By Glenys Fox
Written within the context of contemporary laws in England and counsel to colleges, it is a functional guide for studying aid assistants and lecturers operating with them. ebook conceal; name; Copyright; Contents; Acknowledgements; advent; bankruptcy 1 specific academic wishes; bankruptcy 2 The position of the training aid assistant; bankruptcy three Giving aid; bankruptcy four The position of the distinctive wishes coordinator in operating with the educational aid assistant; bankruptcy five The function of the category instructor in operating with the educational aid assistant; bankruptcy 6 What precise wishes will I be supporting?; bankruptcy 7 helping childrens with emotional and behavioural problems; bankruptcy eight The targeted wishes of studying help assistants; a few ultimate reviews
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Additional resources for A handbook for learning support assistants: teachers and assistants working together
The SENCO. The role of the class teacher in working with the learning support assistant 39 Dogsbody This is when the assistant is used by the teacher in away which is perceived as unfair. There have been occasions when teachers have used assistants to escort disruptive pupils from the classroom and ‘mind’ them for some time. 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.
This is particularly helpful in a small school which has only one or two LSAs, when sometimes the role can seem rather lonely and practice can become ‘stale’. Often, new development opportunities can rekindle enthusiasm and bring new ideas. ) The resources of your learning support assistants can make a significant difference to the school experience of a child with special educational needs if used to best effect. If, as SENCO, you take time to ensure LSAs are clear about their job – what to do, when to do it and how to work – and to provide training to develop their skills, these investments will result in a more effective learning experience for the child and a motivated and committed team of assistants.
41 What stops children from learning? Imagine that you are given a pair of knitting needles, a large ball of wool and a complex knitting pattern. Imagine too that you are in a group who all have the same task, which is to knit, say, a cardigan pocket in one hour. What would be your reaction to the task? I would predict that a very small minority of you could do this; for the rest, perhaps some would try as best they could, managing a few rows or more. g. • you can’t knit; • you can knit but only follow simple patterns; • you can’t read; • you haven’t got your glasses so can’t read the instructions; • you are German and the pattern is written in English; • you have broken your arm so have only the use of one hand; • you can’t see the point of knitting this particular garment; • you don’t like the colour; • you are allergic to wool next to the skin; • no-one is available to help you when you are stuck and to encourage your feeble efforts.
A handbook for learning support assistants: teachers and assistants working together by Glenys Fox