IN MY SETTING.....

This (training to be a TA) is my first attempt at doing something for myself..yes FOR  MYSELF, in the UK.

 All that I learn and experience is new and fresh...and a wonderful time is being had by me. With baby steps, I ventured out, very wobbly and unsure of what to expect!

The first herculean task was to find a school setting to volunteer in, as part of the course. I as usual, panicked..major PANIC mode. But in all honesty, I needn't have. Schools are very welcoming and obviously expect new aspirants to approach them; something I totally overlooked. 

I started by emailing a dozen schools, visiting a couple personally. Most of the schools replied back, though negative responses, they did reply back. That kept me going and soon I had not one but two schools willing to accept me. 
I have not looked back since. 
The last couple of months have been absolutely fabulous...learning new things everyday, making new friends and breaking so many barriers only I could be held responsible for building around me. 

I must thank my mentor..SHE IS A GEM, I am lucky to have her guiding me through this, and her group... SO SUPPORTIVE, ACCOMMODATING AND WILLING TO HELP ..THANK YOU.

I have been volunteering in my setting since end of September 2015. I have understood and seen first hand how dedicated the teachers and staff are. Right at the onset, I was asked to go over the policies the school followed: equality, diversity, inclusion to name just a few.

The school is committed to equality as in treating all pupils and staff in the same way, no favoritism or preference of one over the other.The school understands that people have different needs and goals and so to achieve this any discriminatory practice could hamper it. All children are treated equally whether or not they are differently abled. Social status or religion or ethnicity or age or gender doesn't have any bearing on how the are treated. Recruitment and staff development is undertaken fairly without bias. 

This is a picture from my setting that shows effectively the notion of equality and ethnicity in the classroom.

The school welcomes pupils from all ethnic backgrounds and believes that diversity is its strong point. They respect the religious beliefs and practices of all staff, parents and comply with reasonable request relating to religious observance and practice. Most festivals are discussed and celebrated during assembly time or in class.

   

This is another example of children being welcomed into the school from all over the globe. This beautiful display hangs in the corridor of the school where I volunteer and is a constant reminder of  the school policy.

Another example of an amazing display about DIWALI in the corridor..celebrating other religious festivals.

It is an inclusive school with support for families and children with special needs. The school values the skills and talents of all its children and ensures to make them feel comfortable and welcome. The school offer trained nurses and first aiders to special needs children. There is fully functional RAINBOW ROOM with trained nurses.

I was asked to attend a CHILD PROTECTION TRAINING to update me of the new rules and how to deal with it if ever I was in a situation that required me to take action.

I have thoroughly enjoyed this process of creating a blog for use of any persons, who like me, go down the path of  TRAINING TO BE A TEACHING ASSISTANT.

                                                                THANK YOU

                     KEY FESTIVALS AND THEIR CELEBRATIONS

In this post I will share with you, the key festivals, their dates in 2016 and also some fun ways and ideas for children participation in your classroom or a school as a whole.

               CHINESE NEW YEAR---8th FEB 2016:

                   

                   

Background: The Chinese do not celebrate their new year the same day as we do. It is determined by the solar or lunar calendar.Chinese New Year starts with the second new moon after the winter solstice and ends on the full moon 15 days later.Traditionally the doorways are decorated with vertical scrolls of characters on red paper seeking good luck and praising nature.

Activity: Make a simple Chinese lantern. Its a fun activity and all children can take part in it during craft lessons.

www.enchantedlearning.com/crafts/chinesenewyear/

Here is a website that gives step by step instructions on how to lanterns and other origami based crafts.
                          Mothers Day--- 6th March 2016: 

Introduction: In many countries special prayer services are held in churches in honour of mothers. But the most common method of celebrating Mothers Day is to treat mothers with breakfast in bed. Children allow their mothers to sleep till late in the morning while they along with their father juggle in the kitchen to prepare her favourite breakfast. Most often a Mothers Day card and a bunch of bouquet accompany the meticulously laid breakfast. Many children prepare a card themselves a day before Mothers Day. Some also make handmade gifts to show their respect and affection for their mother. Grown up children prefer to buy gifts from the stores ranging from clothes, accessories to jewellery.

