The Teaching Assistant's Guide to Effective Interaction
How to Maximise Your Practice
This second edition of The Teaching Assistant’s Guide to Effective Interaction is the definitive guide to teaching assistant-pupil interaction, fully updated with examples from schools that have implemented techniques from the first edition. An invaluable professional development tool for classroom support staff and the teachers who work with them, this new edition answers the need for specific, practical guidance on the role of the teaching assistant.
This practical and accessible guide sets out a role for teaching assistants that focuses on developing pupils’ independence and ownership of learning, with key learning points now summarised in each chapter. Based on a classroom-tested framework and covering the main contexts in which teaching assistants work, it includes a range of strategies and reflective activities to help improve the support provided to pupils in everyday settings. This book sets out successful strategies for:
- Responding to additional needs
- Understanding the principles behind effective classroom talk
- Carefully scaffolding pupils’ learning
- Delivering intervention programmes
The Teaching Assistant’s Guide to Effective Interaction is an essential read for all teaching assistants and will also be of interest to school leaders, SENCOs and teachers in both primary and secondary schools who wish to improve their deployment of teaching assistants and their own interactions with pupils.
Used in combination with Maximising the Impact of Teaching Assistants in Primary Schools, The Teaching Assistant’s Guide to Effective Interaction is a comprehensive and unrivalled resource for supporting school workforce improvement.
Table of Contents
Introduction Teaching assistants and their roles and impact in school
Chapter 1 The teaching assistant as scaffolder
Chapter 2 The value of planning the right task and pupils taking an active role in interactions
Chapter 3 The principles of scaffolding
Chapter 4 Scaffolding strategies
Chapter 5 Assessment for learning: Providing feedback for teachers and pupils
Chapter 6 Promoting effective group working
Chapter 7 Delivering intervention programmes
Conclusion A Summary of coverage
Paula Bosanquet is a Senior Teaching Fellow in Special Educational Needs at UCL Institute of Education, London. A former primary teacher, she has worked extensively as a trainer with teaching assistants, schools and local authorities.
Julie Radford is an Associate Professor at UCL Institute of Education, London. She researches classroom interactions involving children with special educational needs and disabilities. Julie has authored 30 academic publications and has supervised several doctoral students on this topic.
Rob Webster is an Associate Professor at UCL Institute of Education, London. He researches and writes about special educational needs and inclusion, and he developed the Maximising the Impact of Teaching Assistants programme.
"An impressive and important book … I urge colleagues to read and treasure this as a means of building a rich resource of pedagogical support within the classroom. If you have support staff on your team, this book is an essential read." - Professor Dame Alison Peacock, Chief Executive, Chartered College of Teaching
"An essential read for all educators but especially Teaching Assistants. Packed with theory, practical strategies and reflective activities. This research informed guide should frame and guide professional development for supporting and educating all children, everywhere." - Aimee Durning, The University of Cambridge Primary School
"A really practical guide to help teaching assistants improve their practice … a must read for headteachers, teachers and teaching assistants." - Sue Cowley, author and teacher trainer
"An awe inspiring must read if you play any role in a child’s educational journey." - Tracy Alcon, Teaching Assistant, Baynards Primary School, Essex
"This accessible, interesting and well-informed book offers teaching assistants the opportunity to understand, review and plan their interactions with students, so they can offer them the best help with their learning." - Neil Mercer, Professor of Education, University of Cambridge
"This evidence-based book is a constant point of reference for TAs and teachers. The scaffolding framework is a game-changer; how TA-pupil interactions, often so intuitive, impact on independence and learning. Embedded in Lincolnshire schools, this practice is now simply ‘what we do’." - Vanessa Hopkinson, Mobilise TA Project Lead, KYRA Teaching School, Lincolnshire
"This easy-to-read book combines practical everyday examples with clear explanations of current research. It has implications for how TAs can support children to become more independent." - Heather Lacey, Headteacher and Local Leader of Education, Shirley Manor Primary Academy, Bradford