Hi,
From
TDA 3.3 support learning activities page 36 of the level 3 STL handbook
In primary schools, teachers and support staff need to work in many different subjects and situations and everyone has different areas of strength. You are not just teaching the subjects of the National or Foundation Stage Curriculum but also social skills, relating to others, being part of a school and so on. You are likely to feel more confident in some areas than others and this will subsequently impact on learning activities. However if you are asked to do something which you are unsure or unclear how to approach, you should always speak to the teacher about it at the planning stage. You should be absolutely clear about what what you are required to do and what the children are going to learn - if you are not sure, the outcome is unlikely to be satisfactory.
To identify your strengths and weaknesses, consider your numeracy, language, ICT, problem solving and literacy skills. Do you understand what the teacher expects you to support the children with and are you involved with breaktime supervision?
The case study in the handbook (link above) mentions how a TA is asked to take a group of 6 children who are struggling with decimal notation. The TA is uncertain about how to approach this but takes the children anyway. The scenario asks you to think about what might happen, how the TA could of handled the situation differently, what the implications are for the group because of the TA's decision.
Evaluate Review evidence from different perspectives and come to a valid conclusion or reasoned judgement
Your identification of strengths and weaknesses
The teachers expectations of you
The learning needs of the children you are involved with
Hth a little
evaluate my own strengths and weaknesses in relation to supporting learning activities
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