Teaching Strategies, Tactics, and Methods

In a directed writing task, students are given a brief and must produce a piece of written work in line with what it asks. The brief outline is the type of writing that must be made, such as a formal letter, a speech, or a newspaper article. It also contains a scenario that the student must write about. It could be anything, from a proposal to build a new swimming pool, an argument against littering on the beach, or a report to their peers about the best way to manage their homework workload.

Directed writing tasks test children’s ability to write to specification, an essential skill that carries them beyond the classroom into adult life. It also tests their ability to recall and replicate features of different non-fiction texts. Finally, it’s an excellent way to understand whether or not your children are getting to grips with varying forms of writing and are engaging with the different formats and their characteristics. Why not start by looking at an example of the essay they will be producing?

An example of a directed writing task!

If you’re still confused, here’s an excellent example of what a directed writing task might look like. You could even practice this with your children if you want!

Form: Speech

You are concerned about new proposals to introduce fracking in your local area and want to challenge the council! At an anti-fracking rally in the town square, you give a speech to try and dissuade people from supporting the venture and convince the board to change their minds.

Think about:

• The impact of fracking on the people of the town
• The effect of fracking on the wildlife
• The broader environmental impact of fracking
• Other ways that this money could be used to improve life in your area or outside of it

This task is an excellent way to help children engage with broader topics while honing their literacy skills. Writing speeches will get them thinking about emotive expression, and the topic will allow them to dust off their persuasive writing skills. It is also an excellent, real-world task that could help them in the future. Who knows, they could be giving speeches themselves before too long!

A cuboid is a 3D shape with six faces, twelve edges, and eight vertices. Each of its faces is a rectangle.

A cuboid is also a prism, as it has the same cross-section all the way through. It’s known as a rectangular prism.

Properties of a cuboid

• All cuboids have a height, length, and width.
• They have six faces, eight vertices, and 12 edges.
• The sides of the cuboids are rectangular.
• All the angles that are formed at the vertices are right angles.

What’s the difference between a cube and a cuboid?

There are a few similarities and differences between a cube and a cuboid – let’s look.

Similarities:

• Angles: a fun fact about cuboids is that they only contain right angles. If there are any other angles, then it’s not a cuboid. It is the same with cubes.
• Several edges, faces, and vertices: A cube and a cuboid have 12 edges, eight vertices, and six faces.

Difference:

• Faces: the main difference between a cuboid and a cube is the shape of their faces. A cube has six square-shaped faces, like a die. At the same time, a cuboid has six faces that are all rectangles. At least four of these rectangles are going to be identical too.

What are some real-life examples of cuboids?

We’ve made a list to help you with real-life examples of cuboids.

• Buildings: If you’re walking around a town or city, look at the buildings; many will be cuboids. Those exceptionally tall skyscrapers are built this way to make them strong. A cuboid shape also has enough space to fit offices and flats.

• Boxes: You’ll find that lots of boxes are cuboid shape. Look at the box, whether you’re walking around the supermarket, getting new shoes, or unwrapping a present.

• Microwave: Every microwave you’ll see is a cuboid. It is an efficient shape for what a microwave does. It can fit all the needed parts and be effective when warming your dinner!

• Books: Books are excellent examples of cuboids. The next time you’re in the library, see if you can find any books that aren’t cuboids. I bet it’ll be a struggle.

• Mobile phones: Mobile phones have changed over the years, but the newest ones are cuboids. It is because it makes it easy to hold. Imagine if your phone was a pyramid shape, it’ll be uncomfortable in your pocket, and you’d have trouble keeping it.

Figurative language uses words or phrases to create a special meaning. It’s non-literal, which means the use of language shouldn’t be taken as fact but creatively interpreted. Figurative language often has a different meaning or intention that goes beyond how the word or phrase is typically used.

Figurative language is recognized as an essential and highly versatile literary device. It is because it can be used in a variety of ways, including:

• making jokes
• a method of engaging a reader
• explaining complex ideas

However, one of the main reasons an author may use figurative language is to establish an emotional connection with the reader. It is often achieved through a figure of speech, such as a simile, metaphor, or hyperbole.

