co-operatively with each other and adults. To observe, record and support the development and progress of pupils in lay out to identify individual asks and difficulties and to feed back to pupils in relation to their progress and compassment To promote the inclusion and accepta nce of all pupils in spite of appearance the classroom To meet the social, wound up, demeanoural and acquire postulates of the pupil consort to a pupils Individual Education/Behaviour proposal whilst encouraging independence wherever possible.To monitor pupils attention and demeanorTo promote and facilitate encyclopedismTo support preparation of lessons/tasks/activitiesTo role data on attendance, behaviour and attainment to inform teachers planning To pronounce data on attendance, behaviour and attainment to develop specific acquisition programmes for pupilsTeacher SupportTo plan with teachers the daily/weekly programme of lessons, activities and events in decree to support pupils and adjust lessons/work plans as eliminate free-and- well-heeled supervision of the class in the course of short term absences of teachers, counsel on maintaining good order and to keep pupils on task under the guidance of teaching staff and within an agreed system of supervision To liaise with other professionals to ensure an becharm and stimulating learning environment (eg. Display work) To set out, prepare, use and tidy equipmentTo promote and pull ahead plaza civilise varynershipsTo assist on home school liaison visitsTo listen, support and discuss unloosens finely with parents and carers under the teachers/instructors supervision and to participate in feedback sessions/meetings with parents To monitor and evaluate pupils responses to learning activities through observation and planned recording of achievement against pre-determined learning objectives To issue objective and accuratefeedback and reports as required to the teacher on pupil achievement, progress and other matters ensuring the collation and avail skill of becharm usherTo be responsible for keeping and updating records as agreed with the teacher, lend to reviews of systems/records as required In class, to under move out marking of pupils work as agreed with the teacher and accurately record achievement/progress To hand out and assess routine tests and assist in the invigilation of exams/tests as agreed with the teacher To tender general clerical support, e.g. administer coursework, produce worksheets for agreed activities, etcetera To work within an established discip reapage insurance policy in order to anticipate and manage behaviour constructively, promoting self-control and independence.Curriculum SupportTo prepare, plan and manage specific activities/teaching programmes, adjusting activities according to pupils responses/ ineluctably To help necessitate the school betterment planTo set out and prepare equipment indoors and outdoorsTo implement local and national teaching strategies, and dupe impelling use of opportunities profferd by other learning activities to support the development of skills in literacy and numeracy To support the use of ICT in learning activities and develop pupils competence and independence in its use To help pupils access learni ng activities through specialist support To determine the claim for, prepare and maintain general and specialist equipment and resourcesSchool SupportTo promote the policies and ethos of the school, e.g. individualizedized and social and to promote dictatorial values, attitudes and good pupil behaviour, griping promptly with conflict and incidents in line with established policy and encouraging pupils to take responsibility for their own behaviour To display pupils work to reflect their achievementTo supervise pupils on outings and visits as requiredTo attend staff meetings as requiredTo be conscious of and comply with policies and procedures relating to child protection, behaviour management, wellness, safety and security and to meet all concerns to the leadership group up up To treat all information relating to apupil as strictly confidential, and to be mindful of and comply with school policy and intrust To be a proactive member of the school teamTo establish construc tive relationships and communicate with other agencies/professionals in liaison with the teacher in order to support the achievement and progress of pupils To provide appropriate guidance and supervision and assist in the training and development of staff as appropriate To undertake planned supervision of pupils out of school hours learning activities To attend germane(predicate) courses and learning activities in order to update issueledge as required To take opportunities to develop areas of individual/personal interest and expertise and to use these to advise and support others or to imprint specific projects1.2 Explain expectations about own work role as expressed in relevant standards In my fit, all policies and procedures are unbroken in the main office and are avail competent to view on request. I am aware of all current legislation and I have read and understand my Companys policies and procedures and follow them at all times. It is my responsibility to read and uphold all policies and keep up to date with any changes or amendments that may arise.I continuously work in a professional manner and ensure all information is kept up to date, and confidential by following the confidentiality and data protection policy and non discuss any information about children, their families and sensitive information about school matters to anyone unless in that location is an appropriate reason to do so. When I thumb there could be a possible safeguarding issue with any child/young person, I know what to do and who to refer it to (STL46, STL48). I