NualaC87
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Hi guys,

I am going to apply for my teacher training next month for 2022. In the meantime I applied for a temporary Learning Support Assistant post in a local secondary school - to commence ASAP and finish summer 2022, so its IDEAL for me.

I only applied on Thursday, phoned Friday, interview TOMORROW!!!!
The plan is - tour, sit in a lesson for 1 hour where Ill be observed supporting the kids with a teacher present, then formal interview.
My query is this... what am I going to be expected to do with the kids? Im unsure where the line is on what I am meant to do / not do etc.

My background is nursing, where I have cared for kids etc so I have experience with kids/young adults, however zero classroom experience!!

If anyone can offer any advice on what I should be expected to do in the classroom, or any interview tips/ suggestions etc I would be forever grateful.
Thanks so much x
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bluebeetle
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(Original post by NualaC87)
Hi guys,

I am going to apply for my teacher training next month for 2022. In the meantime I applied for a temporary Learning Support Assistant post in a local secondary school - to commence ASAP and finish summer 2022, so its IDEAL for me.

I only applied on Thursday, phoned Friday, interview TOMORROW!!!!
The plan is - tour, sit in a lesson for 1 hour where Ill be observed supporting the kids with a teacher present, then formal interview.
My query is this... what am I going to be expected to do with the kids? Im unsure where the line is on what I am meant to do / not do etc.

My background is nursing, where I have cared for kids etc so I have experience with kids/young adults, however zero classroom experience!!

If anyone can offer any advice on what I should be expected to do in the classroom, or any interview tips/ suggestions etc I would be forever grateful.
Thanks so much x
I'm a teacher, not an LSA, but have had some very experienced and excellent LSAs in my classes. In a typical lesson, an LSA will:

- Help students to come in calmly and get on with the starter, focusing on any 'slow-to-start' students

- Listen while the teacher is instructing / teaching and (crucially) don't talk to the kids during this. There are obviously exceptions, like if the teacher has asked everybody to copy something and you spot a student not doing this, you might repeat that instruction for them, or you might have a brief word to prompt a student to focus.

- When students are doing more independent work, circulate (or sit with a group of students that you are there to support) and help when students are stuck. Try your best not to spoonfeed the students - often students expect LSAs to be 'softer' than the teacher and give them the answer, but try to avoid doing this. Instead, you can re-explain the teacher's instructions (and maybe chunk them down into clearer steps), point to a part in their notes / the textbook that is relevant and support them in reading that, or give them a similar (but slightly different) example.

The very best LSAs that I've had are those that really listen to the way I am teaching a concept, and try to reinforce that with their support. So for example, if I am teaching timesing by 10, 100, 1000 and I am explaining it in terms of a place value table, the LSA will do the same. Some weaker LSAs that I have had will tend to give 'easier' explanations that are different from mine (e.g. "Just add 0s to the end of the number") without necessarily realising that I have chosen my method of explanation very deliberately to support understanding in the next topic.
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NualaC87
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(Original post by bluebeetle)
I'm a teacher, not an LSA, but have had some very experienced and excellent LSAs in my classes. In a typical lesson, an LSA will:

- Help students to come in calmly and get on with the starter, focusing on any 'slow-to-start' students

- Listen while the teacher is instructing / teaching and (crucially) don't talk to the kids during this. There are obviously exceptions, like if the teacher has asked everybody to copy something and you spot a student not doing this, you might repeat that instruction for them, or you might have a brief word to prompt a student to focus.

- When students are doing more independent work, circulate (or sit with a group of students that you are there to support) and help when students are stuck. Try your best not to spoonfeed the students - often students expect LSAs to be 'softer' than the teacher and give them the answer, but try to avoid doing this. Instead, you can re-explain the teacher's instructions (and maybe chunk them down into clearer steps), point to a part in their notes / the textbook that is relevant and support them in reading that, or give them a similar (but slightly different) example.

The very best LSAs that I've had are those that really listen to the way I am teaching a concept, and try to reinforce that with their support. So for example, if I am teaching timesing by 10, 100, 1000 and I am explaining it in terms of a place value table, the LSA will do the same. Some weaker LSAs that I have had will tend to give 'easier' explanations that are different from mine (e.g. "Just add 0s to the end of the number") without necessarily realising that I have chosen my method of explanation very deliberately to support understanding in the next topic.
God thank you so much for such a detailed answer, that’s so helpful. God I’m quite overwhelmed by it all lol, I’m actually terrified I’m going to get complete stage fright and just sit there like a mute lol xxx
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