Why use Figurative Language?

Figurative language, in particular using figures of speech, is common in all languages. They’re often used so much that many people don’t realize they’re a figure of speech until someone points it out to them.

One of the reasons we use figurative language is the culture we grow up in. So many phrases and sayings come from our social environment and history, and we use figurative language to connect to the people around us.

• Portugal – The neighbor’s chicken is always fatter.
• Excellent Britain – They let the cat out of the bag.

Learning to recognize and use figurative language is also a crucial literacy skill for children in day-to-day language use. Understanding figurative language helps children improve their communication skills. Using devices like similes and metaphors, they can express ideas they may otherwise struggle to explain.

Figurative language is also essential for Children will also build inference skills by analyzing figurative language to determine its meaning.

In literature, figurative language allows the writer to appeal to the reader’s senses, imagination, and sense of humor. It paints a picture in the reader’s mind to better describe parts of their story to make it more interesting.

It can transform ordinary descriptions into essential events, enhance emotions, and turn prose into poetry. Not only that, but it can also help the reader to understand the underlying symbolism of a scene or more fully recognize a literary theme.

Without figurative language, story descriptions would be very flat and dull! Also, by taking in only their literal meaning, a lot of poetry wouldn’t make much sense, as poems rely heavily on this literary device.

7 Different Types of Figurative Language and Examples

There are many different ways to use figurative language; it’s so abundant in everyday writing and speech that you probably don’t even notice it being used. To help you identify examples of figurative speech, we’ve compiled this list of seven commonly used types with definitions and examples. Of course, this list doesn’t cover everything, but it’s an excellent place to start.

1. Similes

Similes are used to compare the characteristics of two things using words like as, as if, or as though.

This comparison is intended to make a description more vivid.

For example:

• he’s as quiet as a mouse
• the party was like a scene from a film
• the clouds looked as if they were made from candy floss
• the food was as hot as lava

2. Metaphors

Metaphors are a form of figurative language that describes something by saying that one thing is another. Unlike similes, metaphors don’t use the words ‘like’ or ‘as.’

For example:

• she is a ray of sunshine
• all the world’s a stage
• time is money

3. Personification

Personification is when the writer gives human characteristics, actions, or feelings to non-human objects or animals.

For example:

• the leaves danced on the trees
• that last piece of cake is calling my name
• the sun smiled and hugged us with its warmth

4. Hyperbole

Hyperbole is a form of extreme language that uses exaggeration to intensify the image created in the reader’s mind. It’s often humorous and isn’t possible.

For example:

• This work is killing me
• I’ve told you a million times
• this cleaning is going to take me forever

5. Alliteration

Alliteration is a figurative writing technique in which the same initial sound or closely related syllables of a word is repeated in a sentence.

For example:

• please pass the pie
• she sells seashells on the seashore
• the slimy snake silently slithered away

Although alliteration does not use non-literal language or a figure of speech like other examples of figurative language, it is used to affect the reader. Alliteration can make writing or speech more memorable and stand out.

6. Onomatopoeia

Onomatopoeia is a word that is spelled how they sound. These words can sometimes be made up.

For example:

• the snake hissed loudly
• the fireplace crackled
• the fire engine roared as it sped down the street

In writing, onomatopoeia is an excellent way to create more vivid descriptions. It allows the writer to engage the reader’s senses more fully by making the sound that is happening in the story.

7. Idiom

An idiom is an expression that doesn’t mean what the words say. Instead, it’s a group of words that, when put together, suggest something unrelated to the meanings of the individual words.

We use sayings in everyday speech more often than in writing.

For example:

• Cat got your tongue?
• It’s raining cats and dogs
• a little birdie told me it’s your birthday today

Idioms can be pretty challenging to learn if you find it difficult to understand non-literal speech or if you are learning English as a second language. It is because they don’t make much sense outside the culture they are used to. Most people who use them do so without thinking, so they likely struggle to explain their origins and meanings.

