From Sara Alston, co-author of The Inclusive Classroom, comes a new book supporting primary teachers to work more effectively with their teaching assistants to promote children's learning. Specifically focused for early career teachers, this book provides valuable support for managing this vital but potentially challenging relationship. Working Effectively With Your Teaching Assistant supports teachers in maintaining classroom relationships, including working with the expert or inexperienced TA. It explains: - different TA roles, including the role of the classroom TA or learning support assistant, the special needs assistant and 1:1 TA - different forms of intervention, including pre- and over-learning and the importance of ensuring that all children access quality first teaching - how to work collaboratively, including ways of sharing planning and feedback, differentiation strategies, promoting independence and how to support each other beyond the classroom. Featuring quotes from TAs about their classroom experience and what would help them, plus solutions for when things don't go to plan, this book will help primary teachers to have a significant impact on learning, while saving themselves time and reducing stress.

Build students' confidence and competence with tutoring strategies that spark meaningful, accelerated learning. Tutoring is much more than telling students information. Effective tutoring begins with the strong and caring relationship a tutor establishes with a learner to build trust, fuel motivation, and drive critical learning. How Tutoring Works distills the complexity of strategic moves effective tutors make to build students' confidence and competence. Harnessing decades of Visible Learning (R) research, this easy to read, eye-opening guide details the six essential components of any effective tutoring intervention-establishing a relationship and credibility, addressing student confidence and challenges, setting shared goals, helping a student learn how to learn, teaching and learning content, and establishing a habit of deliberate practice. Indispensable for any educator who intervenes with students, this rich resource includes: Examples of impactful tutoring conversations, including what to say and what not to say when building a relationship with a learner. Specific approaches to use when establishing credibility, addressing challenges to learning, leveraging the relevance of knowledge, setting goals, and ensuring practice. Learning strategies, with effect size, for teaching and learning content, including specific strategies for improving reading, writing, and mathematics. Tips and tools for helping students develop powerful cognitive, metacognitive, and affective study skills. Resources and advice for establishing an effective and transformational tutoring program. Done well, tutoring can repair a student's damaged relationship to learning, address unrealized potential, and alter the course of a young person's life. A strong and nurturing relationship between tutor and learner is key.

The SENCO Survival Guide, Third Edition is an informative, accessible resource containing practical advice to help SENCOs manage their responsibilities and lead their school effectively towards a common goal. The book sets out a whole school approach to inclusion and supports SENCOs in mainstream or special schools at every key stage. This fully revised new edition features: a focus on high quality teaching, with ideas for classroom practice to include and engage all children and young people an introduction to SEN support and education, health and care plans, based on the Code of Practice graduated response strategies to break the cycle of SEND low achievement and guidance on how to create a SEND-friendly environment advice on the role of the modern SENCO, including assessment, provision mapping, preparing for OFSTED, disability discrimination and equality advice on training, managing and deploying teaching assistants effectively strategies to improve 'pupil voice' and independence ways in which the enhanced role of parents can be harnessed in order to achieve maximum success for learners with SEND conclusions from the author's new 'field research' in mainstream, special and Post-16 settings This resource gives SENCOs the confidence, skills and knowledge to promote maximum achievement for learners with SEND and will help them develop and shape their schools' policies and practices. It will also be of use to other members of staff looking for practical strategies to raise the attainment of pupils with SEN and disabilities.

How to be an Outstanding Primary Teaching Assistant is packed full of advice, tips and strategies to help teaching assistants deliver outstanding support in the primary classroom. Written by an experienced teaching assistant, this book explores the diverse range of roles and responsibilities held by support staff in primary schools and provides guidance on how to tackle them successfully. It features tried-and-tested ideas that can be easily implemented and helps teaching assistants to build a toolbox of skills and strategies to support children throughout their school career, whatever their ability or need. This easy-to-use book includes creative advice on how best to assist the classroom teacher and the children they teach, including those with special educational needs, English as an additional language, or behavioural difficulties. It is an invaluable resource for newly qualified and more experienced teaching assistants.

