Behaviour Management and the Role of the Teaching Assistant draws on the latest research as well as teaching assistants' own views to enable readers to reconsider TA deployment and to maximise the benefits TAs have to offer in supporting children's behaviour. It considers the difficulties facing TAs, summarises the key stages in the evolution of their role in the classroom and highlights the significant challenges of TAs' role definition.
Using current research findings, this book provides guidance and practical activities to support schools in empowering TAs to work with children whose behaviour challenges. Each chapter considers a range of strategies for working with TAs, as well as the strengths and limitations of these approaches. There are also a range of self-/school-auditing and self-evaluation tasks with key points to consider and practical in-school suggestions at the end of each chapter.
This is essential reading for professionals at all levels working in schools wanting to understand how teaching assistants can best be supported to successfully manage behaviour in schools.
Emma Clarke leads on a primary PGCE course after teaching in mainstream schools for almost eighteen years. Her interests include approaches to managing behaviour, challenging behaviour in primary schools and TAs' role in supporting children in this regard. She has presented her research both nationally and internationally, as well as publishing in books and peer-reviewed journals.
- Who are TAs and What Do they Do?
- Behaviour in Primary Schools
- Perspectives on Behaviour
- Approaches to Managing Behaviour
- How and why the TA role is changing and what this might mean for schools today
- TAs Supporting Children's Behaviour - Advantages and Limitations
- TAs, Teachers and School Behaviour Policies
Part One Conclusion
8. Clearly Defined TA role and its Impact on Managing Behaviour
9. Others' Views of the TA Role and their Impact on TAs
Part Two Conclusion
10. Training and the TA
11. Power and the TA
12. Whole-School Approaches and the TA
13. Deployment and the TA
Part Three Conclusion
14. Empowering TAs to Work with children
Part Four Conclusion