How to use figurative language

Learning new literary devices can be a difficult task for children. It’s essential to ensure they know how to use them correctly in their writing, as well as being able to understand their meaning. Down below, we have listed some helpful tips on the best ways to use figurative language effectively in your writing:

Don’t overdo it – It’s essential to ensure you don’t overuse figurative language in your writing. While it can create more meaning, using too much figurative language can confuse your text and take away from your message. Instead, think about where things like similes, metaphors, and personification will support your writing the best, and this will ensure that these moments have the most impact on the reader.

Know why you are using figurative language – Ensure you understand why you use a particular expression and that it fits into your writing. If you haven’t used figurative language in your essay, or it doesn’t suit the characters you’re talking about, then you mustn’t use it.

Don’t use figurative language as dialogue – Figurative language is best suited for use in the body of your text, as opposed to speech. Metaphors and similes might be excellent for surprising analogies in Shakespearean texts, but they are often too extravagant for modern characters who speak plainly.

Think carefully about your examples of figurative language – It’s essential to ensure your standards make sense within your writing context. If you’re trying to express something through a simile or metaphor, you must ensure its purpose is practical.
For example, ‘His heart pounded like someone playing the drums loudly’ is, in fact, a simile, but its delivery is not concise or compelling. Instead, ‘His heart pounded like a drum’ is a more effective way of expressing your point.

Figurative language in speech therapy

Fascinating, figurative language has many challenges for children with speech or language difficulties. Idioms are perhaps the most difficult to pick up, as anyone that’s learned English as an additional language will tell you. If you don’t believe us, look at the following phrases.

• The staff party sounds like it’ll be fun. Break a leg!
• I’ve had enough marking, so I think it’s time to call it a day.
• They indeed argued, but that’s water under the bridge now.
• If you think I can help you with advanced algebra, you’re barking up the wrong tree.
• This work won’t take long; it’s a piece of cake!

Although people who grew up in an English-speaking country instinctively know what these sentences mean, they might be a little harder to understand for someone new to English. Why, for instance, would someone tell you to “break a leg” if they wanted to wish you good luck on stage?

As you might imagine, speech-language therapists spend much time teaching figurative language, not just in an EAL setting. Neurodiverse children can sometimes have difficulty understanding metaphors, similes, and idioms, taking language literally.

A lot of the time, getting started with your story can be the most challenging part of the writing process. Finding that winning opening line to hook your reader in can be a challenge, but have no fear; we’ve got a list of smash-hit story starters guaranteed to get the creative juices flowing!

Perfect for use at home, with your children, or in English lessons, our story starters cover a range of themes. So, whatever story you want, you’ll find excellent sentences to start a story in the list below!