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.

Achieving Outstanding Classroom Support in Your Secondary School shows how secondary school teachers and other school staff can work with Teaching Assistants to ensure that classroom support is maximised and an optimum working relationship is developed. Based on research taken directly from the classroom, all recommendations and guidelines explored in this book are based on the findings of those who have consulted Teaching Assistants about their work, in order to better understand the dynamics of classrooms where at least one of the adults present is supporting the other, directly or indirectly. Topics studied include: Understanding the roles and responsibilities of the Teaching Assistant What the research tells us about Teaching Assistants How to plan before the lesson How to involve the Teaching Assistant in the lesson How to provide feedback and advocacy for the Teaching Assistant after the lesson This accessible text provides a highly supportive framework to prompt teachers to be proactive and plan ahead for effective use of their Teaching Assistants in the classroom and will be of interest to all secondary teachers, SENCOs, heads of departments and school managers.

What does learning look like? What are different subjects really about? Why are transferable skills so important? How can we overcome the difficulties that children encounter in their learning? And what questions and prompts are likely to prove useful in helping children to get the most out of their lessons? The over-arching role of Teaching Assistants is to support teaching and learning in schools. To do this effectively, they need to understand the curriculum content of all the subjects in which they provide support and know what learning outcomes are sought. This accessible book provides an overview of the knowledge, skills, understanding and attitudes that children learn in each subject in their primary years. Written with the non-subject specialist in mind, and drawing on research and best practice in the classroom, this extremely practical book aims to provide the reader with the information they need to: deliver focused lessons to individual pupils, groups, or the whole class; concentrate on the most important elements when making classroom resources; make valuable assessments of the children's learning, and keep useful records of their achievements, progress and difficulties; take a full part in discussions with colleagues - selecting objectives, devising interesting activities and delivering exciting lessons in each of the subjects. Including a wide range of examples and activities, this book will prove an invaluable companion for all students working on STLS and Foundation Degree courses, and Teaching Assistants currently working in primary schools.

The Little Book of Reflective Practice is bursting with big ideas which will encourage you to be curious, reflective and courageous in your professional learning journey. It introduces the key reflective theories alongside case studies from educators to show how these can be applied to improve practice. The journey from being to thriving is set out in several chapters each providing different themes which will encourage you to capture your reflections, record your learning and development and apply theories of reflection to your professional practice. Full of practical guidance, activities and questions to prompt reflective thinking, the chapters cover: getting started how to write reflectively creating spaces to be reflective using reflective practice to set targets for your learning and professional development Spaces for capturing your reflective thoughts and reflective activities are provided througout, alongside sections where you may wish to stop and engage in deeper thinking. This book will be invaluable reading for early years practitioners, tutors and early years students on level 3 courses and Foundation Degrees.

Over the last decade, teaching assistants (TAs) have become an established part of everyday classroom life. TAs are often used by schools to help low-attaining pupils and those with special educational needs. Yet despite the huge rise in the number of TAs working in UK classrooms, very little is known about their impact on pupils. This key and timely text examines the impact of TAs on pupils' learning and behaviour, and on teachers and teaching. The authors present the provocative findings from the ground-breaking and seminal Deployment and Impact of Support Staff (DISS) project. This was the largest, most in-depth study ever to be carried out in this field. It critically examined the effect of TA support on the academic progress of 8,200 pupils, made extensive observations of nearly 700 pupils and over 100 TAs, and collected data from over 17,800 questionnaire responses and interviews with over 470 school staff and pupils. This book reveals the extent to which the pupils in most need are let down by current classroom practice. The authors present a robust challenge to the current widespread practices concerning TA preparation, deployment and practice, structured around a conceptually and empirically strong explanatory framework. The authors go on to show how schools need to change if they are to realise the potential of TAs. With serious implications not just for classroom practice, but also whole-school, local authority and government policy, this will be an indispensable text for primary, secondary and special schools, senior management teams, those involved in teacher training and professional development, policy-makers and academics.