Activity: There are a lot of games and activities which may be planned on Mothers Day. But besides the euphoria of celebration people must not forget that the day is meant to make mothers feel special. On Mothers Day, children must be nice to their mum and give them a days rest. Its a wonderful idea to complete household chores on the day and make your mama feel that you acknowledge the importance of all she does to run the house so smoothly. Elder children may book a parlour or a spa treatment for mothers and make them care for themselves as most mothers find it difficult to get time for themselves.

Click on "games and activities" for many fun ideas.

                       Easter Monday---28th March 2016:

 

Introduction: Easter Monday, also known as Bright Monday, Renewal Monday, Wet Monday, and Dyngus Day, is the Monday immediately after Easter Sunday. Different cultures observe Easter Monday very differently. For some, Easter Monday is a solemn remembrance of Christ’s death and resurrection marked by an outdoor procession. For others, there are Easter egg-rolling competitions.

Activity: A decorated hat parade is the most common way to get all children involved in the festivities. The best decorated hat to be given a prize, almost always makes children work hard at it.

There are printable pages available on  the net for colouring, Easter egg decorations are often very creative and a fun activity to do.

 Netmums for kids is a wonderful resource for varied activities. Here is the link below.

www.netmums.com/activities/spring/mother-s-day

                                  Baisakhi---13th April 2016

Introduction: Baisakhi, also spelled Vaisakhi, is the festival which celebrates Sikh New Year and the founding of the Sikh community, known as the Khalsa, in 1699. It is celebrated on April 13 or 14. It was originally a harvest festival in the Punjab before it became the Sikh's most important festival.

Activity: Baisakhi is a harvest festival, so a great activity could be to do with planting. A planting exercise would encourage children to learn about crops and plants while enjoying themselves.

Other activities are making Baisaikhi cards, learning a bhangra dance or even making kites and flying them.

                                             Fathers Day---19th June 2016

  Introduction: Father's Day is a celebration honouring fathers and celebrating fatherhood, paternal bonds, and the influence of fathers in society. Many countries celebrate it on the third Sunday of June, though it is also celebrated widely on other days by many other countries.

Activity: Activity around fathers day can be really fun. By far the most interesting one is printing and filling a special booklet for dad "MY DAD IS SPECIAL BECAUSE....".

The website below has fabulous ideas, age appropriate and creative. 

lessonplanspage.com/fathersday-htm/

                   
                                                           EID---7th July 2016

Introduction: Eid al-Fitr also called Breaking the Fast Feast, theSugar Feast, Bayram (Bajram), the Sweet Festival or Hari Raya Puasa[3] and the Lesser Eid, is an important religious holiday celebrated by Muslims worldwide that marks the end of Ramadan, the Islamic holy month of fasting (sawm). The religious Eid is a single day during which Muslims are not permitted to fast. The holiday celebrates the conclusion of the 29 or 30 days of dawn-to-sunset fasting during the entire month of Ramadan.
Activity: Eid activities can range from designing prayer mats to making star and crescent shaped cookies. Watching videos and understanding the meaning of the fast.

www.twinkl.co.uk/resources/eid-ul-fitr/1

This website has some good printables and ideas to do as a class.


                                                    Diwali---30th OCT 2016   

Introduction: Diwali (or Deepavali, the "festival of lights") is an ancient Hindu festival celebrated in autumn (northern hemisphere) or spring (southern hemisphere) every year. Diwali is one of the largest and brightest festivals in India.

Activity: Being a festival of lights, children would enjoy lantern making. Diwali greeting cards are an excellent way to spread the cheer around. The story of Ramayana, the reason why Diwali is celebrated is a great story telling idea. Check out the website blow for even more wonderful ideas.

www.momjunction.com › Kid › Play & Activities

                              HALLOWEEN---31st OCT 2016

Introduction:The night of 31 October, the eve of All Saints' Day, often celebrated by children dressing up in frightening masks and costumes. Halloween is thought to be associated with the Celtic festival.

Activity: Halloween activity is usually a fun time around school. Pumpkin carving is an obvious fun activity. A simple jack-o'-lantern mask you can make from a paper plate is easy and keeps up with the Halloween spirit. The website below has many ideas for all age groups and uses material found around the house.

www.enchantedlearning.com/crafts/halloween/

                        HANUKKHA--- 24th DEC 2016 to 1st Jan 2017

Introduction: Hanukkah or Chanukah is the Jewish Festival of Lights. It dates back to two centuries before the beginning of Christianity. In the western calendar Hanukkah is celebrated in November or December. The word Hanukkah means rededication and celebrates one of the greatest miracles in Jewish history.