• Jack hadn’t meant for it to happen.
• The wind swirled around me, and the world went black.
• At first, I couldn’t understand why I had woken up – then I felt the icy fingers close around my wrist.
• Walking through the graveyard, Katie couldn’t shake the feeling that she was being watched.
• “Surprise!” They cried, leaping out from behind the door.
• It had been the happiest day of his life.
• With a sudden rush of panic, I realized I had no idea where I was.
• She was here, standing in front of my house again.
• Jenny could feel her heart racing as she stared at herself in the mirror.
• My hair stood on end, a shiver raced down my spine, and a lump came to my throat.
• As he walked down the street, Adam felt the spider in his pocket stir.
• Not again, Jess thought.
• It’s a strange and scary sensation to forget your name suddenly.
• James couldn’t believe he was finally here.
• Louisa dreaded this time of year – today was the day she would have to.
• It was a sunny July afternoon when I discovered I could fly.
• With a sense of unease, Rachel realized she had been here before.
• Matt slammed the car into reverse, but it was already too late.
• I have always hated chocolate, so I was more surprised than anybody to find myself standing outside of the quaint chocolate shop on the outskirts of town.
• Frantically, I pounded on the door.
• Whatever that object in the sky was, it was becoming increasingly clear that only I could see it.
• As the plane touched down, I breathed a huge sigh of relief.
• Have you ever had a feeling that something wasn’t right? That’s how I felt the day.
• As our eyes met across the busy cafe tables, I was struck with the feeling that I already knew her.
• People say that dragons aren’t real, but I know better.
• The last time he had seen the man, Harrison had been asleep.
• She held out her arms to hug me, but I knew this wasn’t my house – and she wasn’t my Mum.
• It’s funny how you can be in the middle of something, and a random memory will strike.
• As much as Tim had tried to ignore it, he couldn’t deny it any longer – someone was knocking on his bedroom door.
• “Oh, what lovely music!” Catherine cried. Her friend looked puzzled. “What music?”…
• Whoever looked back at me in the mirror certainly wasn’t me.
• None of this would have happened if I’d never learned to time travel.
• The house on the hill stood lonely and derelict.
• The day I got my pet cat was also when the trouble began.
• Frowning, I held my hand towards the remote, willing it to move towards me. Then, almost imperceptibly – it twitched.
• It was sometime in August when I completely disappeared.
• Leanne had been my best friend for years – that’s how I knew something was wrong.
• It was 2 am, and the phone was ringing.
• The teacher looked across at my Mum and me. “What do you think I’m going to say?” She asked.
• I woke with a jolt and glanced at the clock. Then, with a groan, I realized I’d overslept again.
• It always happened at dusk, just as the sun began to set.
• Before the disaster, George had been a pharmacist.
• As the bus pulled away, Lauren realized her bag was still under the seat.
• Unafraid, Sophie ran and leaped off the diving board.
• “What happened?” Dad asked, his mouth hanging open as he took in the state of the kitchen
• It was supposed to be a fun hike through the woods, but nobody could have imagined what it would become
• It was the best present he had ever received
• As he sank further into the water, he began to panic
• It had been the worst day
• With tears in his eyes, he turned around and began to walk away
• I’d never seen a ghost before. That is, until that night
• She picked up the phone. “Hello,” an unfamiliar voice said
• It was the first day of school. Elise didn’t know anybody
• I arrived home, but the house looked strange
• The cat slipped through a hole in the fence. I followed, and what I saw was
• The sky had never turned that color before
• Deep in the ocean, where no light reaches
• In the scorching heat of the desert, we’d run out of water
• Today was the day – he was going into space
• What was my name again? I was in my room, but
• It was the worst birthday ever
• I’d forgotten how much I loved
• She’d missed the train, but while she was waiting for the next one, she spotted
• “A tiger has escaped the zoo!” a news reporter said on the TV
• A mysterious letter arrived with the post that morning
• I put on the hat, and suddenly I felt different
• Alarm bells rang in my head
• There was no way that this was real
• She stepped off the airplane and.
• There was a voice from behind me. Did that dog talk?
• The storm was raging – the boat was about to capsize
• The plan was decided. We were going to
• The streets were empty. Where was everyone?
• “I was only joking,” he said
• The snow came down thickly. There was only one problem – it was August
• My stomach hurt from laughing. I can’t believe her.
• Sick with nerves, he made his way onto the stage
• I looked under the pillow. Instead of a coin, the tooth fairy had given me
• She gave him the present, eagerly watching for his reaction
• A twig snapped beneath my feet. There was a growl

A chrysalis is the middle stage of a butterfly’s metamorphosis, between the larvae (caterpillar) and the adult stage (butterfly).

The chrysalis is the hard shell that caterpillars form as an outer layer of protection while it turns into a butterfly.

What Is Metamorphosis?

Metamorphosis is how an animal’s body physically changes after birth. The most commonly known change is that of a caterpillar into a butterfly, although many other animals, including fish, mollusks, and amphibians, go through a metamorphosis during their life.

What Are The Three Stages Of a Caterpillar/Butterfly’s Metamorphosis?

Egg

Larvae: The caterpillar

Pupa: The chrysalis stage

Adult: The butterfly

Do All Caterpillars Turn Into Butterflies?

Not all caterpillars will turn into butterflies, but all go through metamorphosis!

