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E-raamat: How to Be a Brilliant Teaching Assistant

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(University of Chichester, UK)
  • Formaat: PDF+DRM
  • Ilmumisaeg: 03-Sep-2018
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9781351671019
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How to Be a Brilliant Teaching AssistantSuurem pilt
  • Formaat: PDF+DRM
  • Ilmumisaeg: 03-Sep-2018
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9781351671019
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How to Be a Brilliant Teaching Assistant draws on top knowledge from very experienced teaching assistants and Sue Bentham’s own extensive research to explore the common denominators that unite all brilliant teaching assistants. The book explores becoming a brilliant teaching assistant as a journey and not an end point, and provides support in the form of examples, discussion points and activities that will help you along the way, whether you’re just starting out in your career or you’ve been an experienced teaching assistant for years.

This accessible book covers all aspects of the teaching assistant role, such as:

  • A brief history of teaching assistants

  • Key roles and responsibilities

  • Metacognition and understanding children’s learning

  • Delivering high quality lessons alongside teachers

  • Developing useful subject knowledge

  • Undertaking research and professional development

Illustrated with activities, discussion points and anecdotes, this book is a source of support, guidance and inspiration for every teaching assistant engaged in the ongoing process of becoming an outstanding professional.

List of figures
xi
List of tables
xii
Author and contributors xiii
Introduction 1(3)
1 What's in a name?
4(21)
Susan Bentham
Holly Saunders
Introduction
4(1)
A brief history of TAs
5(10)
Roles and responsibilities
15(5)
Progression routes
20(3)
Summary
23(2)
2 Becoming a brilliant TA
25(17)
Susan Bentham
Introduction
25(1)
Knowing and knowledge
26(4)
Reflection
30(3)
Learning from others
33(2)
Value of peer observation
35(1)
Critical incidents
35(2)
Joint practice development
37(2)
Professional development
39(1)
What other TAs say
39(2)
Summary
41(1)
3 The essentials
42(24)
Susan Bentham
Sue Sheach
Introduction
42(2)
Values
44(4)
Safeguarding
48(6)
Confidentiality
54(2)
Legislation
56(2)
Special educational needs and disability
58(6)
Inclusive practice
64(1)
Summary
65(1)
4 Understanding learning
66(26)
Susan Bentham
Sue Sheach
Introduction
66(2)
Intelligence and learning
68(1)
Optimum conditions for learning
69(5)
Cognitive learning theories
74(7)
Neuroscience
81(2)
Meta-cognition
83(1)
Working memory and learning
84(3)
Attachment
87(3)
Language development
90(1)
Summary
91(1)
5 Understanding behaviour
92(22)
Susan Bentham
Introduction
92(1)
What is challenging behaviour?
93(8)
What are the most effective strategies for dealing with challenging behaviour?
101(5)
How do you promote positive attributes for learning?
106(7)
Summary
113(1)
6 Relating to others
114(19)
Susan Bentham
Sue Sheach
Introduction
114(1)
Interpersonal skills required for team building
115(1)
Emotional intelligence
116(2)
Working with teachers
118(8)
Working with parents
126(3)
The SEND Local Offer
129(2)
Other professionals
131(1)
Summary
132(1)
7 What is best practice?
133(29)
Susan Bentham
Holly Saunders
Introduction
133(1)
Recommendations
134(1)
What can Headteachers and senior leaders do to maximise the impact of TAs?
135(2)
What can TAs do to maximise their impact on pupil learning?
137(1)
Delivering structured Interventions out of class
137(2)
Prioritise learning over task completion
139(1)
Mindset
140(1)
Take a proactive approach to the role
141(1)
Developing subject knowledge
142(1)
Developing pedagogic knowledge
143(2)
Asking questions and utilising talk that opens up discussion
145(8)
Enabling pupils to manage their own learning
153(1)
Process success criteria
153(2)
Help pupils develop independent learning skills
155(6)
Summary
161(1)
8 Using best practice to make a difference
162(14)
Susan Bentham
Introduction
162(1)
Aide-memoire: The basics of any intervention
162(13)
Summary
175(1)
9 What does a brilliant TA look like?
176(3)
Susan Bentham
Bibliography 179(10)
Glossary 189(4)
Index 193
Susan Bentham is Co-ordinator of Masters Provision at the Institute of Education, University of Chichester, UK. Susan has worked at the university for ten years on a variety of programmes including Masters in Education, Masters of Teaching and Learning and the Student Associate Scheme. Her interest focuses on the training of support staff; this interest has led to the publication of nine books for teaching assistants and doctoral studies concerning collaborative relationships between teachers and teaching assistants.
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