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.

1

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.

2

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.

3

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.

4

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.

5