A caterpillar will either turn into a butterfly or a moth during its pupal stage, depending on the caterpillar species.

A few types of caterpillars that turn into butterflies are:

The Monarch butterfly caterpillar

Spicebush swallowtail butterfly caterpillar

Zebra Longwing butterfly caterpillar

Caterpillars that turn into moths:

Hickory horned devil – regal moth

Puss caterpillar – Southern Flannel Moths

Saddleback caterpillar moth

What Is A Chrysalis Made of? How Do Caterpillars Make Them?

A chrysalis is made of a hardened layer of skin that the caterpillar forms under its top layer. When the caterpillar is ready for metamorphosis, it will spin a little bit of silk and attach it to a tree or leaf. From there, it will latch onto the silk and wiggle its way out of its top layer of skin. Eventually, the chrysalis will be free of the caterpillar’s skin, and the hard shell will harden even more.

How Does The Butterfly Get Out Of The Chrysalis?

The butterfly will use a liquid to soften the shell when it’s done forming. Then it uses the sharp claws on its legs and wings to pull apart the chrysalis from the inside.

What is the difference between a Chrysalis, Cacoon, and Pupa?

A chrysalis and a cacoon are both different types of pupa.

The difference between a cacoon and a chrysalis is the type of bug hatched from it.

A cacoon turns into a moth, while a chrysalis turns a butterfly.

Fun facts about butterflies and caterpillars

• The transformation inside the chrysalis can range from a few days to as long as a year!
• Caterpillars have six eyes
• Caterpillars don’t have lungs! They breathe through a spiracle
• The movement of a caterpillar is unlike any other animal! It is a wave-like motion from the back to the front
• The color on the wings of a butterfly is made out of tiny scales
• There are around 17,500 named species of butterflies
• Butterflies flap all their wings at the same time at about five beats per second

The place where an organism life is known as a habitat. The word itself comes from a Latin word meaning ‘it dwells.’

For example, the Amazon River flows through the Amazon rainforest. The primary habitat of the giant otter sometimes called the ‘river wolf,’ is the river itself. Sometimes the giant otter rests on swampy land next to the river. Living in the swamp may be a frog. The swamp is another example of habitat – as it’s a place where that organism lives.

Habitats comprise physical factors, resources, and other organisms a species will need to interact with to survive.

• Soil, moisture, and temperature are some physical features of a habitat that will influence which organisms can live there.
• Resources are things like water and nutrients (through food sources).
• Other organisms may be potential mates of the same species, prey, or other species that help support them. For instance, both bees indeed need flowers, and flowers need bees within their habitat.

Children will learn about the importance of shelter, water, food, and space within a habitat. They’ll learn about how within an animal’s home, they’ll have everything they need to be able to find food and successfully raise young.

For example, a pride of lions will need the following:

• Space – lots of room to roam and hunt
• Water – they can get this from their food or a lake or stream
• Food – large prey animals like antelope, buffalo, zebra, and giraffe
• Shelter – to protect themselves from the hot sun and hide from prey and predators, lions need plants such as shrubs and trees

This makes savannah and grassland ideal habitats for lions. However, their range – the part of their world – is different from their habitat. Today, lions’ range is limited to parts of Sub-Saharan Africa and a small amount of western India.

What are Different Habitats

Habitats vary hugely. They can be vast and tiny, filled with many other species, or isolated, very hot or cold.

There are lots of different habitats that are home to a wide variety of different types of animals. These include:

• Grassland / Savannah
• Rainforests
• Arctic Habitat
• Deserts
• Mountains
• Oceans
• Coral Reefs

Natural Habitats

A natural habitat is an ecological or environmental area where a specific species lives. It’s the place in nature where that species of plant or animal calls home. To better understand this, think of a zoo. Zookeepers need to study where a specific animal lives to replicate the animal’s natural habitat.

Natural habitats are land and water areas that contain certain environmental conditions and types of plant and animal species. These habitats are naturally occurring – meaning that humans haven’t created them.

