北美education作业代写:助教的负责程度

2019-12-19 22:50

我注意到助教很少对全班负责。然而，这只是很短的时间，通常是在过渡时期，例如，在午餐时间的结束和下午课程的开始之间。我没有看到任何证据表明助教们被要求做任何课堂教学。在班主任缺席的情况下，代课老师被使用，而不是把责任交给助教。这可能是由于缺乏足够的培训或班主任的偏爱，不幸的是，我还没有机会找到这个信息。不过,国务卿建议助教的角色可以扩大到包括“监督类承担班主任工作,管理测试和覆盖老师缺席Cajkler & Suschitzky建议助教应该很深深地craigslist在教室的日常运作。这应该包括了解课程、工作计划、政策和课程规划。然而，从我的观察来看，助教们并没有对教授的内容或教学方法有任何的投入，只是按照老师的指示去做。这些事情通常是让孩子们专注于任务，而不是在课程中提供任何深入的帮助。当学生提问时，助教通常要向老师汇报。助教似乎应该对课程有更深入的了解，工作计划或政策。这些事情似乎与要求他们完成的任务无关。我所看到的唯一的任务是助教使用和需要的任何深入的知识是在火箭阅读练习。学校里的一些助教接受过这方面的培训，因此他们掌握了额外的知识，这对其他教师有利，对孩子也有好处，因为他们可以在更小的小组里学习。
北美education作业代写:助教的负责程度
I have observed rare occasions when the teaching assistant has had responsibility for the whole class. However, this is only for very short amounts of time and usually during transition times for example, between the end of lunchtime play and the start of the afternoon session. I have not seen any evidence that the TA’s are expected to do any whole class teaching. In the absence of the class teacher, a supply teacher is used rather than giving the responsibility to the teaching assistants. This may be due to the lack of adequate training of the TA’s or the preference of the head teacher, unfortunately I have not, as yet had the opportunity to find out this information. However, the Secretary of State has suggested that the role of teaching assistants could be expanded to include ‘supervising classes undertaking work set by the class teacher, administering tests and covering teacher absence Cajkler & Suschitzky suggest that TA’s should be quite deeply invloved in the everday workings of the classroom. This should include knowing about the curriculum, schemes of work, policy and lesson planning. However, from my observations, the TA’s do not have any input into what is taught or how but just follow instructions given by the teacher. These are usually things such as keeping children on task rather than giving any indepth help on the lesson being covered. The TA’s often have to refer back to the teacher when asked a question by a child. The TA’s do seem to be expected to know the curriculum in any depth, schemes of work or policy. These things do not appear to be relevant to the tasks which are expected of them. The only task in which i have seen the TA’s using and needing any indepth knowledge is in the rocket reading exercises. Some of the TA’s in the school have had training in this area and therefore have the extra knowledge which is used to the advantage of the rest of the teaching staff and also benefits the children as they can be taught in much smaller groups.

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