How To Manage My Time More Effectively Education Essay

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There are different types of leadership styles like Laissez-faire leadership, Autocratic leadership, Democratic leadership, Bureaucratic leadership, Visionary leadership, Delegate leadership, transform leadership. Etc.

As teaching assistant l will adopt democratic leadership style, because this style involves the leader including colleague in the decision making process, draws knowledge and skills and creates a group commitment to the resulting goals, using this style colleague's fell motivated and actively to contribute to the development of the setting's policies. I beliefs good leadership does not 'dominate' non- assertive people, it includes them and involves them.

The benefit of this leadership style includes:

Positive work environment.

Successful initiatives.

Creative thinking.

Reduction of friction and office politics.

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Question 3:

Supporting colleagues:

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Everyone needs support sometimes, and members of a good team will always support each other, as teaching assistant l need to support my colleagues at work. Encourage to share best practice based on school policy, and right learning activities that will improve pupil's knowledge and ideas.

Understand and following appropriate school policies and procedures.

Team up with other member of the staff

Always attend staff or team meetings.

Identify and using personal skills and experience of team member

Support resources and school administration.

Promote skills though work-based training and other course

Working in partnership with parents and carers.

Helping to observe and estimate children's performance and developmental progress.

Supplying feedback about pupil's play, learning and behaviour.

Use a range of appropriate tools and techniques to help colleagues identify the knowledge, skills and competence for their current and likely future work roles.

Provide sufficient support to allow colleagues to access learning opportunities that are appropriate to meet their development needs and in line with your organisation's or community's resources.

Providing sufficient support to allow colleagues to take decisions about learning opportunities and plan their own professional development in line with their development needs and preferred learning styles

Agree the plans and methods colleagues will use to achieve these objectives and the resources and support they will need.

Supporting parent helpers/volunteers:

I will support the volunteers by organised regular 'keep in touch' in explain in clear rules and policy of the school including the confidential when dealing with pupils.

Also monitor all written records of the sessions and make sure that they are kept in a locked file.

As a teacher assistant l should organise and understand the individual need and personal goals of volunteers.

Recognised volunteer's effort and praise them with reward.

I will ensure that they are involved in group decision making to strengthen their commitment.

Supporting student:

As teaching assistant my responsibility for supporting pupils either small group or individual as follows:

Greeting pupils on arrival

Help manage pupil behaviour.

Support pupils' health, safety and emotional/ social development.

Establish relationships with learners.

Help pupils to access the curriculum.

Support the development and effectiveness of work teams.

Work with other professionals

Liaise effectively with parents.

Selecting and setting out materials.

Encouraging pupil interest and participation in the activities.

Ensuring the pupil's particular needs are met in as inclusive was with the school (pupil with a disability).

Pupils with a disability must ensure has the necessary materials to participate in routine and activities including any special equipment.

Supporting new teaching assistant

Making valuable contribution to the induction or on- going training for the new teaching assistant.

Enable to acting as mentor for them.

Provide sufficient support, and a range of appropriate tools and techniques, to allow teaching assistant to monitor their professional development continuously, evaluate their progress and update their plans accordingly.

By using a range of appropriate tools and techniques to help new teaching assistant understand the

knowledge, skills and competence they need to develop, and to make a commitment to developing these.

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Question 4:

My own leadership skills:

Develop and nurture effective working relationships.

Respond in a timely way to be the concerns of other.

Manage time and resources efficiently.

Consider how to do things better and differently.

Show appreciation for a job well done.

Contribute to a spirit of teamwork and cooperation.

Ensure a balance between concern for people and concern for work result.

Use the skill and experience of team member effectively.

Inspire team member to reach full potential.

Empower and enable others in the pursuit.

Enable to convincing and persuading people to his point of view.

Allow team member to express their ideas and opinions.

Helping others to succeeds in both the teams and with individuals.

Self knowledge and awareness

Give positive feedback to team members.

Coaching and development.

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Question 5:

List of my own management skills

Problem solving and decision making, information management,

Managing people, valuing and supporting others,

Time Management, providing feedback, Mentoring

Organising - Controlling, Motivation, Empowering

Managing activities, Reviewing, Setting objective

Planning - Leading.

Team building/ Quality in the Team.

Delegation Skills.

Communication and Presentation skill.

