The Complete Guide to Behaviour for Teaching Assistants and Support Staff

Reviews / Votes

'This book not only provides insightful support for the Teaching Assistant (TA) in dealing with difficult behaviour within the class room setting, it also helps to set out and define the role and expectations of the TA. Over the past decade, these have dramatically shifted and, as such, this book would be of equal value to TAs and classroom teachers themselves, in working together to come up with a more defined and structured role for the TA within the classroom. Chris Lee has covered three broad approaches to dealing with behaviour issues in a clear, systematic way. Refreshingly, he does not claim to have all the answers, and he invites the reader to reflect on their own experience and practice whilst encouraging an individual approach, thus recognising that we all have distinct values and skill sets. It is an empowering book which stimulates thought and inspires positive action, whilst giving the reader practical tools for the tool box' -
YouthinMind



'This book includes practical activities and case studies, making it a particularly useful resource for staff development work in schools...Teaching assistants enrolled on a foundation degree course, or working towards HTLA status (perhaps with a behaviour specialism) will also find it helpful as a resource that encourages the development of practical skills and professional reflection' -
SENCO Update





'This is a well-structured book that has a clear layout and is easy to navigate. It signposts the reader to further references, useful websites and makes appropriate links to a variety of national standards. This book will be invaluable to teaching assistants at any level of their professional journey, as the activities lend themselves to personalised critical reflection of their own views and practice. It offers an empathetic yet realistic view of some of the opportunities and challenges surrounding issues of behaviour for teaching assistants and is underpinned by sound theoretical perspectives' - Wendy Messenger, Senior Lecturer in Education, University of Worcester