Based on the updated National Occupational Standards for Supporting Teaching and Learning in Schools, this new edition of A Teaching Assistant's Guide to Completing NVQ Level 2 caters directly to the criteria of the course, providing the necessary ?Knowledge and Understanding? required as well as invaluable information regarding evidence collection.

Incorporating the changed guidelines regarding evidence collection this comprehensive guide demonstrates the role of the assessor in observing and questioning the candidate and that of the candidate asking colleagues to provide witness statements.

As well as providing in-depth underpinning knowledge for all mandatory units and a vast array of optional units, this book offers a range of tried-and-tested materials and practical advice for NVQ Level 2 candidates. The authors have included numerous self-assessment activities, case studies and quizzes to enable candidates to check their understanding of key concepts, to make connections from theory to practice and to assist them in their observation and assessment sessions.

Written in an engaging and approachable manner and illustrated with many cartoons, this book aims to give the candidate the knowledge necessary to embark on this qualification with confidence.

A wide range of chapters provides essential advice for NVQ Level 2 candidates, including how to:

• support children's development;
• provide effective support for your colleagues;
• observe and report on pupil performance;
• provide support for learning activities;
• support a child with disabilities or special educational needs.

Highly practical and rooted in everyday classroom practice, this book is specifically aimed at teaching assistants enrolled on, or embarking upon, NVQ courses that support the government's National Occupational Standards. In addition this book will be of benefit to schools and teachers who are supporting teaching assistants taking this course.

This book offers the first collection of international academic writing on the topic of teaching assistants. It serves as an indicative summary of current research and thinking in this field and as a point of departure for future research and development. With contributions from leading researchers, the book draws together empirical work on the deployment and impact of teaching assistants from various perspectives and from a range of methodological approaches. It highlights and celebrates the vital everyday contributions teaching assistants make to their schools and their communities: from their role within classrooms, to their moment-by-moment interactions with pupils and teachers. The book examines the effect that teaching assistants can have on pupils' learning and wellbeing, and considers issues of over-dependence on classroom paraprofessionals and the unintended consequences to which this can lead. Bringing together work from a journal special issue with brand-new and updated chapters, the contributions offer insight into the liminal space between educator, caregiver, behaviour manager, and facilitator of learning and of peer relations, which characterizes the teaching assistant role. This timely and important book will be essential reading for academics, researchers, and students interested in special educational needs, disability, and inclusion, and those interested in the wider topic of paraprofessionals in labour markets.

This revised new edition provides essential guidance for all teaching assistants, especially those who are new to the job, and to the teachers working with them. Glenys Fox details the roles and responsibilities of the TA, as well as providing helpful advice on how to best support the teacher, the pupil, the curriculum and the school. This practical handbook will bring experienced TAs up to date on changes to National educational guidance, including changes in the National Curriculum, assessment, and the Special Educational Needs framework. This text enables the assistant and the teacher to work together more effectively in supporting and promoting the progress of children and young people. Written in light of recent research and updates in legislation, this guide will ensure that: teaching assistants know what to expect of colleagues, and vice versa pupils are given the best possible support by teaching assistants who understand their needs teaching assistants and teachers are able to work together effectively to support the learning of all children, especially children who have special educational needs and disabilities any training received is relevant and helpful. A Handbook for Teaching Assistants is an ideal textbook for training, as well as a useful classroom handbook for teaching assistants working in early years, primary and secondary settings.

1. Offers ready-to-play games of varying lengths and topics, giving teachers everything they need to implement active learning in the political science classroom. 2. Offers pedagogical data supporting classroom games and simulations, providing encouragement to professors and justification to administrators for active learning, 3. Serves as a primer for modifying and designing classroom games, supporting active professorial engagement and agency especially important in a time of online learning.

1. Offers ready-to-play games of varying lengths and topics, giving teachers everything they need to implement active learning in the political science classroom. 2. Offers pedagogical data supporting classroom games and simulations, providing encouragement to professors and justification to administrators for active learning, 3. Serves as a primer for modifying and designing classroom games, supporting active professorial engagement and agency especially important in a time of online learning.

