TEACHING ASSISTANTS – DO THEY MAKE A DIFFERENCE?By Katie, Grace, Hannah and Ria

THE ROLE OF THE TEACHING ASSISTANT

“Managing Teaching Assistants A guide for Head teachers, managers and

Teachers” Anne Watkinson

WHAT IS THE ROLE

OF TEACHING

ASSISTANTS?

HISTORICAL OVERVIEW

‘Number of TA’s more than doubled in the seven years between 1997-2004’ (DFES,2004a)

In primary schools, the numbers have increased dramatically since 1995 while the number of teachers has only increased by 1% (Mar et al. 2001 cited in Fraser, C, Meadows S (2008)

By 2000, TAs accounted for 27.2% of the primary school workforce (Eyres et al. 2004 cited in Fraser, C, Meadows S (2008)

WHO AND WHAT ARE TEACHING ASSISTANTS?

Teaching assistant is the most common name that is used for those who work in the school environment in classrooms throughout the UK and usually directly with pupils of all ages and abilities.

Variety of roles inside and outside the classroom -supporting the learning of students as a whole or individually through helping and preparing for the lessons before, during and afterwards and supporting the teacher.

“TA” assumes the idea that they are an aide to a specific teacher and not so much of a stereotypical “paint pot” role.

Watkinson (2003)

CHILDREN’S PERCEPTION

Study – 3 State Primary Schools in South West England

419 Junior 89 Infants 21 TA’s in 3 schools, all women. Most common responses - She helps with

maths, spellings and keywords, reading and work. She helps us learn if stuck, and if we don't understand or we are confused. She takes small groups out, helps groups or pupils individually.

QUALIFICATIONS

In 2000 a survey was undertaken to discover what qualifications and prior experience teaching assistants had it uncovered that...

Only 50.8% of staff had 5 0r more GCSE’s Only 14% had 2 or more A Levels

But do certified qualifications matter? As TA’s are not there to teach the class. But should these % be higher?...Discuss in your groups.

Watkinson (2003)

PERSON OF THE TA

Sensitivity and timing

Perseverance Professionalism Confidence Humour,

enthusiasm, interest and love of the Job

Using initiative Watkinson (2003)

Interpersonal Skills Relationships with children

and adults Knowledge of children’s

needs Sharing and co-operating

with other adults Ability to listen Respect for other adults

and children Supporting self – esteem

in pupils Good communication

HISTORY- CHANGE

• Teaching assistants were once considered as “non- teaching assistants” implying that they were “forgotten staff” who had little relevance to a child’s education this view point has since changed but why?

• Despite that there “were minimal opportunities for TA’s to gain any training and few felt valued, they had a great deal of job satisfaction” (pg 3)

• There is still a very clear distinction between teachers and TA’s as well as that the majority of Teaching assistants are still female but why is this? Why do men prefer to be teachers rather than an “assistants”?

• Watkinson (2003)

EFFECTIVENESS

Research has been undertaken to discover what effect teaching assistants have upon a child’s learning the findings were...

“If properly trained and selected for particular purposes they can help raise standards of teaching and learning and can provide a welcome additional dimension to school life” (pg 7)

Yet for them to be the best that they can be teachers and managers have to understand how to use them to their full potential.

Watkinson (2003)

COMPLEXITY There is a general rule of thought that

Teaching assistants only appear to work with those children who have Special Educational Needs but this is not an accurate picture of what they do during a typical school day.

TA’s work with children of all abilities and backgrounds and help with one on one tuition.

They perform a multitude of tasks and can work with more than one teacher in one morning let alone throughout the week.

Should Teaching Assistants be expected to have so many roles for so little pay?

Watkinson (2003)

ththeeThe learner

The classroom

The School

The locality

The national scene

The context of the learner and the TA

Watkinson (2003) Pg 8

Research 1- The views of teacher assistants in English key stage 2 classes on their role, training and job satisfaction

Russell et el. (2005)

RESEARCH 1- THE VIEWS OF TEACHER ASSISTANTS IN ENGLISH KEY STAGE 2 CLASSES ON

THEIR ROLE, TRAINING AND JOB SATISFACTION. Reasons: To gather views on TA’s roles

Methodology: Longitudinal study 340 TA’s completed questionnaires – on their view of their role

Findings: TA roles have dramatically changed over time. High expectations although lack of training Mismatches of TA’s roles They want to be ‘as one’ Recognised: ‘All I ask is that we are recognized for our contribution with a fair wage structure

that reflects our ever increasing contribution towards children's education.’ Yr 6 TA.