Natural habitats are affected by soil and bedrock, water conditions, and microclimate. Therefore, some habitat types are protected to safeguard ecological diversity and the habitats of different species.

Types of natural habitats include forests, wetlands, deserts, and Arctic tundra.

Habitat is simply the place where something lives. So, the ocean habitat is where marine animals and plants live.

It’s a prominent place, joining small seas covering over 70% of the Earth’s surface. As a result, the ocean habitat is the largest habitat on Earth.

The ocean is a marine habitat, which means it contains 35g of salt for every kilogram of water and is incredibly salty.

Even though many animals (that includes humans!) can’t drink seawater, and possibly because it spans the entire planet, the ocean habitat contains the most incredible diversity of life on Earth.

From the freezing polar caps (where ice float in the water) to the warm tropics (where coral reefs abound), you’ll find marine organisms that have adapted to their wet and salty environment.

They thrive in the ocean habitat.

What makes marine habitats different from each other when it’s the same ocean habitat?

Maybe you think that it will be uniform because the ocean habitat is only one habitat.

But actually, two simple things have a massive impact on the marine organisms that live in the ocean: temperature and pressure.

That means the organisms that thrive in the tropics will likely die in the polar regions and vice versa.

Those living in the ocean’s upper layers will not make it to the bottom layers of the deep zone.

Why is the ocean habitat critical?

Any discussion on ocean habitat for kids should include an answer to the question, “Why is the ocean habitat important?”. There are many reasons why it’s essential. For example, coastal and ocean habitats protect the creatures that live in them and humans. In addition, wetlands and mangroves act as adequate buffers against storms and reduce flooding that could be dangerous to coastal communities.

Ocean habitats are also important when it comes to mating. Without it, such animals as salmon won’t be able to lay and fertilize their eggs. Young fish will also not reach maturity without ocean habitats.

Ocean temperature: How does the temperature of ocean water vary?

Just like on land, there are temperature variations in the open ocean, not only vertically (from the upper layers to the bottom) and horizontally (from the equator to the poles).

Unlike land, water temperature changes a lot more slowly. That means places close to the ocean often have milder seasons than landlocked ones.

From the top, the ocean starts warm (because of the sun) and gets colder the deeper you go.

Ocean pressure: How does pressure change with ocean depth?

Pressure increases the deeper you go.

At sea level, the air surrounding you will press against your body at roughly 14.6959 pounds per square inch (mean value of 101,325 pascals). But because the liquid inside you pushes outward using the same force, you don’t feel it.

But if you were to dive deeper, the water would start pressing against you in ever-increasing force.

For every 10.06 meters (33ft), the pressure increases.

If you go deep enough, your body won’t be able to cope with the pressure. So to survive, a human will need a more flexible body and even more flexible organs.

This means that marine animals who live in the ocean are built differently. Whales, for example, have bendy ribs and lungs that safely collapse.

Those organisms that live in the ocean’s depths have some fascinating abilities.

Monthly planning involves using a monthly planner template to organize your month. For teachers, it can include what topics you’ll cover when you assess students, what homework or projects you’ll set, and more. In addition, teachers will have done their long-term planning for the year, so using a monthly planner template for monthly planning allows for more specificity and detail.

Monthly planning for children

Children can benefit from monthly planning too. Filling out a monthly planner template and sticking it up somewhere at home means children will be more organized. They’ll know what to pack for each day and be able to prepare for projects or assessments weeks in advance.

Monthly planning will improve organization and time-management skills. Plus, it’s excellent for children with anxiety related to school. Monthly planning will help them visualize their month ahead, so nothing comes as a surprise. The same goes for SEN children who may benefit from extra preparation time. Monthly planner templates like the example below are ideal for students who feel they may benefit from more structure to their school month.

Monthly planning for parents

A filled-out monthly planner template will give parents a clearer picture of how children spend their time in school. In addition, monthly planning means parents can get more involved in their child’s education and support children with their work.

When parents know what children are learning in school, it makes talking about it at home more accessible. Asking children what they found interesting about a specific topic becomes simple, as does reading ahead with children for upcoming subjects. Going through the plan with children will reinforce the idea that organization skills are valuable and will nurture this critical area of a child’s development.