Teaching assistants are an integral part of classroom life, yet pioneering research by the authors has shown schools are not making the most of this valued resource. Evidence shows the more support pupils receive from TAs, the less academic progress they made. Yet the reason for this has little to do with TAs. It is decisions made about them by school leaders and teachers that best explain this provocative finding. The fully updated second edition of this book draws on the experiences of schools that have put this guidance into action via the Maximising the Impact of Teaching Assistants programme. Revised to reflect the latest research evidence and changes within education, including the 2014 SEND Code of Practice, this book will help school leaders and teachers in primary and secondary settings to rethink the role, purpose and contribution of TAs, and add real value to what can be achieved in classrooms. Setting out a field-tested process, structured around a coherent and empirically sound conceptual framework, this book: helps school leaders review, reform and reenergise their TA workforce provides practical strategies to implement in the classroom illustrates key points with new case studies provides photocopiable templates and resources to support decision-making and action. Maximising the Impact of Teaching Assistants provides much-needed and evidence-informed guidance on how to unleash the huge potential of TAs, and is essential reading for all school leaders.

This accessible guide supports school and education settings in co-producing SMART targets for education health and care plans, SEN support plans and Personal Education Plans. The book encourages educators to collaborate with children, young people and their caregivers to gain an in-depth understanding of their views, aspirations, strengths and areas of challenge, and to write purposeful, specific, measurable and achievable targets. Each chapter offers successful approaches to capture authentic voice, with a variety of contributors sharing their journey to improve child and family leadership by developing child-centred approaches in their contexts. The book includes case studies and reflective activities to further support the reader with creative and innovative approaches to SMART targets that are underpinned by the child's perspective. With contributions from a range of schools, and across age phases, this book encourages and enables collaboration with children, young people and their caregivers, and will be essential reading for SENCOs, designated leads for safeguarding, teachers and senior leaders in both mainstream and specialist settings.

* Shares classroom-tested strategies for maximizing undergraduates' learning in built environment disciplines * Adapts teaching methods from the authors' award-winning classrooms, studios, and labs to any higher education setting * Provides an ideal resource for built environment faculty, from first timers to veteran educators * Distills the latest research on teaching and learning in design and construction disciplines

The Little Book of Reflective Practice is bursting with big ideas which will encourage you to be curious, reflective and courageous in your professional learning journey. It introduces the key reflective theories alongside case studies from educators to show how these can be applied to improve practice. The journey from being to thriving is set out in several chapters each providing different themes which will encourage you to capture your reflections, record your learning and development and apply theories of reflection to your professional practice. Full of practical guidance, activities and questions to prompt reflective thinking, the chapters cover: getting started how to write reflectively creating spaces to be reflective using reflective practice to set targets for your learning and professional development Spaces for capturing your reflective thoughts and reflective activities are provided througout, alongside sections where you may wish to stop and engage in deeper thinking. This book will be invaluable reading for early years practitioners, tutors and early years students on level 3 courses and Foundation Degrees.

Over the last decade, teaching assistants (TAs) have become an established part of everyday classroom life. TAs are often used by schools to help low-attaining pupils and those with special educational needs. Yet despite the huge rise in the number of TAs working in UK classrooms, very little is known about their impact on pupils. This key and timely text examines the impact of TAs on pupils' learning and behaviour, and on teachers and teaching. The authors present the provocative findings from the ground-breaking and seminal Deployment and Impact of Support Staff (DISS) project. This was the largest, most in-depth study ever to be carried out in this field. It critically examined the effect of TA support on the academic progress of 8,200 pupils, made extensive observations of nearly 700 pupils and over 100 TAs, and collected data from over 17,800 questionnaire responses and interviews with over 470 school staff and pupils. This book reveals the extent to which the pupils in most need are let down by current classroom practice. The authors present a robust challenge to the current widespread practices concerning TA preparation, deployment and practice, structured around a conceptually and empirically strong explanatory framework. The authors go on to show how schools need to change if they are to realise the potential of TAs. With serious implications not just for classroom practice, but also whole-school, local authority and government policy, this will be an indispensable text for primary, secondary and special schools, senior management teams, those involved in teacher training and professional development, policy-makers and academics.