Russell et el. (2005)

Critical analysis One study Only years 3, 4 and 5 covered Published in 2005 – outdated Demanding questions Provoked subjective responses

Positives Questionnaires carried out over a few years Questions were changed and adapted Highlights issues that need to resolved Allows TA’s the chance to voice opinions.

Russell et ell (2005)

Research 2- The role of the teaching assistant.

Mcvittie (2005)

RESEARCH 2- THE ROLE OF THE TEACHING ASSISTANT:

Reasons : the issue addressed relates to whether teaching assistants are being used effectively to support children with special educational in mainstream primary schools.

Methodology Small scale comparative case study 28 primary schools and six SENCOS in Lancashire were contacted using postal

questionnaires‘ . All schools were asked whether they would take part in further research,4

schools agreed, one dropped out, one replied to late. So only two schools used (known as school 1 and school 2 ). These schools took part in interviews.

Findings : Ta’s viewed their role as supporting the pupil, teacher and curriculum and

school. Ta’s were seen to be being deployed effectively to support children with SEN in

mainstream schools in chosen areas- though some evidence shows government policy may be reducing this.

How the TA views their role and the exact expectations of them are sometimes confused.

That there are differences between how schools deploy TA’s. Mcvittie (2005)

Critical analysis One study All of the data taken from Lancashire 2005 – Changes have occurred since then in education system Some sampling bias as the contributions made were from those who

most likely considered themselves to exhibit good practice in research area of study.

The study at times is vague in explanations

Positives Discovers that issues need to be addressed surrounding the

distribution of TA’s and the effectiveness of their role, Could be a basis for further research Questionnaires and interviews used, different methods means more

validity. Raises questions of improvement

Mcvittie (2005)

COMPARISON OF TWO RESEARCH JOURNALS

Similarities: Both showed ‘mismatch’ views. Training opportunities have improved. Changes and improvements have occurred

since research was carried out. Both state that changes need to be made –

roles Both research projects carried out interviews

and questionnaires – more validity

Differences: 2nd research project also involved SENCO’s. Mcvittie (2005) Russell et ell (2005)

ACTIVITY

ACTIVITY RELEVANCE We chose this particular activity as we wanted to emphasise how

important it can be to have an assistant, some children are able to take initiative when it comes to activities where as some need more help and guidance.

However there are some problems which can arise where a pupil can become reliant on a teaching assistant. This is known as dependency. We wanted to ask you the following in regards to the activity:

How did those who did not receive any help feel ? Did those who had support and were able to ask

questions, feel more supported in their learning ? If we repeated the activity, and did not help those

who had help previously, do you think there would be any consequence?

CONCLUSION Despite both pieces of research being against teaching

assistants we believe that both have relevance because generally Teaching Assistants are only seen as a positive addition to the classroom but this might not always be the case as we have highlighted.

The research has brought forward some interesting questions and made us question our own perceptions of TA’s and what we believed their role to be.

There will always be conflicting opinions on Teaching Assistants but what we can be certain of is that there appears to be no sign of teaching assistants being removed from schools and that they are very much set to stay as a helping pair of hands for not only the teacher but the children too.

So next time you are in the classroom look at the TA as not only another adult in the classroom but as someone who has much responsibility and has a very complex role that should not be under estimated.

We leave it up to you...

How Effective are Teaching Assistants

you decide!

REFERENCES DFES (2004a) Statistics of education, schools in England. London,

DFES

Fraser, C, Meadows S (2008) ‘Children’s views of Teaching Assistants in primary schools’ Education 3–13 Vol. 36, No. 4 Routledge

Watkinson, A (2003) Managing teaching assistants – a guide for Head teachers, managers and teachers, London: Routledge Falmer

Essential Job Information (undated) [Online] Available from: http://www.teaching-assistants.co.uk/jon-information-for-teaching-assistants.htm [accessed 14/03/11]

Russell et ell (2005) The views of teaching assistants in English key stage 2 classes on their role, training and job satisfaction. London: Routledge.

Mcvittie, E (2005) The role of the teaching assistant. London: Routledge