Please enable JavaScript.
Coggle requires JavaScript to display documents.
The Voices of Teaching Assistants - Jodi Roffey-Barentsen - Coggle Diagram
The Voices of Teaching Assistants - Jodi Roffey-Barentsen
teaching assistants make up 1/3 of the school work force
provide help with:
rising standards
breakfast and afterschool clubs
carrying out lessons
tackling work load
SEND children
"Ofsted (2010) reported that TAs commonly worked with lower-attaining pupils or those most likely to disrupt the lesson."
"As a result, lower-attaining pupils spent considerably less time than other pupils being taught by a qualified teacher"
are TAs becoming a barrier for children with behavioural issues or children with special educational needs?
"body-guards to control the most challenging pupils" - pg 19
DISAGREE
Higgins et al. (2011:7) "very low or no impact, for a high cost"
"In fact, they found there was a consistent trend for those with most support to make less academic progress than similar pupils who received less support"
qualities of a TA
"adopt a reflective stance" - pg 19
"Rennie (2009) defines reflexivity in terms of self-awareness -and a gauge of personal agency within that self awareness" - pg 19
"Fook (2002) takes on an approach to reflexivity as being able to locate oneself within a structural picture, appreciating how one's own self relates to the organisation." - pg 19
planning
TAs are an essential part of every lesson and they should be incorporated into the plan and be made aware of the plan
TAs should have knowledge of what they will be doing each day
TAs should have access to all plans made by the class teacher, including medium term plans
are we valuing our TAs?