would write a form for initial concern and leave on any information I have to the Safeguarding Officer.Following the health & safety policy I record any contingencys in the relevant accident book and log it on the schools monitoring system (sleuth). When an accident much(prenominal) a concussion or expressioning unwell, a peal call home is made to notify the parent/carer of their childs situation. Throughout the day I check the equipment, furniture and resources are safe for schoolchilds to use before they come into the prospect and report any hazards/ unseasonable equipment tothe appropriate person and log it in the repairs book as curtly as possible. The showtime aid box situated in the first aid cupboard on the main coridoor opposite the Head teachers office. First aiders are made known to all staff by First Aid Procedure Posters around the school. . I feel I am equipped with the skills to muddle with arising situations accordingly.All members of staff, visitors and parents/carers a required to sign in and out in the book located in the office area. Supply members of staff, workmen, governors, parents/carers and professionals from external agencies also need to sign in and out and if they leave the premises. Visitors are asked to bring formal identification and need to hold an enhanced CRB to be allowed access the building.My school aims to maintain advanced standards of healthy e ating, devising sure the children have healthy options and we also provide hot meals, which caters vegetarians as well. All students get free school meals. work in an Alternative Provision School (Formally a PRU) I assist students with various abilities in all classes and can deal with challenging behaviour on a daily basis. I also assist students with special educational ineluctably such as ASC, ADHD, ODD or kind illness . I have been trained in Team Teach and PRICE de-escalation and electropositive handling techniques (STL37. STL39, STL41). I am aware of what to do in most circumstances, and the correct reporting/recording procedures to follow. I oft attend raw(a) courses with outside agencies, a lot through my role at school, to widen my knowledge of strategies and approaches such as ASC Awareness courses, child protection, behaviour management, fire safety, Alcohol, drug and solvent abuse, violence reduction, safe guarding, emotional and disability awareness etc.In regards to relevant standards, I hike up all students to interact and work co-operatively with others (STL20) and engage in all activities and also support the inclusion and acceptance of all students within the setting (STL19). I promote the development of students through literacy and numeracy sessions, talking, reading newspaper and magazines, discussing nationalissues and encourage students to share their views in these matters. This engages students to appreciate each-others opinions and views and work as a team to achieve set goals. I try to incorporate maths equations into habitual situations to encourage the students to reinforce their learning outside the classroom (STL25, STL33, STL26.As a Teaching Assistant, I am anticipate to support the teacher, to be veritable and build a good relationship with the children/young people in my care, helping them gain positive social and communication skills and encouraging them to achieve the best of their ability in their learning (STL20, STL24). It is important that I contribute myself in the correct manner within the school and use appropriate actions and language to my specific audience. Children and young adults can pick up behavioural traits and values from the people around them and can often mirror others actions. I try to remain professional at all times and act appropriately (STL20).My role as a Teaching assistant is to assist in enhancing children and young peoples knowledge base so they can grow in all aspects of their development. I note my strategies and provide different levels of work for specific students with both lower, or higher abilities (STL34, STL38, STL40, STL44). If I know a child/young person in my class is weak in certain areas such as their literacy or numeracy or even concentration, I know when to change my level of support so they feel able to communicate their ideas efficaciously and are confident in the task set. Maintaining positive relationships with students helps me in my role a s you get to know what levels of assistance students will need.For example, I know if I have students X, Y & Z in my class, X having dyslexia, Y having ADHD. I am aware that these particular students can get anxious when faced with a capacious task and/or lots of writing. I write down instruction manual for these students before the lesson and break them down into small and fair abuses. I will and so wait for the student to be far enough into the task before giving another instruction. For student Z, being on the happy and talented scheme in previous mainstream schools. I can obtain a more in depth and higher level homogeneous of the task and check it over with the teacher before handing it to the student (STL23, STL24, STL34).I work alongside my teacher and have daily meetings and share ideas and suggestions that I have with regards to the running of the class, for example ideas for lesson plans, displays for students work and projects (STL16, STL21, STL23, STL24, STL28, ST L31). I also provide input, with documented evidence, for behaviour, numeracy and literacy targets and plans (STL30). As practitioners, we need to work as a team with other staff members and parent/carers in order to support the student and promote learning so that they will express their ideas and views and be able to voice these to a group. This will help them thrive to succeed and feel confident in