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Question 6:

Example of daily planning sheets

Time

Description

9.00

Informal group session

May include: story, sharing experiences, discussing plans for the day

Allows time for:

Teacher aide who starts at 9.00am to prepare materials, e.g. art materials

Parents, if available may to read with individual/pairs of children.

9.20

Outdoor experiences including obstacle course, ball activities, swinging, sand play, water play and dramatic play

Self selected open-ended experiences

Child-initiated and negotiated tasks

Arts experiences may be planned while the teacher aide is available to assist with cleaning up and preparation

PE specialist lesson may be arranged once a week

Perceptual motor program for small groups.

10.20

Toilet visit and prepare for morning tea

10.30

Morning tea with preparatory year class (Morning tea is part of the curriculum and promotes language and social development and discussions about the world.)

Teacher and aide relieved for 10-minute break and the school provides a teacher to work with the preparatory year group.

As children finish morning tea, they engage in quiet reading.

10.50

Planning and negotiating experiences

11.00

Indoor experiences

Combinations of child-initiated, teacher-child negotiated and teacher-initiated play-based experiences, real-life experiences and investigations.

Focused learning and teaching is predominantly embedded in play, real-life experiences and investigations.

Teacher aide and teacher interact with children in experiences to support, challenge and make learning explicit.

Copy of minutes from team staff meeting

Meeting Location: -

Time: - 12.15pm Date: - 17th August 2000

Project Title: -

Head teacher /Team Leader: -

Teaching Assistant: -

Those Present were : SH, RO, LS, KD, NP, ROB, ANN

The head teacher welcome staffs an opened the meeting

Action:

Key Points:

Feedback to the group by Teaching assistants who had been allocates to support particular age range with the school and promote learning and development.

Discussing the usual items as well as talk about the team away day, proposed changes to the office layout and staffing issues.

A computer fault on the 6th floor has now been fixed. Thanks to Emma and Sophie for helping to sort this out.

The Excel course was attended by 20 members of staff, and all gave good feedback about its relevance and value.

Comments: -

Other Business :-

Next meeting date:-

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Question 7:

Feedback is an essential part of education and training programmes. It helps colleagues to maximise their potential at different stages of training, raise their awareness of strengths and areas for improvement, and identify actions to be taken to improve performance. Feedback can be seen as informal (assessment)

However, feedback is part of the overall dialogue or interaction between colleagues, not a one−way communication.

These are the method that l will use as a teaching Assistants to monitor my colleagues

To monitor the work of my colleagues, and clearly communicate to colleagues their roles and responsibilities and to observed how these contribute the school.

I will agree with colleagues specific, measurable and realistic objectives, aligned to strategic objectives that they are personally responsible for achieving by certain dates.

Encourage colleagues to report their own progress against their objectives and plans and report any significant variances and how they intend to address these.

Evaluate colleague's progress against their objectives and plans and take appropriate action in the event of any significant variances.

Review objectives in the event of significant changes in circumstances or priorities either weekly or monthly basics.

Provide objective feedback to colleagues in a way which helps them maintain and improve their performance and use existing method by email or verbal

Consult with and inform colleagues about expected standards of performance using appropriate communication mechanisms.

Monitor ongoing performance by maintaining close contact with the workplace and relevant colleagues.

Provide confirming and corrective feedback to colleagues on an on-going basis.

Recognise and reward achievements and outstanding performance in accordance with school procedures.

Identify the need for further coaching or training and organise in accordance with enterprise policies.

Feedback on performance: staff appraisals

In providing feedback on colleague's performance, l will follow these procedures: Formal and Informal procedures. Formal procedure consists of mentoring, meetings, staff appraisal, supervision and report

Informal procedures includes: Observation, informal meeting, and conversation.

Having meeting with teacher on the specific plans that relating to the pupils' learning and their progress, including their achievement, also any difficulties coupled with suitable resource.

Staff's appraisals are regularly record an assessment of a staff's performance, potential and development needs. The appraisal is an opportunity to take an overall view of work content, loads and volumes, to look back on what has been achieved during the reporting period and agree objectives for the next.

Performance reviews - give managers and employees opportunities to discuss how employees: are progressing and to see what sort of improvements can be made or help given to build on their strengths and enable them to perform more effectively.

Review of potential and development needs - predicts the level and type of work that employees will be capable of doing in the future and how they can be best developed for the sake of their own career and to maximise their contribution to the organisation.

Reward reviews - determine the 'rewards' that employees will get for their past work. The reward review is usually a separate process from the appraisal system but the review is often assisted by information provided by the performance appraisal.

