1 classroom management and partnerships working with other adults in the class
TRANSCRIPT
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Classroom management and partnerships
Working with other adults in the class
2
Learning outcomes
You will:
understand the key features of additional support from adults in the classroom
be aware of research on the impact of additional support
recognise the importance of promoting pupils’ independence
understand the different roles of additional adults, and
be aware of the need to manage additional support.
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You will understand the key features of additional support from adults in the classroom.
Activity 1
Learning outcome
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Ground rules
Be clear about:
permission for pupils leaving the room
marking work
behaviour management role
use of rewards and sanctions
whole-class teaching role
records about pupils’ learning, and
the role if the supported pupil is absent.
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You will become familiar with research on the impact of TA support.
Activity 2
Learning outcome
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Effect of TA support
Limited impact on pupils’ attainment
May focus more on completing work set than on learning outcomes
Increases pupils’ dependence on adults
Reduces peer contact for pupils
Reduces teachers’ sense of ownership.
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Effect of TA support (continued…)
Pupils’ progress is impacted when:
prescribed intervention programmes are used that in which the TA is trained in
the teacher retains ownership of the pupil’s learning, and
teacher works in close partnership with the TA.
Amend text
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You will consider ways of deploying TA support to promote pupils’ independence.
Activity 3
Learning outcome
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Reducing dependence
Differentiate the pupil or group learning objectives
Brief the TA on what pupils are to learn and the task they have to do
Plan access strategies other than extra support, eg. use assistive technology.
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Reducing dependence (continued…)
Rotate support in class
Ask the TA to model a task, encourage pupils to ask questions, then move away while they work independently
Model ways of prompting pupils to think for themselves.
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Learning outcome
You will develop your skills in working together with TAs to promote pupils’ learning.
Activity 4
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Activity 5
Learning outcomes
You will:
become aware of the range of roles that TAs can take in class and in school, and
be able to draw on this knowledge when planning your teaching.
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Learning outcomes
You will:
become familiar with waves of intervention for pupils who need additional support, and
be aware of some of the intervention programmes they may encounter.
Activity 6
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Wave 1Inclusive, quality first
teaching for all
Wave 2Additional interventions to
enable pupils to work at age- related expectations or above
Wave 3Additional highly
personalised interventions
Waves of intervention
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Quality first teaching of social, emotional and behavioural skills to all pupils; effective whole-school or setting policies
and frameworks for promoting emotional health and wellbeing
Small-group intervention for pupils who need additional help in
developing skills, and for their families
Additional highly personalised interventions
Waves model – behaviour
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Effective interventions
Not a substitute for high-quality first teaching (Wave 1)
Targeted at the right pupils through careful assessment and monitoring progress
Delivered by skilled adults, who are well-trained and receive ongoing support
Time-limited with clear entry and exit criteria.
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Effective interventions (continued…)
Evaluated for impact
Involve regular discussion between the teacher and additional adult support
Monitored by the class teacher
Linked, wherever possible, to whole-class work.
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Learning outcome
You will focus on managing effective partnerships with TAs.
Activity 7
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Key management issues
How should I deploy my time and that of the additional adult support? Who is best placed to do what in this partnership?
How and when will the additional support adult and I plan together?
How and when will I monitor the work?
How and when will we review our work?
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Key management issues (continued…)
How will we evaluate the intended impact?
Who will communicate with parents/carers?
What professional development or support might the additional adult need?
Who can help me and what help do I need?
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Learning outcomes
You will:
reflect on key learning points from the session, and
identify the next steps in your own learning.
Activity 8
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Key learning points
Make sure that the additional adult support promotes pupils’ independence
Plan and review together
Agree the roles and boundaries of additional adult responsibilities
Implement ‘waves’ of intervention model.