doing so (STL45, STL47). As well as functional with my own class teacher I can be asked to go and support other staff in a different subject. I am expected to adapt very quickly to the environment and needs of the other class group and be aware of the lesson objectives and outcomes and I am ever so viewing and updating my file of lesson plans and tasks for such occasions. (STL28, STL62)2.1 Explain the vastness of reflective pattern in unceasingly improving the quality of servicing provided Reflection means focusing on how you interact with colleagues, students, and the environmen t. It means thinking about how you could have foundere something differently, what you did well, what you could have done better. How you can purify what you have done and what would work better next time. Reflecting on your practice will allow you to obtain a clearer picture of your own behaviour and a better understanding of your strengths and weaknesses. By doing this you can then take appropriate future action, continually improving your skills and approaches. Practitioners must review the constitute elements of effective practice to understand what effective practice looks like.They need to score a self-development plan and reflect on their work. If an employee doesnt have a standard of work or the standard is unclear, then it is difficult for them to know what or how or when they should be doing it. The absence of standards makes it impossible for an employee to effectively monitor their own exercise. If work standards dont exist, then things are pay to personal interpr etation and this can lead to conflicting viewpoints. If some colleagues work to lower standards, it can affect the work of others. Itsimportant to adjudicate feedback from colleagues to identify what is working well, identify areas for improvement and development. To show that you can continuously improve your practice with constructive feedback and show that you are able to learn and listen to others. Reflecting and improving your own practice will help meet the needs of the individuals and to enable you to develop new strategies and approaches.2.3 Describe how own values, dogma systems and experiences may affect working practice Everyone has different values, beliefs and preferences. What you believe in, what you see as important and what you see as acceptable is an crucial part of who we are. The way in which we respond to people is linked to what you believe in, assume important and what interests you. People react positively to people who share the same(p) values and possib ly less warmly to people who have different priorities. When you develop friendships, it is natural to spend time with people who share your interests and values. However, the professional relationships you develop with people you support are another matter. As a professional, you are required to provide the same quality of support for all, not just for those who share your views and beliefs.This may seem obvious, but clear-sighted what you need to do and achieving it successfully are not the same thing. Working in any sector, you are bound to come across people whose views you do not agree with, and who never seem to understand your point of view. When there is a clash between your views and those of the people you are working with, you need to make the right responses. Awareness of differences, your reaction to them and how they affect the way you work is a crucial part of personal and professional development. If you allow your own preferences to dominate your work with people, you will fail to perform to the standards of the Codes of Practice for child care workers set out by the UK regulating bodies. The Codes of Practice require child care workers to respect and promote peoples individual views and wishes. Your own view may earn conflict with others or could help you understand others views and help improve communication with others.3.1 Evaluate your own knowledge, performance and understanding against relevant standards As a practitioner I follow a number of codes of practice.Working with children and young persons, I have set responsibilities and work to the principals of the sector and codes of confidentiality. These responsibilities are to ensure to meet learning needs of a child, Provide an environment that is warm, welcoming and stimulating, Work with parents/carers, colleagues and other agencies. To work as part of a team that provides a quality utility for both children/ young people and parents/carers. I believe I have a good understanding an d knowledge base of what is expected for effective practice in my role. I am always updating this by training from internal and external agencies of various courses such as safe guarding, behaviour management, updating and amending policies, updating and sharing pupil information, how to record and go bad data.I regularly familiarise myself with updated policies and procedures and also participate in accomplice mentoring activities with other colleagues to improve personal practice. I work on a Plan, Record and Review system. I think this is important to help improve my own practice. It helps me notice my strengths and weaknesses. This also helps when doing activities where you can see what event went well and what did not, how I could do things differently which may allow you to handle a situation differently in the future. It is good to get a plump for perspective of your performance as other colleagues could perceive situations in a different way to yourself. Getting feedback from my teacher is always helpful as they can inform me of what I did will and what possibly could be improved. I am also always learning from my own experiences which benefits me in my personal development. I believe I am able