Activity: Hanukkha puzzles and colouring sheets are great for younger children. If you would like to challenge higher grades, how about a quiz on Hanukkha. Brighten up the classroom with colourful images or drawings by the childrens on Hanukkha. Activity Village has a good collection of resources for the classroom.

www.activityvillage.co.uk/hanukkah-crafts

                                                                             



                               CHRISTMAS---25th DEC 2016

Introduction: This is an annual festival commemorating the birth of Jesus Christ, observed most commonly on December 25 as a religious and cultural celebration among billions of people around the world.

Activity: Before the holidays start, to spread the cheer, staff can have ADVENT CALENDERS in each classroom. A different child gets to open up a window everyday. Nativity plays and choirs are enjoyable ways to learn the story of Jesus  Christ. Making Christmas cards and decorations for trees adds to the fun.
For more fun ideas, check out the website below.

www.education.com › Christmas Central › Christmas Activities

The power of inclusive education | Ilene Schwartz | TEDxEastsidePrep

                   INCLUSION AND INCLUSIVE PRACTICE


Inclusive education happens when children with and without disabilities participate and learn together in the same classes. Research shows that when a child with disabilities attends classes alongside peers who do not have disabilities, good things happen.

The inclusive classroom means that all students have the right to feel safe, supported and included at school and in the regular classroom as much as possible.

Here is a powerful video that shows and explains the outcomes of inclusion in a classroom setting.



            

      Twelve Key Features of Inclusive Settings .

1.  The attitudes and behaviour of practitioners, children and parents demonstrate how unremarkable it is that disabled children are part of a wide cross-section of the local community using the service. 
2.  Activities are led by the interests and enthusiasms of each child who attends and take place with regard to any likes, dislikes and specific needs each child may have. 
3.  Everyone is welcomed on arrival and wished well on departure in a way that suits them. 
4.  Pictures, equipment and resources reflect disabled people's lives as part of a wide representation of children's differing backgrounds and experience. 
5.  The person in charge is committed to the active participation of children, parents/carers, team members and others to ensure good quality provision and to ensure each individual's needs are met. 
6. The person in charge has made time to build links with families/schools/services for disabled children by becoming directly involved with them as part of a commitment to give all local children and families a genuine choice to be part of the service. 
7.  All practitioners have had attitudinal training around disability and other equality issues and continue to take part in training about inclusion. 
8. All practitioners are aware that attitudes, environments, structures and policies need attention in order that they do not disadvantage particular children. 
9. All practitioners have or are developing necessary skills to communicate effectively with each child, and encourage all children to develop ways of communicating with each other.  
10. Each child has opportunities for formal and informal consultation so that they can express their views and opinions on sessions they take part in and on the setting as a whole, using whatever communication methods they choose. 
11.  Each parent/carer feels welcome and valued as an expert on their child, with a continuing key role in helping practitioners enable their child to take a full part in the setting.  

The service has a vision of what it wants to do; policies and procedures for how it does it; and a process of monitoring and evaluation to see how well it is doing it. This includes all who are involved in the setting in a process of continuing reflection on the development of inclusive policy and practice.

                          ANTI-DISCRIMINATORY PRACTICE

Anti-discrimination is the basic policy to tackle inequalities in school with regards to race, gender, sex, level of ability, social status etc. All schools are required to have an equal opportunities policy which states that all members of staff and children will be treated equally.This document is usually a part of the induction process of all staff members and should be available for reference at any point of time.Supporting all pupils in a safe anti-discriminatory setting provides for positive experiences. Mutual respect and clear codes of conduct are the basis of anti-discriminatory policy. The teaching assistant should know and follow the policy as laid down by the school, for effective outcome.

There are a number of ways to promote anti-discrimination.

