Key issues for teaching assistantsPrintEmail

An outstanding practical course for all Cover Supervisors, TAs, LSAs etc. who support pupils’ learning in the classroom

The aims of this course:

• To analyse the particular demands placed upon Assistant Teachers, Learning Support Assistants and Integration Assistants in their relationships with pupils
• To analyse the essential do’s and don'ts of dealing effectively with pupils and colleagues
• To analyse how poor pupil behaviour can be prevented from occurring and how to deal more effectively with it when it does
• To investigate how our own behaviour can affect pupils behaviour
• To discuss how best to support pupils’ learning in the classroom

Reasons to attend:

Schools of the future will have far more ‘para-professionals’: adults who, whilst not being qualified teachers, nevertheless play a vital role in enhancing the learning of individual pupils, or groups of pupils, within the classroom. That role is fundamentally different from that of the teacher and requires particular and subtle skills if it is to be carried out to maximise learning. It is often difficult enough for teachers to deal effectively with pupils. For adults working within schools who do not have the ‘clout’ of teacher status it can sometimes be almost impossible. This course gives participants tried and tested strategies for getting the best from pupils.

Price reduction for half day or twilight session.

PRICE ON APPLICATION

COURSE OUTLINE
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Session 1 - What are the main and distinctive issues for Assistant Teachers, Learning Support Assistants and Integration Assistants?

• Dealing with colleagues more effectively
• Improving our interpersonal skills
• Analysis of video clips of lessons to identify pupil and teacher support opportunities
• What structures exist within school to support you in your relationships with pupils?s

Session 2 - Avoiding Common Pitfalls - getting it right with pupils

• How adult behaviour can affect pupil behaviour
• Analysis of video clips of effective and ineffective adult behaviour when dealing with pupils
• Practical tips and hints that are proven to work
• Dealing with some common difficult problems – managing them effectively

Session 3 Supporting pupil learning in the classroom effectively

• How an understanding of multiple intelligences and preferred learning styles can improve learning opportunities
• Understanding that how you learn affects how you teach
• Aids to learning: writing frames, mind maps, brain-trees, reviewing, and preparing product for an audience
• Boys’ and girls’ brains – the ‘hardwiring’ that makes the difference
• Supporting underachieving boys in the classroom