Why is monthly planning important for teachers?

Monthly planning helps to reinforce a regular teaching schedule and keeps in line with the longer-term yearly plan. It helps you stay organized and plan lessons weeks, meaning less stress and more time to provide extra support where necessary. Monthly planning also protects against any difficulties that may arise throughout the year, meaning teachers will be more prepared for whatever happens.

Using a monthly planner template will even benefit pupils. Children will feel more comfortable once settled into a routine and have more time to adjust to changing topics or circumstances.

More advantages of monthly planning for teachers:

• You can share digital copies with others
• You’ll be able to look back at the end of each month and assess your performance
• There’s more opportunity to look at how short-term goals can contribute to long-term goals
• Preparing in advance means less stress so that you can perform better as a teacher

Vygotsky’s Sociocultural Theory believes children learn from their culture, mentors, and their influences and then adapt it to their current situations. It also says children have a “zone of proximal development,” which starts with what they know and extends to what they can learn with guidance.

An overview of Sociocultural Theory?

The sociocultural theory was created by Russian psychologist Leo Vygotsky in the early 1900s. His theory was in response to the leading idea of the time: Behaviorism.

It stresses that social interaction and the role of those around us is the most significant element of our psychological development. According to sociocultural theory, human learning is mainly drawn from how we interact with others and the influence of figures we believe are more skilled and trusted examples.

It differs from other theories at the time, which focused on how individual behaviors could be explained as part of each instance. Instead, Vygotsky theorized that our psychological development is guided by people senior to us in mentor-type roles, such as teachers, doctors, parents, and other authority figures. This includes the society and social groups we are raised in, values and beliefs from our family, mentors, and the cultures we grow up in.

Vygotsky’s ideas did not receive much attention until years after his death. His views were not widely known in Russia until after the end of Stalin in the 1960s, coming to the United States and abroad some twenty years later.

Why is Sociocultural Theory critical?

Sociocultural theory is essential as it was a massive shift away from beliefs that all humans developed based on biological instinct, seeing us as more akin to animals. His work was led by his understanding that children learn from interactions, process them, and then exhibit similar behaviors in their contexts.

On a basic level, this viewpoint leads to the modern view of a child’s development and how important it is for teachers to understand their children’s environments. Not only from a developmental perspective but also from how the classroom and learning environment can make students more comfortable and aid their development. Equally, it highlights how behavior is often a symptom of a child’s background and upbringing.

What are the critical aspects of Sociocultural Theory?

There are notable areas of Sociocultural Theory that have grown in influence over time.

Vygotsky theorized that we develop psychological tools like writing, language skills, and strategies for learning. Which of these take on the most important in our lives is defined by the culture we grow up in, meaning we learn to develop the tools that have shown value in our upbringing and reflect our cultural values and needs. Simplified, we know what tools are most prominent or valuable in our development and use them accordingly.

The scope of a child’s development was crucial to Vygotsky’s work. He believed learning in children should be mostly related to where they were in their development, which led to him arguing that in what is called a zone of proximal development. The zone of proximal development (ZPD) essentially refers to what a person cannot understand or do alone but can achieve with guidance; the difference between what can be completed independently and what they can achieve with guidance or collaboration. Scaffolding is now a common phrase in classrooms and extended from here.

Another crucial part of Sociocultural Theory is private speech. This relates to how children speak to themselves to guide their actions. This was seen as critical, as it proved that children were acting beyond instinct and how it developed with age. Private speech starts aloud but extends into internal conversations, much more akin to how adults process their decisions. Vygotsky believed that you could see how children use their influences and the information they are given as part of this process, developing new skills and evolving language from others, guiding how they think and act.

How can I use Sociocultural Theory in the classroom?

Teachers will use Sociocultural Theory consistently without realizing it. For the most part, it comes with assessing what a child can do and then considering what they will be able to do with instruction and guidance to stretch their capabilities.