Question 8:

Methods to lead and motivate the work of volunteers

Accommodate personal needs and individual goals

Provide substantive in-service training to the volunteers

Create pleasant surrounding and respect sensitivities

Recognise their contribution

Keep them informed regular about what it's going on in the school

Provide them with challenges to increase their job satisfaction

Set projects up by establishing small committees. The advantage is others in the group get to develop or share their leadership skills; and that just makes people feel great and important

Don't make the description too rigid, always consult them before changing agree aim

Give out awards. For those volunteers who go above and beyond expectations, give them a special award.

Help volunteers to solve problems during volunteering activities

Monitor volunteering activities and identify problems when they occur

Collect and analyses available information about the nature of the problem

Identify the implications of the problem and communicate these to those involved

Provide temporary support to help volunteers overcome problems if necessary

Promote an atmosphere in which individuals are not blamed for the problem and problems are seen as an opportunity for learning

Encourage an approach in which volunteers take responsibility for the problem and feel motivated to work towards an acceptable solution

Work with those involved to identify a solution that is acceptable to them and in line with organization's policies and procedures

Communicate clearly and effectively with those involved in ways that recognize their diverse needs

Treat confidential information appropriately, whilst being open and transparent about non-confidential issues.

Briefing volunteers on work requirements and responsibilities

Make informal contact with the school to ascertain school needs re volunteers.

Apply to the school providing background information, referee details, evidence of a police check and have Mandatory Notification training or are willing to undertake it.

Attend induction training as part of school procedures.

Be prepared to undertake any training specific to their area of work if required.

I will choose a place and a time for the briefing that is appropriate to my volunteers and their work

Explain the purpose and value of the work that l want volunteers to do and motivate them to achieve high standards.

Encourage and support volunteers to take ownership of the work and suggest ways in which plans could be improved or adapted to meet their diverse needs, abilities and potential

Agree individual responsibilities and working methods with each volunteer and make sure they understand what is expected of them and are confident about taking on these responsibilities

Agree with volunteers how they should communicate with each other communicate with volunteers at all times in ways that meet their diverse needs and show respect for their volunteer role.

The volunteer's most important responsibility relates to his/her duty of care to children. Students are a vulnerable group generally, due to their age and lack of experience. The vulnerability increases if they are very young, if they have an intellectual or physical disability, if they are newly arrived in Australia with English as a second language or if they experience emotional/physical neglect.

For volunteers, respecting the rights of children means they must not:- work unsupervised with students.

- be involved in toileting students or assisting with change rooms/sickrooms

- have unsupervised contact with students during break times.

- encourage affection from or dependency in students e.g. by giving presents.

- have intentional physical contact with students [the supervising teacher will provide comfort/first aid to a distressed student].

Volunteers must:

Rrefer all student concerns or behaviour issues to the supervising teacher.

Refer all requests to access school files to the supervising teacher

Sign the time book for volunteers on arrival and departure.

Wear the provided name badge at all times.

Notify the school as early as possible if they are unable to fulfil their volunteer commitment

The volunteer should sign the letters in the space provided to indicate that they acknowledge that they have been given authority to work as an authorised volunteer and also that they understand the provisions of the County Council's or school's scheme of indemnity.

One copy of the signed letter must be retained on file by the Head teacher for future reference.

Head teachers should make sure that the volunteer is provided with information about their role and responsibilities, including safeguarding, and such training as may be required is provided, as well as ensuring appropriate levels of supervision.

Giving feedback to volunteers on their work

Evaluate volunteers, work against agreed work requirements, using fair and objective criteria.

Choose an appropriate time and place to debrief and provide feedback to volunteers

Clearly explain the purpose of debriefing and feedback and encourage an open and honest approach.

Encourage and support volunteers to reflect on the work they have done and to provide objective feedback.

Give volunteers feedback that is based on my evaluation of their work and takes account of their views and opinions.

Acknowledge and celebrate volunteer's achievements in ways that reinforce their work

Provide constructive suggestions to improve volunteers' future performance and agree these with volunteers.

Identify where volunteers may need additional support and make this available, where appropriate.

Show respect for volunteers individual needs and preferences and the nature of their voluntary role

Give feedback that will help the volunteers to relate learning directly to her or his self-development and work role.

