By Glenys Fox
Written within the context of modern laws in England and counsel to high schools, this can be a sensible instruction manual for studying help assistants and lecturers operating with them. booklet hide; identify; Copyright; Contents; Acknowledgements; creation; bankruptcy 1 precise academic wishes; bankruptcy 2 The position of the training help assistant; bankruptcy three Giving aid; bankruptcy four The function of the specific wishes coordinator in operating with the educational aid assistant; bankruptcy five The position of the category instructor in operating with the training aid assistant; bankruptcy 6 What exact wishes will I be supporting?; bankruptcy 7 aiding teenagers with emotional and behavioural problems; bankruptcy eight The precise wishes of studying help assistants; a few ultimate reviews
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Extra info for A handbook for learning support assistants: teachers and assistants working together
This may very occasionally be appropriate, if this has been negotiated beforehand or if the assistant is employed to work with a particular pupil who is disruptive but it is a problem raised by a number of assistants. Using an assistant as a classroom ‘skivvy’ is also unacceptable. They will generally be very pleased to help clear up but clearing up should be recognised as the responsibility of pupils and teachers too. It must be said that these scenarios are the exception rather than the rule, although it is clear from work done with assistants that their view of their roles and responsibilities is not always the same as that of the teacher.
Knowing the learning implications entails providing work for the pupil at the right level so that success is likely (differentiation). It is important that the teacher makes clear to the LSA just what the purpose of the learning task is so that alternatives can be considered if necessary. Making clear and realistic requests When asked about issues which prevent effective partnership working, LSAs report that they are sometimes asked to do tasks which they feel they cannot do, either because they are unclear about the task or because they feel they do not have the expertise.
I would suggest that we start by assuming you can all do the task given the right conditions and support. Let’s take the ‘learning difficulties’ and consider how to remove the barriers to learning. Knitting task Learning difﬁculty Needed to be succesful? • you can’t knit • someone to teach you how to knit • you can only knit simple things • someone to give you advanced knitting lessons • you can’t read • someone to teach you how to read • you haven’t got your glasses • bring them next time • you can’t read English • have the pattern translated into German • you only have use of one hand • wait until other hand is better or learn to use a knitting machine • you can’t see the point of knitting this garment • find something you can see the point of knitting • you don’t like the colour • change the colour • you are allergic to wool • choose a synthetic yarn • no-one is available to help you • find someone who can teach and encourage you 42 A handbook for learning support assistants The task would take more time for some of you than for others and you may need specialised teaching or equipment to be successful.