Teachers can use Sociocultural Theory by:

• Scaffolding: Scaffolding in teaching is when a teacher strategically puts support into a lesson. Providing support for children to practice and consolidate a particular skill, perhaps by giving a writing frame, word bank, or structured task sheet.
• Using their peers: Grouping students together to discuss ideas can bridge children’s gaps in their learning. Equally, children can work together and collaborate to solve problems.
• Differentiation: By knowing what your students are capable of, you can challenge them in a way that helps their progress. The challenge that reflects their zone of proximal development will allow children to expand their knowledge, unlike tasks that are too difficult and give the child no scope to learn.
• Adult guidance: The teacher or teaching assistants in the room can work with a child or group of children, allowing them to encourage correct perceptions and tackle misconceptions. It is essential that this is used as a tool and that adults are then used elsewhere to enable children to develop and exhibit independent learning.

A teaching assistant (also known as a classroom assistant, pupil support assistant, teacher’s aide, or TA) assists teachers by providing teaching and learning support in whatever way possible.

So what exactly is a teaching assistant? Some TAs provide more general assistance, while others specialize in certain areas of education, such as literacy, numeracy, music, specific learning needs, disability support, English as a second language, or behavior. There are also specialist teacher aides in language and culture for Aboriginal and Torres Strait Islander students in Australia.

Classroom assistants can be found in schools from early years to secondary. The number of TAs in one school can vary widely depending on the necessity and amount of funding provided.

What duties are involved?

A classroom assistant’s duties are likely to vary considerably, although they do exactly what you think a TA might do – assist the primary teacher and students. Their exact duties depend on the teaching assistant they are and what is required of them by the teachers and students they support.

What is a TA’s day-to-day?

A typical teaching assistant’s day may involve tasks like:

• Preparing classrooms for lessons
• Helping teachers plan lessons
• Listening to students read or reading to students
• Tidying up the classroom before and after lessons
• Helping students who require additional support
• Supporting teachers with managing class behavior
• Looking after upset or injured students
• Making resources for teachers and students
• Providing support out of hours, such as during exams or on school excursions
• Helping with extracurricular activities like breakfast and after-school clubs
• Carrying out administrative tasks
• Supervising students if the teacher is temporarily unavailable or supporting another group within the class

How else does a TA help the teacher?

TAs have the invaluable task of ensuring that each student gets the same level of support. For example, suppose a teacher has to spend additional time with a particular group of less able students. In that case, the TA will keep the remaining students occupied and on-task to continue their learning.

Essentially, a TA is there to be where the teacher isn’t. So, for example, if a teacher feels that a particular student may benefit from more one-on-one guided reading sessions, then it’s likely that the TA will take this on.

How do I become a classroom assistant?

There is no current need for professional qualifications to become a classroom assistant. Entry-level positions require basic literacy and numeracy skills (GCSE or equivalent level) and some experience in working with children. For most schools, the TA’s expertise in working with children does not necessarily have to have been in an educational setting.

However, having an entry-level qualification in educational support is often helpful, as people with such qualifications have a professional advantage. These qualifications generally come in certificates or diplomas, which are available to study at local colleges or through apprenticeships. For more specialized TA positions, specific capabilities may be required.

How can teaching assistants progress?

Once you have been a classroom assistant for some time, you may wish to progress further in your career. If that is the case, there are multiple options available to you.

For instance, some experienced teacher’s aides will go on to train as primary, secondary, or special education teachers. For people who have their hearts set on becoming teachers from the get-go, working as a classroom assistant is one great way to start a teaching career and pick up valuable experience working with children.

Other teaching assistants may wish to become more specialized in their profession by taking on additional training, such as:

• First aid certificate
• Training based on specialist skills, such as integration aiding, supporting gifted and talented pupils, providing support in certain school subjects, or helping students with English as a second language
• Understanding the role of play in child learning
• Understanding how to monitor and track student progress
• Training on observation and evaluation
• Learning how to engage disaffected students
• Providing an inclusive environment for all students
• Developing skills in learning intervention
• Make sure you listen to the feedback