Making the Most of Your Teaching Assistant: Good Practice in Primary Schools
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What Do The Best Schools Do to Make Effective Use of Their Teaching Assistants
Teaching Primary Mathematics. Teaching Mathematics 2ed Foundations to Middle Years.
Play Matters Investigative Learning for preschool to grade 2. Our SEND resources section of the blog is a great place to start! At Axcis, we also run regular CPD training events which may help you.
How teaching assistants can make a real difference in the classroom
Check out our events diary to find out what is coming up. There may be a whole-school approach which you should be using. It is also worth speaking with the classroom teacher about this to find out what their advice is. Work closely with parents and carers — guidance regarding EHCP's tells us that parents, carers and other healthcare professionals should be working closely together to support children with SEND.
You should make a point of finding out how your role plays into this and communicate with other professionals and parents as appropriate about the progress and development of the children you are working with.
Teachers and TAs: how to create the perfect partnership | Teacher Network | The Guardian
Be prepared to help with personal care and medical needs where necessary — some teaching assistants will support children who have personal care and medical needs. The evidence on TA deployment suggests schools have drifted into a situation in which TAs are often used as an informal instructional resource for pupils in most need.
- Die Laughing (Horror Comedy).
- 2. TAs and teachers should share teaching.
- Teaching Assistants | The Good Schools Guide.
This has the effect of separating pupils from the classroom, their teacher and their peers. Although this has happened with the best of intentions, this evidence suggests that the status quo is no longer an option. School leaders should systematically review the roles of both teachers and TAs and take a wider view of how TAs can support learning and improve attainment throughout the school. If TAs have a direct instructional role it is important they add value to the work of the teacher, not replace them — the expectation should be that the needs of all pupils are addressed, first and foremost, through high quality classroom teaching.
Schools should try and organise staff so that the pupils who struggle most have as much time with the teacher as others. Breaking away from a model of deployment where TAs are assigned to specific pupils for long periods requires more strategic approaches to classroom organisation. Instead, school leaders should develop effective teams of teachers and TAs, who understand their complementary roles in the classroom.
Teaching assistants are an enormous help both inside and outside the classroom.
Where TAs are working individually with low attaining pupils the focus should be on retaining access to high-quality teaching, for example by delivering brief, but intensive, structured interventions see Recommendations 5 and 6. TAs should, for example, be trained to avoid prioritising task completion and instead concentrate on helping pupils develop ownership of tasks.
TAs should aim to give pupils the least amount of help first. They should allow sufficient wait time, so pupils can respond to a question or attempt the stage of a task independently. TAs should intervene appropriately when pupils demonstrate they are unable to proceed. Schools should provide sufficient time for TA training and for teachers and TAs to meet out of class to enable the necessary lesson preparation and feedback.
Crucially, these positive effects are only observed when TAs work in structured settings with high quality support and training. Schools should use structured interventions with reliable evidence of effectiveness. Interventions are often quite separate from classroom activities.
Lack of time for teachers and TAs to liaise allows relatively little connection between what pupils experience in, and away, from, the classroom. The key is to ensure that learning in interventions is consistent with, and extends, work inside the classroom and that pupils understand the links between them.
It should not be assumed that pupils can consistently identify and make sense of these links on their own. Seven recommendations related to reading, writing, talk, vocabulary development and supporting struggling students. Please click here if you are not redirected within a few seconds.