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.

This essential and ground-breaking resource for all practising and aspiring teaching assistants brings together all the crucial information necessary to support the full diversity of learners, from Early Years to Key Stage 4 in one comprehensive volume. Based on the revised National Occupational Standards for teaching assistants, this book effectively supports the personalised learning and Every Child Matters (ECM) well being of children and young people in schools. Coverage includes: an overview of the Every Child Matters change for children programme and how this informs the role of the teaching assistant working in multi-disciplinary school personalised learning and well being teams applying existing practical strategies to develop children and young people's skills as confident, collaborative and independent learners who experience positive ECM outcomes monitoring and evaluating the impact of teaching assistant support in improving the ECM outcomes how teaching assistants can meet the requirements of the OFSTED inspection process. This accessible, user-friendly book provides a wealth of practical resources, including photocopiable materials, templates, and positive solution-focused advice to support busy teaching assistants. Every Child Matters: A Practical Guide for Teaching Assistants provides a clear description of what the ECM agenda means for TAs and how it will impact on their role. It is also a valuable resource for all those line managing and supporting the continuing professional development of teaching assistants, from local authorities, FE and HE organisations.

Written to meet the needs of teaching assistants and learning support assistants, this book provides a practical toolkit for supporting students on the autistic spectrum in mainstream primary schools. The book offers a clear, jargon free explanation of autism spectrum conditions and examines the difficulties arising from these conditions and how they can impact on students' learning. Addressing issues which arise on a daily basis, it is full of practical advice and strategies for supporting students socially and academically across all areas of the curriculum. Features include: * advice on supporting students through examinations * examples and case studies to illustrate how the strategies described work in practice * forms to help with information collection and evaluation * templates to scaffold students' comprehension and learning in different subject areas Packed with photocopiable resources that can be adapted to suit individual students' needs, this book is essential reading for teaching assistants that want to help their students' on the autism spectrum to reach their full potential.

Supporting Teaching and Learning in Schools is an accessible, user-friendly handbook designed to provide practical guidance and ideas to support Higher Level Teaching Assistants (HLTAs). It covers the knowledge and skills needed by HLTAs to work effectively with pupils, teachers, parents and other professionals concerned with the well-being of children. The book relates directly to the standards for HLTAs but also provides a deeper grounding in pedagogy and the role of the teacher and the HLTA in creating productive learning environments. The text is illuminated with examples of existing good practice, and a range of tried-and-tested strategies to help HLTAs develop in all aspects of their work. It provides essential background knowledge, together with a range of activities designed to support learning, examining: the roles of the HLTA and teacher respectively, and interactively classroom management and interactions with pupils pupil differences the place of the HLTA within the school community professional development. The book can be used alongside the popular Routledge Learning to Teach in the Secondary School series, which gives detailed examples of theory and practice about teaching and learning for trainee teachers. It is an invaluable resource for current and prospective HLTAs working across a wide range of subjects

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.

Much has been written about 'performativity' and the 'audit culture' in relation to the teaching profession, but this literature has been neglectful of how these might impact educational paraprofessionals. Informed by Institutional Ethnography, this book provides a critical examination of the role, practices and everyday work experiences of educational paraprofessionals. Taking the learning mentor in English state secondary education as its starting point, the study then draws on international, historical literature to trace the genealogy of this role and examines the legacy of the paraprofessional movement in 1960s USA. Ultimately, the question of the adequacy of short-term policy initiatives in the face of intractable social inequalities is explored.

The 'Get to Know Me' resources aim to support children, with those around them, who may have additional/special educational needs. They are designed to empower the professionals and adults who support those with identified needs. Developed by child psychologist Dr Louise Lightfoot, the series includes activities specific to anxiety, depression and Obsessive Compulsive Disorder (OCD). In supporting the social and emotional health of students, it equips them with the ability to thrive, personally and academically. This book has been created for key adults (teachers, therapists and parents) as a complement to the picture book and draw along versions of Silver Matilda - a traditional narrative story exploring thoughts, feelings and sensations experienced by many children with depression. The activities in this book offer practical tools and strategies to support the child and those around them in addition to the information specific to the condition to improve understanding of a child's needs to promote empathy and acceptance. Picture book and draw along versions of Silver Matilda are available separately, and as part of the Get to Know Me: Depression set.

