Teachers TV top tips by theslasher

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									                              Teachers TV top tips




Title
Five tips on working with LSAs and TAs

Materials author
John Bayley

Associated Teachers TV programmes
Teaching with Bayley series

Series description
Behaviour Management guru John Bayley works with teachers to help them to
improve their technique




Note to teachers
This tips sheet was not created by Teachers TV but the author has allowed us to publish it here to be
used for educational purposes.
                           Bayley’s top fives

               Five tips on working with LSAs and TAs
A teaching assistant who had come into the profession after long years of responsible
positions in different occupations once told me the following story. She had been
working in a new school for about a week. Standing in the kitchen behind the staff-
room, she put the kettle on to make a cup of tea. A teacher came up beside her and
said, “Do you think you should be using the kettle dear?”

I have heard a million stories from teaching assistants and learning assistants about
how they are patronised and sidelined in schools. As well as being rude and
demeaning, such behaviour also wastes an invaluable resource. So, this week I asked
a group of support staff in Chiswick Community College to give me their five tips on
working with support staff.




           John Bayley analyses Michelle Rock’s technique

1. Enlist the help of support staff with differentiation. We have a wealth of experience
   and can help with the production of materials as well as being able to support
   individuals and groups. Ask for advice, we have a lot of training and experience.

2. As much liaison as possible please. Make sure that support staff have schemes of
   work and lesson plans in plenty of time.

3. Make sure there is a clear mutual understanding about the behaviour plan so that
   the authority of all the adults in the room is clearly established.

4. Try to make sure there are a couple of minutes to talk before and after a lesson.
   There is usually a rush but it allows us to establish a joint working pattern.

5. Monthly review meetings between teaching and non-teaching staff mean that we
   can effectively brief you on children with support plans and you can brief us on
   challenges or hot-spots in the classroom.

								
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