•  Be a good role model – do not only pay lip service to anti-discriminatory practice, but demonstrate it in everything you do.
•  Appreciate and promote diversity and individuality of children and young people by acknowledging their positive attributes and abilities. 
•  Listen to and involve children and young people in the delivery of services, and respond to their concerns.
•  Recognise that the child or young person is at the centre of the learning by treating each one as an individual. 
•  Have realistic but the highest expectations of all children and young people. 
•  Support a positive ethos within the school. 
•  Give pupils the confidence and skills to challenge prejudice or racist behaviour of others. 
•  Recognise and question anti-discriminatory practice.

             
                    HEALTH AND SAFETY SIGNS  

Here is a multiple choice, fun quiz to understand different signs. 

1. What does this sign mean?



a) Clap here
b) Safety gloves must be worn
c) Odd gloves and other lost property


2. What does this sign mean?



a) Do not extinguish with water.
b) Do not light a fire. If you do we'll put it out.
c) Bucket loads of barbecue sauce available.


3. What does this sign mean?

 

a) Please walk with one foot on the pavement and one in the gutter.
b) Dancing on stairs is prohibited.
c) Warning: drop



4. What does this sign mean?



a) People wearing white will be split down the middle.
b) Iron flat.
c) Safety overalls must be worn.


5. What does this sign mean?



a) No vehicles carrying explosives
b) No boom cars with loud stereos
c) No entry to cars on bonfire night


6. What does this sign mean?



a) Broken arrows likely
b) Danger: electricity


Answers:

1(b) , 2(a) , 3(c) , 4(c), 5(a) , 6(b)



I hope you enjoyed this fun quiz, but the purpose is to know that different signs and their colours mean different things.

It is important to read health and safety notices and obey the rules. If not you could be hurt or might put other people in danger. There are RED, BLUE, YELLOW and GREEN signs.


RED SIGNS: These are danger or prohibition signs. They warn you about things you can't do.

BLUE SIGNS: Blue signs remind us of things we need to do to stay safe.




YELLOW SIGNS: Yellow warning signs are about danger. These indicate you need to take protection.





GREEN SIGNS: Green signs help you get out of danger and stay safe in an emergency.

   SAFE & SUPPORTIVE ENVIRONMENT FOR CHILDREN

A school is a home away from home for all children. As staff , we must make sure this environment is safe and conducive to learning. This is as much a priority as a necessity. A safe and supportive environment is a setting where the child can feel socially, emotionally and physically safe and valued.

Babies and young children learn about the world through their relationships and experiences. Over time, they develop a self-concept, which is a sense of who they are and their place within the family and community. A safe and supportive environment will help them to develop a positive and secure self-concept, by fostering in them a sense of inclusion and belonging.

Children also need the opportunity to develop key social and emotional skills in the early years, as these form the basis of their ongoing social and emotional development and will affect their mental health later in life. If children experience environments in which they do not feel safe, secure and included, they may develop patterns of behaviour and negative coping strategies that increase the risk of mental health difficulties in adolescence or adulthood.

The principles of a safe and supportive environment apply to all aspects of the setting. A safe and supportive environment can be set up by paying attention to:
• The quality of the relationships shared
• The approach taken to programming and planning for individuals and groups
• The decisions about the physical layout of space, aesthetics and structure of the day
• Willingness to advocate for young children.

Here are 20 tips often followed by staff for creating a safe, open and inviting place to learn:

1. Community Build All Year Long. Routinely include strategies and activities in your lessons, such as Save the Last Word for Me, that allow students to express their thoughts and ideas, build relationships, and practice collaboration. This will help grow and maintain a feeling of emotional safety in your classroom.

2. Post Student Work. When displays of essays, poems, projects, and exams dominate the walls, there is student ownership of the room. When they look around and see their own writing and thinking, they certainly experience a higher level of comfort than if they see store-bought posters. That said, if informational posters are needed, ask your students to create them.

3. Have Non-Negotiables. Along with classroom rules and procedures, students must know non-negotiables right out of the gate. My biggest non-negotiable? Name calling. This resulted in an immediate consequence (a call to the dean and removal from the classroom that day). Tackle name calling head on or else kids won't feel safe to be themselves, let alone learn.

4. Admit When You Don't Know. Students appreciate when we show our humanity. Saying "I'm not really sure. Does anyone else know or might they like to look that up for us?" is powerful stuff.

5. Read with Your Students. The message this sends: I like to read. I don't just tell you this and grade you on how much you read, I read side-by-side with you. You see my facial expressions as I struggle to understand something difficult and you see when I feel emotion at a sad or funny part. I am a reader, too.