First published in 1985, this book looks at the victimisation of women, focusing on the four main areas of incest, rape, physical violence, and sexual harassment. Elizabeth Stanko's work is based on original research and interviews with police forces, victims and others involved. It examines women's experiences of male violence and looks at the reactions of those to whom women complain, including police officers, judges and union officials. The book analyses the decision making process of the criminal justice system and of administrative personnel at the time of publication, and Stanko shows how such institutions can be carriers of a male point of view.

Teaching Assistants are uniquely placed to support children's involvement with learning. The role of those who work alongside teachers in the classroom has changed dramatically in recent years and teaching assistants are increasingly involved in planning, teaching and assessing all aspects of the curriculum. This second edition has been thoroughly updated and includes new chapters on learning in gardens, children's play in virtual environments, specialist approaches for children with communication difficulties, the nature of learning at home, the place of poetry, child abuse, learning in a breakfast club, children's spelling, and the importance of playtime. Exploring the issues that are central to fostering children's learning, the book examines: strategies for supporting learning and assessment in English, maths and science inclusive and imaginative practices in all areas of learning home and community contexts for learning working practices which support professional development. Written for teaching assistants and also teachers, the book aims to enrich the contribution that teaching assistants, as team members, can make to children's learning.

Primary Teaching Assistants: Learners and Learning draws together ideas that are of central importance to teaching assistants and other support staff working in primary schools. It presents a rich variety of material written by teachers, teaching assistants, researchers and parents, that has been carefully chosen to offer a broad-based understanding of learning and the contexts in which learners can engage meaningfully with learning. This second edition has been thoroughly updated and includes new chapters on effective communication, anti-cyber bullying, bullying amongst girls, higher level teaching assistants, restorative justice, and informal learning. Bringing together different perspectives it examines: * the changing role of teaching assistants * the nature of learning and assessment * approaches to learning support and inclusive practice * the relationships that are central to learning and children's social development. Written for learning support staff and also their teaching colleagues, the book aims to enrich the contribution that adults can make to children's learning in schools.

This is the essential handbook to support you as you work towards Early Years Professional Status.
Taking a standard-by-standard approach, this text uses a balance of leadership and personal practice examples to guide you through achieving EYPS. Examining each of the 39 standards in turn, the book deconstructs their meaning and considers and offers advice on the best approaches to evidence them.

Key features:

• Each standard is 'unpicked', with difficult terminology explained and examples given of how the standards might translate into practice
• Interactive Reflection Points within chapters allow you to reflect on and improve your practice
• Provides a wealth of leadership and personal practice examples

This accessible text will be invaluable to all EYPS candidates in examining early years practice and support them in collating evidence for the EYPS assessment process.

This indispensable textbook provides the underpinning knowledge to support all Teaching Assistants working towards Level 3 of the National Occupational Standards.

This new edition incorporates and responds to all new materials and initiatives required to meet the revised and expanded 2007 standards.

The Essential Guide for Experienced Teaching Assistants:

• actively engages the reader in activities, developing reflective practice while giving the theoretical background to school-based work
• gives insight and information about pupils individual needs
• helps Teaching Assistants develop curriculum-based skills to enable more effective pupil, teacher and classroom support
• emphasises that Teaching Assistants are team members, supporting the school and being supported by the school
• enables Teaching Assistants to operate more independently, using their knowledge and initiative.

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.

This indispensable textbook provides the underpinning knowledge to support all teaching assistants working towards Level 2 of the National Occupational Standards. This new edition is fully revised and extended to incorporate and respond to all new materials required to meet the 2007 standards. Taking into account current initiatives including Workforce Remodelling and the Every Child Matters agenda, the book can be used to support NVQs, or other Teaching Assistant awards at level 2, or can be used simply to supplement good practice. This accessible companion: actively engages the reader in activities, developing reflective practice while giving the theoretical background to school-based work gives insight and information about pupils' individual needs helps teaching assistants develop curriculum-based skills to enable more effective classroom support emphasises that teaching assistants are team members, supporting the school and being supported by the school. Contributions from specialist advisers ensure that the ideas and techniques are up to date, relevant and the best practice. All phases of education are covered, from the early years to later secondary years, and references are made to sources of further information throughout the book. The Essential Guide for Competent Teaching Assistants is invaluable in supporting both study and everyday practice. It will also be useful to training providers, teachers and school managers supporting Teaching Assistants in their professional development.

