Achieving Outstanding Classroom Support in Your Secondary School Tried and tested strategies for teachers and SENCOs nasen spotlight Series
Auteurs : Morgan Jill, Jones Cheryl, Booth-Coates Sioned
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.
1. Roles and Responsibilities 2. What the research tells us about TAs 3. Before the lesson 4. During the lesson 5. After the lesson
Jill Morgan is Senior Lecturer at the University of Wales Trinity Saint David, UK
Cheryl Jones is Performance Specialist for SEN for City and County of Swansea school improvement service and Lecturer at the University of Wales Trinity Saint David, UK
Sioned Booth-Coates has been teaching for six years at secondary schools in the UK.
Date de parution : 11-2015
21x29.7 cm
Date de parution : 11-2015
21x29.7 cm
Mots-clés :
learning support assistants; Webster; secondary; Blatchford; DISS; support staff; teaching assistants; UK Classroom; TA Support; IEP; PPA Time; TA’s Work; Professional Development; Sen; HLTA Status; Everyday Classroom Teaching; Experienced TA; Instructional Team; Reactive Plans; IEP Target; Teaching Assistant Support; TA’s Perspective; Cover Supervisor; Teacher’s Professional Judgement; ALN; Effective Classroom Support; Cogenerative Dialogue; Faculty Planning Meetings; Nearby Box; General Teaching Council; Formative Assessment Process; Cambridge University