6. Remain Calm at All Times. Once a teacher loses it with a class or student, it takes a long time to rebuild that feeling of safety and trust within those four walls. Step right outside the door and take a few breaths. It's worth it.

7. Take Every Opportunity to Model Kindness. They will follow.

8. Circulate. Mingling lets you monitor their work, yes, but it also gives you a close view of any tensions or negative energy brewing with groups or between students. Also, circulating gives you great opportunities to overhear a student sharing an idea or question that you can use with the whole class.

9. Address Grudges Early On. If tension is building between a couple of students, create time and space for them to talk it out while you mediate.

10. Write with Your Students. The message this sends: I like to write. I don't just tell you this and grade you on your writing, I write side-by-side with you. You see me struggle as I am drafting a poem or letter, and you see me contemplate new words, cross-out old ones, and take chances as I revise. I am a writer, too.

11. Model Vulnerability. They will appreciate this. If we are asking kids to write and talk about times they have felt scared, alone, confused, etc., we need to be willing to do the same.

12. Follow Through with Consequences. A consequence must proceed a non-negotiable. Students need to know there's a consequence for those serious infractions. They need evidence to believe they are safe in each classroom.

13. Smile Often. The antiquated saying in the teaching profession is wait until Christmas to smile. This is just plain silly. Let the children see those pearly whites often and genuinely. The more smiles we offer to students, the more we will receive.

14. Use Every Opportunity to Model Patience. They will notice.

15. Give Kids a Chance to Problem Solve on Their Own. It's so much better when ideas and solutions come from the student. This is a chance for us to ask rather than tell: "What might be some things you can start doing so you complete your homework on time? How about I write them down as you tell them to me?"

16. Laugh with your Students. The message this sends: Learning doesn't have to always be so serious, nor do we. Sometimes, when tensions are high, like during testing or when crazy things are happening out in the world or on campus, we need to laugh together. It's okay.

17. Offer Options. If we start an assignment with, "You will have three choices," kids may even get excited and are often much more willing than when we say, "The assignment is... ." By giving kids choices, we send a message that we respect their decisions.

18. Keep the Vibes Good. Students, no matter how young, know when a teacher is not happy. Joy can be contagious, but so too can misery. Maybe a vacation, a massage, watching a TED Talk, or even changing the level of grade you teach will help re-kindle the flame between you and teaching when you are in a slump.

19. Sit with Your Students. Sitting in a chair made for a child is not the most comfortable thing for an adult. But joining a group of children at their table takes us off stage and let's us, even just for a few moments, become a member of the group. We might ask a strategic question, inquire about the group's project, or simply listen.

20. Art and Music Feed the Soul. (And they starve the beast.) Incorporate both of these routinely in your lessons.

I would strongly recommend that you click on the BLUE WORDS and follow the link to get some wonderful ideas and watch a bright young person speak about "BEING CHILDISH". VERY INSPIRATIONAL !

MY POPPLET ON EQUALITY AND DIVERSITY

                                CONFIDENTIALITY  IN  SCHOOLS

                            

KEY INFORMATION ON PROTECTING CHILDREN AND YOUNG PEOPLES PERSONAL INFORMATION:

Finding the right balance when dealing with a child's privacy as well as promoting positive values with their parents and carers is a rather difficult task for most teachers and staff. It is a thin line between confidentiality and safety when a child is at risk. 
It’s always best to make sure that children, young people and families involved with your organisation know where they stand on issues around confidentiality and information sharing before any specific problem or situation arises that could test your relationship with them. You can do

 this by producing a simple statement of principles that underpins your approach, and by sharing this with those who need to know about it at the outset of your relationship with them, and at any key decision making points. Parents, carers, children and young people who have concerns about confidentiality should always be given the opportunity to talk through their concerns, and to be advised on what could happen to information they disclose.

INCLUSION AND ANTI-DISCRIMINATORY PRACTICES

Inclusive education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school.

Inclusive education is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together.

It’s important because we value our diverse communities. These communities start at school, where all students learn to live alongside peers. They learn together; they play together; they grow and are nurtured together.

I have included here a video on inclusion in a school in Hertfordshire. It's a shining example of how  effort and hard work can work wonders on children!