In this groundbreaking and forward-looking resource, Rita Cheminais clearly explains the impact of the Every Child Matters agenda for teachers working in a range of educational settings. Based on the latest national legislation and developments in education, the book provides an up-to-the-minute guide on how to respond to the exciting challenges and opportunities that lie ahead for teachers as extended schools develop. Coverage includes: An overview of the Every Child Matters Change for Children Programme and its impact on schools and teachers in learning communities How to access personalised learning opportunities for a diversity of learners New roles and responsibilities for teachers working with other paraprofessionals from within schools and from external services School self-evaluation, quality assurance and monitoring the five Every Child Matters outcomes aligned with the OFSTED inspection framework This accessible and user-friendly book provides a wealth of practical resources, including photocopiable sheets and positive solution-focused advice, to support busy teachers trying to keep pace with the amount of new legislation regarding the Change for Children Programme. It is also ideal for all those involved in supporting teachers in schools in responding to new ways of working - senior managers, advisers, inspectors, educational psychologists, ITE lecturers and health and social services professionals.

The 'Get to Know Me' series is aimed at children with additional needs and those who support them in the classroom. Developed by child psychologist Dr Louise Lightfoot and illustrated by Catherine Hicks, the resources in this series include activities specific to anxiety, depression and Obsessive Compulsive Disorder (OCD). This book, Sammy Sloth, has been designed to support the individual child but also to be used in whole class teaching, to encourage an empathetic and inclusive environment. In this book, we meet Sammy, a sloth who lives in a beautiful tree by the sea. The story follows Sammy as he wakes up one day to find he feels funny and strange. He can't sit still and does not feel like his usual happy and relaxed self. After pacing up and down he meets Anna the Armadillo who tells Sammy that he is silly and has no right to be sad when his life is good. Sammy hears this and feels embarrassed and ashamed of how he has been feeling. Sammy hides away until he meets a kind lizard who shows him kindness and empathy. This book was written with children with anxiety in mind, providing an opportunity to relate to Sammy's thoughts, feelings, behaviours and experiences. However, children with a range of needs may benefit from the story. The book is written in a narrative style, so it does not use diagnostic labels and is not intended for this purpose. Instead the focus is on creating a common language which children can understand and use to make sense of how they are feeling. A practitioner guidebook (ISBN 9780815349419) and draw along version (ISBN 9780815349426) are also available.

Originally published in 1986. Those involved in management in schools are being urged to develop their management skills and many courses are developed for this purpose. At the same time many new issues have arisen which require attention from managers in schools. These include: staff appraisal, curriculum evaluation and action research. This book examines major topics of present concern in the management of secondary schools. It presents much new thinking on these major problems and reports on particular initiatives. The aim is to help improve practice, both by helping trainers focus their courses correctly and by encouraging those involved in school management to approach their work more purposefully. School management is treated from the perspective of the industrial trainer, the Local Education Authority, higher education and the school practitioner.

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.

Becoming Buoyant shows teachers how they can help students to bounce back from daily setbacks and challenges. Drawing on the five main principles of academic buoyancy - confidence, coordination, control, composure and commitment - it investigates the evidence base from which the techniques are drawn and offers practical guidance on applying them in the classroom. Emphasising the role played by internal and external factors, as well as wider school and community influences, the book offers practical guidance on: Choosing and pursuing personal goals Overcoming procrastination Recognising and dealing with anxiety How to use motivation, anxiety and stress management as ways to encourage and nurture self-efficacy. Written by an experienced teacher and chartered psychologist, Becoming Buoyant is essential reading for all teachers that want their students to be resilient and flourish in the classroom.

Study Skills for Foundation Degrees offers a step-by-step guide to the skills needed to successfully complete a Foundation Degree. Filled with activities and useful tips, it will help students to move from nervous novice to confident expert and provide them with the necessary tools to accomplish this. By reading this book, students will be able to learn new skills and enhance existing ones. This third edition has been fully updated and features new chapters on e-learning and dissertations as well as expanded sections on ethics, feedback and referencing. Each chapter includes practical guidance as well as student perspectives that will help students through their course of study. It includes advice on how to support learning, boost motivation and enhance time management, and covers all the essential skills required for successful study, including: Effective reading and note-taking strategies Developing oral skills in a wide range of presentation settings, including what makes a good presentation and how each stage of the process can be prepared for Carrying out well-planned, methodologically sound and well-written research Preparing for examinations and other forms of assessment Producing a professional development portfolio or winning CV Highly accessible, this new edition is an essential resource for all Foundation Degree students who want to get the most out of their course, mature students or anyone with limited or no experience of academic study.

