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Feedback from this introductory activity could lead on to a sharing of experiences and a discussion about preferred learning styles. As a team, discuss the extent to which visual or kinaesthetic learners’ needs are recognized and addressed in classrooms. © A Team Approach to Behaviour Management by Chris Derrington & Barry Groom, Paul Chapman Publishing, 2004. 1 continued APPRECIATIVE LISTENING Where the listener gains pleasure/satisfaction from listening to a certain type of music for example.
INFORMATIVE LISTENING Where your aim is to concentrate on the message being given. This may be the content of a lesson, directions, instructions, etc. Ask the team whether they use any strategies to help them focus or retain information in this context. Are there any ideas here for helping pupils with auditory learning difficulties? The pre-session task is a useful awareness raising exercise that should: Ⅲ Ⅲ Ⅲ Ⅲ illustrate that informative listening is HARD WORK confirm that it is difficult to retain information we have listened to reveal some of the obstructions to effective listening remind colleagues how hard it must be for pupils to keep up their concentration levels all day long.
3. Actions to be taken: © A Team Approach to Behaviour Management by Chris Derrington & Barry Groom, Paul Chapman Publishing, 2004. 36 UNDERSTANDING OUR ROLE AS TEACHING ASSISTANTS IN SUPPORTING BEHAVIOUR INDIVIDUAL POST-SESSION PLAN UNIT 2: UNDERSTANDING OUR ROLE AS TEACHING ASSISTANTS IN SUPPORTING BEHAVIOUR Task for the next session © A Team Approach to Behaviour Management by Chris Derrington & Barry Groom, Paul Chapman Publishing, 2004. 37 A TEAM APPROACH TO BEHAVIOUR MANAGEMENT REFLECTIVE LOG UNIT 2: UNDERSTANDING OUR ROLE AS TEACHING ASSISTANTS IN SUPPORTING BEHAVIOUR What specific aspects of my role do I need to develop?