How can you help students most effectively in the classroom? As a Teaching Assistant, you play a vital role in today's schools. This fully updated new edition will help you get to grips with the main issues to do with psychology and its role in the processes of teaching and learning. This accessible text, building on the success of a best-selling previous edition, provides informative, yet down-to-earth commentary with clear examples of how you can apply this knowledge in everyday practice. The book addresses issues including: how to support learning how to identify and cater for different learning styles teaching children with additional needs how to manage behaviour to support learning how to help children with their self-esteem and independence. This new edition includes references to up-to-date research in child development and psychology to include information regarding personalised learning, creativity, motivation, friendships skills, moral development and neuroscience. Chapters are complemented with lively case studies, self-assessment questions and examples of how to apply theory to everyday classroom practice. The reader is encouraged to develop reflective practice to best support childrens' behaviour and learning. This reader-friendly book is an invaluable companion for every Teaching assistant, HLTA, Cover Supervisor, and anyone working in a supporting role in an educational setting.

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.

Learning and Teaching concentrates on the practical teaching skills that an HLTA needs to be able to use in the classroom. It offers guidance and support on fulfilling the standards and succeeding in the classroom role. This book includes: real-life case studies that put the theory behind the standards into a whole-school context practical activities that convey how the standards can be used in the classroom guidance on the school-based aspects of the training and assessment advice on the difference between the learning and teaching standards for newly qualified teachers and HLTAs. This book is complemented by a companion volume, Professional Values and Practice which underpins the philosophy, values and practice of support at this level.

Published in 1998. The Desirable Outcomes for pre-fives and the National Curriculum for Key Stage 1 set out the requirements for learning from nursery through to the end of Key Stage 1 in both science and technology. This book will increase the confidence of the classroom assistants by offering suggestions for improving their subject knowledge in line with these requirements, and advice on how to support the teacher and the child through appropriate learning activities. The handbook will also benefit headteachers and teachers in early years settings who are training volunteers or classroom assistants (perhaps taking STA, BTEC or NNEB courses).

Successful Study is an essential guide for students embarking upon an education related Foundation Degree without previous study experience. The world of study at university can be a daunting and bewildering place for new students unfamiliar with the academic processes such as writing essays and presenting portfolios. This book offers clear and straight-forward explanations of how to prepare for study, how to work at higher education level and how to tackle assignments. Covering all aspects of educational study, and based on the experiences of real education professionals, this new edition has been fully updated to include: Clear links to work-based practices throughout Advice for students with disability Guidance on using e-resources Tips for managing your learning and increasing motivation How to think critically Reflective practice With case studies, tasks and opportunities for reflection, this accessible book has been specifically designed for those on Teaching Assistant, Early Years or related Foundation Degrees and will be an essential resource for those wanting to find the answers to study questions quickly and easily.

This practical, engaging book explores the fundamentals of pedagogy and the unique challenges of teaching undergraduate mathematics not commonly addressed in most education literature. Professor and mathematician, Suzanne Kelton offers a straightforward framework for new faculty and graduate students to establish their individual preferences for course policy and content exposition, while alerting them to potential pitfalls. The book discusses the running of day-to-day class meetings and offers specific strategies to improve learning and retention, as well as concrete examples and effective tools for class discussion that draw from a variety of commonly taught undergraduate mathematics courses. Kelton also offers readers a structured approach to evaluating and honing their own teaching skills, as well as utilizing peer and student evaluations. Offering an engaging and clearly written approach designed specifically for mathematicians, A Beginner's Guide to Teaching Mathematics in the Undergraduate Classroom offers an artful introduction to teaching undergraduate mathematics in universities and community colleges. This text will be useful for new instructors, faculty, and graduate teaching assistants alike.