Behaviour Management and the Role of the Teaching Assistant

A Guide for Schools

Emma Clarke

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English

Routledge
06 October 2020

Non-teaching & support staff; Primary & middle schools; Teaching of students with emotional & behavioural difficulties; Teaching skills & techniques

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.

By: Emma Clarke
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 246mm, Width: 174mm,
Weight: 200g
ISBN: 9780367175610
ISBN 10: 0367175614
Pages: 222
Publication Date: 06 October 2020
Audience: Professional and scholarly , Undergraduate
Format: Paperback
Publisher's Status: Active

Introduction Part One Who are TAs and What Do they Do? Behaviour in Primary Schools Perspectives on Behaviour Approaches to Managing Behaviour How and why the TA role is changing and what this might mean for schools today TAs Supporting Children’s Behaviour – Advantages and Limitations 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.