Level 3 Teaching Assistant: Communication, Development & Safeguarding

This essay provides a reflective overview of a Teaching Assistant Level 3 program, focusing on key learning experiences and their practical application in educational settings. It delves into the importance of communication and professional relationships with children, young people, and adults, emphasizing the development of interactional skills and collaborative practices with teachers. The essay also addresses the role of schools as organizations, highlighting the skills and expectations placed on teaching assistants to support student learning and development. Furthermore, it explores child and young person development, emphasizing the crucial milestones and the need for early intervention to ensure positive self-esteem and participation. Finally, the essay underscores the importance of safeguarding the well-being of children and young people, discussing strategies to prevent risks and empower informed choices. The learning theories are applied in classroom practices to accomplish successful knowledge and skill development of children, young people and adults.

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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ensure development. In case of early intervention, good self-esteem of children can be
developed. In absence of intervention a poor self-image might lead to reluctance to participate in
school activities.
# Understand how to safeguard the wellbeing of children and young people
An integral part of emotional development, self-confidence and self-esteem is to
safeguard the wellbeing of children and young people (Hardré & Burris, 2012). Children need to
be taught regarding the dangers of face to face contact and online contacts too. The potential
dangers identification ha to be identified which can prevent risks and avoid harm. Making
children aware regarding safety will help deal with challenges calmly. It would help prevent fear
and anxiety in the pupils. When children and young people are empowered to undertake
informed and positive choices then they will be able to support their wellbeing and safety.
Effective way to teach children is to provide power such that positive action can be taken by
them (Butt & Lowe, 2012). According to the United Nations Convention on the Rights of the
Child (UNCRC) provides guidelines on ways children needs to be treated, highlighting ways
they are treated and viewed.
Answer 2
Utilize these theories when working in an everyday situation
Learning theories are crucial in everyday situation in especially classroom situations. The
five learning theories are applied in classroom practice immensely as I have understood
(Loughran, 2013). Principles and fundamental constructs of each theory are applied in
curriculum designs. Bayles has his own successful learning outcomes in classrooms. Learning
theories helps accomplish successful knowledge and skill development of children, young people
and adults. In order to become educator there is needed long apprenticeship that includes
observing and emulating techniques. This would allow overcoming errors and provide more
assistantship to teachers (Rine & Hall, 2011). Educational research have highlighted role of
teaching assistant for developing children, young people and adult experiences. Learning
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theories provides behavioral outcomes for pupils along with knowledge and skill development
centered on stages.
Conclusion
Teaching assistant role is crucial in schools such that they are able to provide learning
experiences to pupils. Teaching assistant need to be enthusiastic but needs to improve practice
which can be valued by teachers and senior leaders that they work with. Their role is crucial and
integral to carry out a wide range of duties especially pedagogical in nature.
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