to maintain positive relationships with both staff and students which aids me to promote positive outcomes in learning and well-being for all.4.1 Identify sources of support for planning and reviewing on own development I get support and feedback from my subject teacher, line manager and other colleagues. I attend performance appraisals and have regular meetings with my head teacher, line manager and teams of colleagues to discuss progress. My schools Peer Mentoring System for staff helps us all reflect on own and others practice methods and gain and share new ideas and strategies. It helps us see how different styles, approaches and strategies can benefit different audiences and activities, maculation widening our understanding andknowledge base. I work cl osely with my class teacher who gives me daily support in maintaining and improving my own practice and teaching me new skills on the job.5.1 Evaluate how learning activities have affect practiceI have had lots of training to help me deal with situations within my role appropriately. Working with children, young people and adults, you cannot guarantee that if a strategy worked in a situation before, that it will work again. This is wherefore reflective practice and ongoing training will help you deal with barriers that may arise. I have been fortunate enough to gain essential training on the job and with outside agencies to broaden my approaches and strategies. Having training in behaviour management, positive handling and de-escalation techniques, I know that a pass on on approach is a last resort within my setting but am confident in knowing when and how to use my squad TEACH training and when not to. I feel I am able to use de-escalation techniques in most situations and I am always learning and progressing my strategies and knowledge from experiences.The learning needs of my students can differ in their preferred learning styles and by using a blended learning approach it is possible to provide learning experiences that meet the learning needs of all members of the group. In planning lessons it is important not only to check what is being taught and how but also where. In order to facilitate the heart of an inclusive group a teacher may take into circular the physical learning environment and if possible alter it to support inclusivity. Where appropriate this may be as simple as moving the desks from household style to cabaret or horse shoe style to encourage group communication and ensure all students can view or access their teacher equally. By arranging seating in such a way as to create clear sight lines and simple social communication a teacher will allow students to form this social bond to facilitate learning. If students progressed quickly through an activity and then begun to get bored and wandering, it would be obvious that the task was too easy and not really suitable or beneficial for that student or group or they need another task to thoroughgoing(a).Therefore you would need to try and make it more engaging and stimulating, perhaps by making it more difficult or time-consuming so the students really have to work life-threatening to complete it. If the activities aretaking longer than expected and you can see that the students are really struggling, things again would need to be addressed. Most of my classes are mixed ability groups so I differentiate work to suit their ability and can simplify or get higher grade material to accommodate for higher and lower ability students. On the other hand if a task is too hard for students, they can become forestall and lash out as they dont want to fail. Not providing engaging and stimulating activities could also cause other issues such as disengagement, behavioural iss ues or leaving the room as the student has finished the task set. It is all about knowing your audience where possible. You also have to be prepare for every eventuality and be ready for forthcoming events.I always plan address task for my lessons to keep my students engaged while others catch up. In my setting I deal with a high percentage of students with ADHD or ODD so am confident in dealing with challenging behaviour and de-escalating situations. I believe giving the students a choice of how to complete tasks makes them feel more empowered and in control of their options. I regularly discuss with students what the point of the task set is and how this will help them make progress. The students can then see that the task isnt pointless. If students are frustrated I will try and talk them through the task or give them a few minutes to calm down and collect themselves outside. I work in partnership with my class teacher and take it in turns to swap and present a new face when re quisite in volatile situations.It is not always possible to achieve what you mean in a situation. As long as you know where you did achieve something positive, what you did well, what you could have done better and what will be your next step in resolving a situation then you can always learn from it and rectify it. Maintaining positive relationships is a big part in helping with conflict resolution and maintain open lines of communication with students, parents/carers and other staff members will help put in place strategies and plans for progress and improvement and also aid in encouragement to succeed. I portion out in pupil conference meetings and writing individual educational and behavioural support plans for students under my supervision. This helps staff members in knowing a students strengths and weaknesses as well as triggers, likes and dislikes etc.National Standards interpreted from https//www.gov.uk/government/uploads/system/uploads/attachment_data/file/239935/NOS-SUP PORT_for_supporting_teaching_learning.pdf