Good Practice
Don't forget to
REGISTER
onto the
MESSAGE BOARD
The Teaching Assistant works to support the quality of education for pupils with Special Educational Needs under the direction of the Special Educational Needs Coordinator, Class or Subject Teacher. This should be clearly specified and understood by all Teachers and Teaching Assistants.
- Teaching Assistants should encourage independence at all times. Not only when working on a one to one basis but also, when working with a small group of pupils and whole class situations.
- The Teaching Assistant should make notes if appropriate during the teacher input to enable key points to be covered at a later stage in the lesson. You may also want to consider the position of the Teaching Assistant during this time of the teacher input.
- The Teaching Assistant should record the pupil/s achievements and difficulties, behaviour and physical performance, if appropriate, and comment on whether the pupil/s has/have achieved the targets as outlined in the IEP/IBP.
- In practical sessions, when the pupil requires support to manipulate specialised equipment, the Teaching Assistant must take into consideration the pupil's opinions.
- Withdrawal of a pupil for any physical supervision/routine must be negotiated with the SENCO, individual class/subject teacher and must be with the knowledge of both the Head teacher and the child's parents/guardian.
Definition of Effective Practice
- Effective
practice in relation to Teaching Assistants involves contributions that:
Foster the participation of pupils in the social and academic processes of the school. - Seek to enable pupils to become more independent learners.
-
Help to raise standards of learning for pupils.
This is seen in:
- Supervising and assisting small groups of students in activities set by teachers in conjunction with the Teaching Assistant. This form of support is particularly helpful to pupils with special educational needs. They are able to benefit from adult help without being stigmatised as different because of frequent separation from their peers for individual tuition.
- Developing social skills by assisting the inclusion of students with problems in mainstream work.
- Implementing behavior management policies and spotting early signs of bullying and potentially disruptive behavior.
- Keeping students on task and helping them to become better learners.
Seeks to enable students to become independent learners.
Teaching Assistants can help students to gain confidence and develop independence in their learning in several ways:
- Teaching Assistants can help to raise self-esteem by showing interest in their work and in what the students do outside the classroom.
- They can foster independence by being aware of the need to keep assistance balanced and by being prepared to free the teacher to work with a small group within the class as necessary. This can only happen if the Teaching Assistant is prepared to address the whole class for a time.
- Teaching Assistants play a vital part in supporting the work of outside agencies such as speech therapists and educational psychologists, and they can be a good role model for students both in behavior and learning.
Help to raise standards of achievement of all students.
Being involved at whole class level
- Teaching Assistants can alternate intervening with particular students and being a general resource for the whole class. Assistants who are fully engaged with the aims, content, strategies and intended outcomes for a lesson are likely to be more effective than those who are required only to concentrate on individual students and their learning plans.
Helping
to implement 
lesson
plans
A Teaching Assistant who is briefed as to what is planned for a lesson is in a stronger position to help the teacher realise its aims.
Approach to planning in a Primary School
Approach to Planning in a Secondary School
Making Possible more ambitious learning activities
- Teachers have commented that the availability of an extra pair of hands, eyes and ears makes it possible to provide and supervise a greater number of particular lesson activities, such as crafts, learning games and outdoor games and projects.
Providing support for Literacy and Numeracy Strategies
- Many Teaching Assistants now take part in supporting the teaching of reading, writing and mathematics as a result of the Literacy and Numeracy Strategies.
Providing feedback to teachers
- As a member of a team, a Teaching Assistant is in a good position to observe pupil performance and to provide the teacher with valuable thoughts on what works for students, what obstacles to learning they encounter, and the effectiveness of classroom processes and organisation.
Preparing the classroom
- Getting materials ready for the lesson, preparing worksheets, preparing books and setting up equipment all help free up teaching time to the benefit of all in the class.
STATUTORY
INSTRUMENTS
2003 No. 1663
EDUCATION, ENGLAND
The Education (Specified Work and Registration) (England) Regulations
2003
Made - - - - 2nd July 2003
Laid before Parliament 8th July 2003
Coming into force - - 1st August 2003
Regulations
and Guidance under S133 of the Education Act 2002
Want to know more about Teaching Assistants
http://www.teachernet.gov.uk/Professional_Development/managingmycpd
/teachingassistants/
http://www.classroomassistant.org.uk/
Other Teaching Assistants web sites
Example Lesson Plans