1st Edition

Behaviour Management and the Role of the Teaching Assistant A Guide for Schools

By Emma Clarke Copyright 2021
    230 Pages 25 B/W Illustrations
    by Routledge

    230 Pages 25 B/W Illustrations
    by Routledge

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    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.


    Part One

    1. Who are TAs and What Do they Do?
    2. Behaviour in Primary Schools
    3. Perspectives on Behaviour
    4. Approaches to Managing Behaviour
    5. How and why the TA role is changing and what this might mean for schools today
    6. TAs Supporting Children’s Behaviour – Advantages and Limitations
    7. TAs, Teachers and School Behaviour Policies

    Part One Conclusion

    Part Two

    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

    Part Three

    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

    Part Four

    14. Empowering TAs to Work with children

    Part Four Conclusion


    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.