Select and demonstrate learning support strategies to meet theneeds of learners
Learning support strategies tend to fall under the three headings of
environment, communication, and behaviour.
Environment
Looking at the learning environment you regularly work in, what are the physical
aspects in there that you consider to be supportive towards the pupils in that class?
Positive learning environments
Creating a positive learning environment is a big part of learning and teaching
support, and this is done in a variety of ways, and includes aspects of
communication and behavioural support.
Positive learning environments are made positive by their promotion of easy or
easier learning. This includes obvious aspects like good lighting, high-quality, well-
looked-after equipment, clear and informative wall displays, and other things, but it
also has links with the right kind of positive behaviour.
Children who see that adults respect their environment and equipment are more
likely to follow suit and do the same thing, and a respectful classroom is generally a
more peaceful one. Remember that not all children grow up in a household where
this is the case, so it can be important (and challenging) to instil these things at
school.
Good housekeeping is a strong aspect of respecting the learning environment, and
when equipment and materials are cleared away and put back in their rightful places,
it is not only a safer environment (because there are fewer trip hazards and other
things to negotiate) but it also promotes independence and initiative for children in
terms of being able to find the resources they need to complete a task or to think of
something that will help them.
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Helping learners use resources and modifying or adapting activities
Sometimes children will need to be shown how to use materials or equipment before
they understand it fully, and your ability to do this will mean that they do not become
distracted from the learning task by having to figure out the equipment.
Additionally, as covered in AC2.2, some activities will need to be adapted or modified
so that everyone can complete the tasks. Sometimes this may be because a child
has a disability, such as being hearing-impaired, and sometimes it is a little less
obvious, such as when a child has an attention deficit.
Learning support strategies.
Communication
Good, clear communication is key to the best kinds of learning support.
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Assisting shy or reticent pupils and prompting them to ask questions
and check their understanding
Encouraging engagement from all pupils can be a varied task, especially when
disengagement can occur for all kinds of reasons. Shy pupils may not involve
themselves fully in interactions, especially between teachers and pupils, and learning
support can draw them out of themselves through gentle encouragement.
Modelling correct language use, vocabulary, and translating words or
phrases as you go
Some pupils may have more difficulty than others in pulling together the jigsaw
pieces of language into a form that can always be easily understood. This can be
due to language difficulties, age, or sometimes is because English is an additional
language for them.
Rather than pointing out when they say something wrong, it is best practice to simply
include the phrase or word pronounced correctly when answering them. Over time
this delivers very good results and does not have the effect of discouraging them
from using the word.
Translation - or just explaining harder words - as you talk is a good way to enhance
the vocabulary of young people. Rather than translating words on request, which
relies on students to point out that they don't understand, it ensures full
understanding without patronising them.
Making sure that learners understand what is needed throughout the tasks
Not all pupils say so when they don't understand something, and they might struggle
along, failing to understand the point of the lesson. Instead of leaving it to chance, it
is best to ensure they all understand what is needed before the activity is begun, and
this clarity can be achieved in a number of ways, including asking one or more
children to explain what they think is being asked of them.
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Reminding pupils of specific teaching points
Teaching points often create the framework for a lesson, but some tasks can be
interpreted and taken much further than the framework on which they are based. In
some cases you may need to remind children of what they are supposed to be
doing. For example, painting glue all over your hand and peeling it off may give you
a fascinating view of unique finger- and handprints - a learning experience in itself -
but if the exercise is about making papier-mâché models, those children gluing their
hands together will need to be brought back on track, despite the interesting
discoveries they are determined to make.
Behaviour
Looking at the children in your class, how do you think they are affected by different
types of behaviour from both pupils and adults?
Managing behaviour in a healthy way
The kinds of behaviour that are more conducive to learning are those that mean the
children are relatively quiet (depending on the activity), respectful of the teacher and
other adults giving instructions, respectful of each other and each other's belongings,
prepared to listen, and engaged with the activities.
Positive behaviour should always be encouraged, and praised at the time that it
happens. This can also be helped by ensuring that everyone in the class is aware of
the types of behaviour that is expected of them, and what is not wanted.
Negative or challenging behaviour may include pushing and shoving, shouting
inappropriately, interrupting either teacher or other children, tantrums, and so on.
Challenging behaviour should not be allowed to continue uninterrupted, and should
be counter-challenged immediately in a peaceful but firm way. The idea is to enable
the calm learning environment to remain so for as long as possible, so that other
children are not disturbed.
This is not always possible, however, and should challenging behaviour persist, it is
best to ask the teacher to help deal with it.
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Encouraging teamwork
Group collaboration and cohesion are important aspects of learning, and there is
often a lot of small group work in primary schools. Encouraging children to work
together peaceably and to form cohesive groups is an important part of their learning
support because it better enables their later ability to work in teams. Team work is
extremely important in the world of work, and children who have good experiences of
group work will be at a greater advantage in this area.
Encouraging learning, paying attention to individuals, and reassurance
as needed
Different pupils need different types of support. Some will prefer to work on their own
and get encouragement and positive feedback when they have completed their
tasks. Others may be less confident and could need encouragement and
reassurance throughout.
Knowing your pupils well and understanding them and their motivations is a really
fulfilling part of learning support, and it is also a key aspect of doing the job well.
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