TA Training
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The document discusses effective strategies for behavior management by teaching assistants, including establishing clear ground rules, using rewards and sanctions, addressing common issues like defiance and disruptive behavior, and ensuring teachers and assistants present a united front and shared responsibility in the classroom. It provides tips on topics like understanding triggers for misbehavior, effective communication techniques, documenting incidents, and partnering with teachers and other staff. The goal is to support students, teachers, the curriculum and the school through consistent and research-backed behavior management practices.
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TA Training
- 1. Behaviour Management for Teaching Assistants Amjad Ali @ASTSupportaali
- 2. Areas to discussâĻ 1. Setting ground rules 2. Using rewards and sanctions 3. Common issues/Effective strategies 4. Anything else?
- 3. DNA- Ground rules ī˛ Write down your top 4 ground rules as a Teaching Assistant for your students/classes Bear in mind: ī˛ support for the pupil ī˛ support for the teacher ī˛ support for the curriculum ī˛ support for the school.
- 4. RewardsâĻ ī˛ Raffles ī˛ SERCO ī˛ Emails to tutor/college ī˛ Phone Calls ī˛ Learning Support Post Cards ī˛ Others?
- 5. Non- NegotiableâĻ ī˛ Research your pupils ī˛ Know your pupils ī˛ Know the new RFL Policy ī˛ Be confident ī˛ Be firm/fair and consistent
- 6. Top tips ī˛ Routines ī˛ Condemn the action not the child ī˛ Be mindful of your voice and body language ī˛ Move around- accessibility ī˛ Remain detached from situation ī˛ Remove audience pressure
- 7. Language ī˛ Not yetâĻ ī˛ Well done? ī˛ Thank You.
- 8. A.B.C ī˛ A: antecedent â what happened to spark the unwanted behaviour (e.g. was it another pupil,, or a negative comment from the teacher?) ī˛ B: behaviour â describe the resulting response (eg lashing out, sulking, refusal to cooperate) ī˛ C: consequences â what happened afterwards (eg a warning or reprimand from the teacher, SERCO entry, department support, another child getting upset) and how this affected subsequent working?
- 9. ObservationsâĻ ī˛ Frequency of behaviour ī˛ Reaction to certain activities ī˛ Reactions to peers ī˛ What do you know that others donât? ī˛ Share with College/SENCO/Academic Mentors?
- 10. Top issues: ī˛ Defiance ī˛ Silly Noises ī˛ Abusive Language ī˛ Refusal to work ī˛ Disrespectful ī˛ Class clown ī˛ Interrupting
- 11. DefianceâĻ
- 12. Silly Noises
- 13. Abusive Language
- 14. Refusal to work
- 15. Disrespectful
- 16. Class Clown
- 17. Interrupting
- 20. A Teachers roleâĻ ī˛ Introduce the TA by name in every lesson and don't refer to them as 'assistant' ī˛ Ensure the teacher and TA have joint responsibility over giving rewards and sanctions? ī˛ Sit down together and work out exactly how you are going to work together â hand out the Cheney TA contract ī˛ Develop a shared public voice - talk together in front of the students and bounce ideas off one another ī˛ Swap responsibilities so the children see it's a genuine partnership
- 21. References/Thanks: ī˛ http://www.optimus-education.com/supporting-pupils-behaviour- issues-classroom-strategies-teachers-and-teaching-assistants ī˛ http://www.pivotaleducation.com/teaching-assistants-learning- support-assistants-and-behaviour-management-pp/ ī˛ http://www.belb.org.uk/downloads/i_epd_promoting_and_sustaini ng_positive_pupil_behaviour.pdf ī˛ https://www.tes.co.uk/teaching-resource/The-20-big-mistakes- most-teachers-make-6129487/ ī˛ http://www.behaviourneeds.com/site/wp- content/uploads/2014/03/Needs-Focused-Interventions.pdf