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.

This unique study uncovers the lives and working conditions of a group of individuals who are usually rendered invisible on college campuses, the custodians who daily clean the offices, residence halls, bathrooms and public spaces. In doing so it also reveals universities' equally invisible practices that frequently contradict their espoused values of inclusion and equity, and their profession that those on the margins are important members of the campus community. This vivid ethnography is the fruit of the year's fieldwork that Peter Magolda undertook at two universities. His purpose was to shine a light on a subculture that neither decision-makers nor campus community members know very much about, let alone understand the motivations and aspirations of those who perform this work; and to pose fundamental questions about the moral implications of the corporatization of higher education and its impact on its lowest paid and most vulnerable employees. Working alongside and learning about the lives of over thirty janitorial staff, Peter Magolda becomes privy to acts of courage, resilience, and inspiration, as well as witness to their work ethic, and to instances of intolerance, inequity, and injustices. We learn the stories of remarkable people, and about their daily concerns, their fears and contributions. Peter Magolda raises such questions as: Does the academy still believe wisdom is exclusive to particular professions or classes of people? Are universities really inclusive? Is addressing service workers' concerns part of the mission of higher education? If universities profess to value education, why make it difficult for those on the margins, such as custodians, to "get educated." The book concludes with the research participants' and the author's reflections about ways that colleges can improve the lives of those whose underpaid and unremarked labor is so essential to the smooth running of their campuses. Appendices provide information about the research methodology and methods, as well as a discussion of the influence of corporate managerialism on ethnographic research.

The book is aimed at all those studying on Foundation Degrees in supporting primary and early years teaching and learning, and particularly those working at levels 4 and 5. It is written in an accessible style with a focus on work-based professional development and encourages critical reflection throughout. It starts with a discussion of reflective practice, and includes helpful guidance on developing effective study skills. Each chapter then focuses on a key topic in education, learning and development, considers any relevant policies and legislation, examines educational theories in relation to professional practice and provides concise case studies to contextualise the learning. It provides up-to-date and relevant material on supporting the new national curriculum, safeguarding, SEN and inclusion issues, and schools as organisations. It also covers the competencies for Higher Level Teaching Assistants.

Drawing on the lessons from one of the world's leading research and development efforts involving teaching assistants (TAs), this book is the authors' most authoritative text yet on how to design a whole school plan to improve TAs' deployment, practice and preparedness, and put it into action. The authors use robust theories and original research to explore an innovative and integrated approach to making the most of TAs, and recognising the valuable contributions they make to the classroom and the school. Structured around a unique and empirically sound conceptual framework, this book provides essential principles, practical tools and workable strategies, developed through collaboration with hundreds of UK schools. It focuses on ensuring TAs can thrive in their role, and presents the tools and techniques needed to do so accessibly, and is illustrated with case studies on school and classroom practices. Essential reading for all primary school leaders and SENCOs responsible for training and managing TAs, this book is also a useful resource for teachers and teaching assistants looking to optimise the TAs' contributions. Used in combination with The Teaching Assistant's Guide to Effective Interaction, Maximising the Impact of Teaching Assistants in Primary Schools is a comprehensive and unrivalled guide to supporting school workforce improvement.

The college years can be some of the most vibrant and transformative in an individual's life, but they are also fraught with uncertainty. The resident advisor or assistant (RA) not only confronts these decisions for him or herself but must also help his or her residents navigate the world of important decisions which the undergraduate experience presents. Lessons Learned is the definitive volume for training RAs to become comfortable with their roles as student leaders. Over four dozen common RA mistakes are discussed, chapter-by-chapter, in the form of individual letters written by experienced RAs to new staff members. Each chapter includes thought-provoking discussion questions, a list of internet and media resources, and additional tips related to each situation. Now in its second edition, this updated volume provides a new overview of student developmental theory and covers a host of new topics, including evolving thought on 21st century predicaments such as social media, texting and the Internet. This is an important text for beginning and experienced RAs, as well as for the university staff who train these crucial pillars of the university community.