Question 9:

These are the stages to monitor the, practice and outcome my work as teaching assistant: l will set targets to measure my performance, My own level of competence, authority and knowledge base and my role and responsibilities within my work area, also the purpose and requirements for monitoring my work activities and outcomes within your scope of practice and following:

Conduct ongoing reviews of my work

Regularly monitor processes, practices and the outcome of my work

Determine how regularly should self appraise' and gain feedback

Evaluate processes, practices and outcomes including identifying achievements, strengths and weaknesses

Evaluate my knowledge and skills, identifying achievements, strengths and weaknesses

Use self appraisal and feedback to solve problems

Use self appraisal and feedback to improve practice

Ensure to obtain accurate information to inform the future development of my statutory and professional standards and codes of practice for my area of work and how to interpret and apply these

The range of quality standards and procedures for my area of work and school policies and procedures for quality monitoring

The range of internal and external quality assurance systems relevant to your area of work and the expectations of your contributions to children's needs and their development.

Factors which may influence the quality of my work activities and outcomes and how to recognise these

Sources of information to support monitoring and evaluation of my work activities and outcomes and how to access it.

Having knowledge and understand in other to actively support and extend child's learning

The importance of recording information clearly, accurately and in a systematic manner

The information that is required for recording and reporting the results of monitoring activities

How long quality monitoring records must be retained and procedures for disposing of monitoring records

The policies and guidance that clarify scope of practice, quality systems, accountabilities and the working relationship between parents and carers.

Question 10:

At early stages of trainees are mentor and activities and document that are available for them as follows:

Provide constructive feedback on routines and activities

Provide a friendly support outside the management framework

Initiating discussion and meeting with them to let them feel welcome

"Welcome pack" (e.g. school's values and aims, staff handbook, where to find school policies, protocols, school newsletter, prospectus, CPD opportunities)

Make trainee feel part of the school

Keys and access to ICT, staff professional development resources/library, etc

Place to work, register/mark book

Meet department colleagues and other relevant staff, including Head teacher

"House-keeping" and well-being information; who to contact if absent/ill

Health and safety issues

Finding their way around the school/ appropriate familiarisation tasks

Activities to encourage trainee independence

Monitor trainee's well-being (e.g. "5 things I have been successful at this week. 5 things I have worried about this week" - discussion with Professional Tutor)

Question 11:

Delegation is a key management skill and it is important to recognize that whilst the manager or supervisor retains overall responsibility for the aims and objectives it is the individual who has the responsibility for achieving them

Delegation is a process by which managers, such as school heads, transfer part of their authority to their colleagues, for the performance of certain tasks and responsibilities.

Delegation is a very helpful aid for succession planning, personal development - and seeking and encouraging promotion, effective delegation is vital to build strong team members.

As a teaching assistant l will motivate colleagues to carry out a specific assignment effectively by select the right person in consider the skills and capabilities to be sure that person can actually accomplish the task.

I will allow other colleagues to have in put to determine what is to be delegated for the task; l will make sure to delegate the whole tasks to colleague, trusting that person to complete the job on my specified and mutually agreed requirements.

There are times the less desirable and pleasant task have to delegated to colleagues in opportunity to develop new skills and gain valuable experience, However, l not be afraid to delegate the good and the bad task, therefore using effective delegation to motivate colleagues will enable the person to use of that particular strengths and skills.

I will make clear enough that outcome of the tasks are expected at a specified time also monitor the evaluate progress of a task that has been given in other to identify problems and deviation as they arise. Also appraise the complete task and discuss the outcome.

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Question 12:

As a teaching assistant, l will offering personal support to the new member of staff by find out the current skills and knowledge, his/her experience so far, what skills he/she needs to acquire to meet the demands of the job and identify further training needed.

Support the new member to agreeing on setting daily objective, what to be achieved on the daily basis in other to be focus and level of friendly relationship. I will also support new member of staff in understanding their role and the expectation about their performance. And measure progress including providing feedback

The new member of staff may need practical advice, or want to query some routine that is well-established but with which he/she has problem. Or he/she may want to explain something more clearly because she didn't understand it when it was first explained to her. By asking questions on 'where do you keep this ...' or 'How do l use this...' at frequent interval, l will ensure to explain and answer the entire question appropriately.

Offer support help new member of staff to understand the policies and procedures of the school, and to understand informal structure of the setting. I will assist in developing personal and professional networks, also introducing other people in the school.

However, l will also providing guidance to new member of staff as well as constructive criticism for better development in carer.