The Effective Teaching Assistant

Aimed at teaching assistants who work closely with children with special educational needs, The Effective Teaching Assistant: A Practical Guide to Supporting Achievement for Pupils with SEND is a practical and accessible resource tailored precisely for teaching assistants' specific needs, which explores both the opportunities and limitations presented by their role. Each chapter provides both training activities and teaching resources designed to assist TAs/HLTAs in reflecting on their own experience while enhancing current practice. The chapters address key topics including SEND and inclusive teaching Multi-sensory teaching Supporting differentiation or adaptive teaching. Supplemented with checklists and useful diagrams, this text is essential reading for teaching assistants, students and practitioners. It is particularly relevant for students working in undergraduate, post graduate and professional development programmes.

Aimed at teaching assistants who work closely with children with special educational needs, The Effective Teaching Assistant: A Practical Guide to Supporting Achievement for Pupils with SEND is a practical and accessible resource tailored precisely for teaching assistants' specific needs, which explores both the opportunities and limitations presented by their role. Each chapter provides both training activities and teaching resources designed to assist TAs/HLTAs in reflecting on their own experience while enhancing current practice. The chapters address key topics including SEND and inclusive teaching Multi-sensory teaching Supporting differentiation or adaptive teaching. Supplemented with checklists and useful diagrams, this text is essential reading for teaching assistants, students and practitioners. It is particularly relevant for students working in undergraduate, post graduate and professional development programmes. The support materials for this book are in the process of being uploaded. In the meantime, please contact [email protected] for your copy. Thank you for your patience.

Maybe you’re an undergraduate or graduate student who’s just been appointed a TA. Or maybe you’re a postdoctoral student or a new hire with limited teaching experience. In either case, you’ll be expected – with little to no training – to excel at teaching and to facilitate the learning of your students. Kathy Nomme and Carol Pollock recognize this gap between expectations and preparation and draw on decades of experience in teaching and TA training to offer practical advice on all aspects of being a TA, from interacting with course instructors and dealing with nerves and anxiety, to developing learning exercises and providing positive support for students.

'This new edition helps the reader better understand their role in the school and classroom, in the complex and constantly changing world of education. It provides excellent support for helping the reader develop greater effectiveness in their classroom practice, both through exploring the theory that underpins the topics covered and by providing practical support and advice' - Gianna Knowles, Co-ordinator for the Foundation Degree in Teaching and Learning Support and Primary Senior Lecturer in Education, University of Chichester If you're studying for a Foundation Degree or seeking Higher Level Teaching Assistant (HLTA) status, this is the book you need on your shelf. Containing guidance for students and Teaching Assistants (TAs) on working with colleagues, supporting pupils and supporting learning, this fully revised edition has been expanded to include five new chapters on: - distributed Leadership for the TA/HLTA; - behaviour management; - inclusion (linking with the Every Child Matters agenda); - supporting emotional health and well-being; - supporting curriculum subjects. In addition to these new chapters, the book will help you to understand and participate in change, enhance the role of the TA, and use ICT to support learning. Packed with practical activities, case studies and links to the new HLTA standards, this essential text will develop your professional capabilities and help you put theory into practice.

Packed full of prompts, activities and practical ideas, this accessible and realistic guide provides teachers with a rich portfolio of strategies to ensure inclusion, and promote the learning of Special Educational Needs (SEN) pupils in the mainstream classroom. Unpacking SEN, demystifying jargon, and clarifying policy and good practice, Effective Differentiation encourages its reader to take a proactive approach to developing knowledge and skills in relation to Special Educational Needs Disability (SEND). Chapters address the challenges involved in successfully differentiating teaching to meet the diverse needs of individual children, and translate current research and policy into easy-to-understand concepts, integrating these into a framework for practical application. Taking self-evaluation as a starting point, the reader is invited to think, reflect, understand and finally – do! The perfect aid for the busy teacher, each chapter contains checklists and photocopiable tables which readers can use to record and track their own progress.

This second edition of The Teaching Assistant’s Guide to Effective Interaction is the definitive guide to teaching assistant-pupil interaction, fully updated with examples from schools that have implemented techniques from the first edition. An invaluable professional development tool for classroom support staff and the teachers who work with them, this new edition answers the need for specific, practical guidance on the role of the teaching assistant. This practical and accessible guide sets out a role for teaching assistants that focuses on developing pupils’ independence and ownership of learning, with key learning points now summarised in each chapter. Based on a classroom-tested framework and covering the main contexts in which teaching assistants work, it includes a range of strategies and reflective activities to help improve the support provided to pupils in everyday settings. This book sets out successful strategies for: Responding to additional needs Understanding the principles behind effective classroom talk Carefully scaffolding pupils’ learning Delivering intervention programmes The Teaching Assistant’s Guide to Effective Interaction is an essential read for all teaching assistants and will also be of interest to school leaders, SENCOs and teachers in both primary and secondary schools who wish to improve their deployment of teaching assistants and their own interactions with pupils. Used in combination with Maximising the Impact of Teaching Assistants in Primary Schools, The Teaching Assistant’s Guide to Effective Interaction is a comprehensive and unrivalled resource for supporting school workforce improvement.

"This highly relevant handbook addresses and discusses a key period of change to the educational landscape with regard to the increased use of support staff. By highlighting the central problems found in every day classrooms, the authors argue that it is not individual Teaching Assistants who are at fault, but systemic school and classroom factors within which Teaching Assistants operate and over which they have little or no control. Based on results from the authors' pioneering research project, the 'Deployment and Impact of Support Staff' (DISS) which for the first time ever, studied in detail the impact of Teaching Assistants on pupils and teachers, this handbook provides essential, practical information and tools to allow schools to conduct a fundamental review of current practice and provide a framework for reforming methods of support staff deployment. As a pressing need emerges for clear, well-informed guidance on effective ways of deploying and preparing Teaching Assistants and teachers, current methods are also re-evaluated in order for school managers to realise and unleash the huge potential of Teaching Assistants working in mainstream schools"--

Written in the context of recent legislation in England and guidance to schools, this is a practical handbook for learning support assistants and teachers working with them. It can be used to ensure that: support assistants know what to expect of colleagues and colleagues know what to expect from support assistants; children are given the best support possible by support assistants who understand the nature of their needs; support assistants and teachers work together effectively to support the child with special needs; and that training is relevant an helpful.