Teaching Assistant Level 3: Learning Experience and Utilization of Theories

RUNNING HEAD: TEACHING ASSISTANT LEVEL 3
TEACHING ASSISTANT LEVEL 3

Introduction
In teaching assistantship programs an individual is often exposed to varied types of
learning and experiences not only with children but also with various adults and young people
(Savery, 2015). The program offers knowledge related to varied learning theories and principles.
The scope of current discussion includes a brief reflection of the learning experience regarding
communication and professional relationships, school as organizations, development of children
and young people, safeguard and well-being of children along with utilization of these
learning’s.
Answer 1
The major learning points from the whole of the study programme with particular
reference to:
# Communication and professional relationships with children, young people and adults
The teaching program is developed such that communication and positive professional
relationship can be built with children, young people and adults. The program focuses on ways
communication can be developed by enhancing interactional skills. Teaching assistant need to
possess not only interactional skills, but also have capabilities to build interesting conversation in
small easily understandable sentences (Loughran, 2013). Storytelling, open discussion forums
and participation activities, which are dynamic and continuous in nature, can help increase
communication within classrooms. Through communication it will be possible to accomplish
teaching goals and objectives set. It is integral that a teaching assistant develops easy of
communication with the children, young people and adults who are participants in the class for
the class effectiveness. A good understanding in communication is necessary for the teacher to
pass on his/ her pedagogical knowledge and skill across to all pupils in the class. Types of
communication that are integral in classrooms comprises formal learning such as downward,
upward and horizontal communication (Lieberman & Miller, 2008). Communication styles can
include written, verbal or oral and visual communications which teaching assistant could make
use off.
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Professional relationship for teaching assistant job is essential to collaborate with
teachers for effective learning. Teaching assistant need to be vigilant, searching for opportunities
to help pupils and support teachers in bets possible manner. Flexibility in planning is a key
attribute which allows a teaching assistant to change plans based on teacher’s daily plan to meet
individual pupils needs (Celce-Murcia, 2008). A good professional relationship can be
established with only effective collaboration intended at specific learning outcomes. It can be
ensured by fostering professional relationship with student’s by finding out regarding their
backgrounds and abilities to be able to support them effectively.
# Schools as organisations
The central role of a teaching assistant is to support teachers to help pupils in their
educational as well as societal developments in and outside of the classroom. Schools are
organizations which aim at enhancing pupils learning and skill development for meeting their
future needs (Biggs, 2011). Schools appoint teaching assistant for helping teachers and carrying
out administrative tasks. Schools expect teaching assistant to possess skills such as ability to
build good working relation with students, good organizational skills, creativity and flexibility,
capability to manage groups of pupils with challenging behaviours and possessing IT skills or
fluency with local language. Such skills provide benefits to schools and ability to meet learning
requirement of pupils (Thoonen, Sleegers, Oort, Peetsma & Geijsel, 2011).
# Understanding child and young person development
The development of children and young person from birth through adulthood is measured
by emotional, societal, intellectual, physical and language development milestone. In order to
develop learning and skill it is crucial to understand the stages of development. Areas of
development include physical development, social and emotional development, intellectual
development and language development (Creese & Blackledge, 2010). Important milestones
include development ages which are grouped in various categories. Children’s developmental
need has to take place in a consecutive order, as a delay in one skill might knock-on effect on
other skills. Delay in skill development in on area can impact identification and intervention to
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