1. Making a Meaningful Difference: The Effective Teaching Assistant Making a Meaningful Difference: The Effective Teaching Assistant

2. Objectives: Our perceptions of childhood The role of the Teaching Assistant The qualities of the Effective Teaching Assistant Classroom interventions of the Effective Teaching Assistant What next? Objectives: Our perceptions of childhood The role of the Teaching Assistant The qualities of the Effective Teaching Assistant Classroom interventions of the Effective Teaching Assistant What next?

4. What are our perceptions about childhood? What should childhood be like? What are our perceptions about childhood? What should childhood be like?

5. What should childhood be like? 1. As a child, how far from your front door were you allowed to play? 2. As a child, at what age were you allowed to go to school on your own? 3. As a child, at what age were you allowed to visit the shops or a friend unaccompanied? 4. In your opinion, at what age does childhood end? What should childhood be like? 1. As a child, how far from your front door were you allowed to play? 2. As a child, at what age were you allowed to go to school on your own? 3. As a child, at what age were you allowed to visit the shops or a friend unaccompanied? 4. In your opinion, at what age does childhood end?

6. “A child’s emotional health is far more important to their satisfaction levels as an adult than any other factors.” What Predicts a Successful Life, Economic Journal, November 2014 “A child’s emotional health is far more important to their satisfaction levels as an adult than any other factors.” What Predicts a Successful Life, Economic Journal, November 2014

8. The behaviours of effective learners: 1. Good working memory 2. Inhibitory control 3. Cognitive flexibility

9. “The ability to delay immediate gratification for the sake of future consequences is an acquirable cognitive skill… This skill set is visible and measurable early in life and has profound long ‐ term consequences for people’s welfare and mental and physical health over the life span” Mischel, The Marshmallow Test, 2014

10. Marshmallow Test https://www.youtube.com/watch?v=G7LN96jE XHc

11. “Children in the past have been assumed to have capabilities that we now rarely think they have… So fixated are we on a long and happy childhood that we downplay their abilities and resilience ” Cunningham, The Invention of Childhood, 2006

12. The worth of parental talk Analysis reveals that parents education, social status, race, or wealth are not as important to IQ levels as how much they talked to their children and interacted with them in other ways. Parents who talk to their children the most tend to praise the children's accomplishments, respond to their questions, provide guidance rather than commands, and use many different words in a variety of combinations. This type of interaction can… “accurately predict the vocabulary growth, vocabulary use, and IQ scores of children.“ Hart and Risley, Meaningful Differences in the Everyday Experiences of Young American Children, 1995, Paul H Brookes, Baltimore

13. What is the role of the Effective Teaching Assistant?

14. Effective Teaching Assistants statements activity 1. All children can learn, they just learn in different ways and at different speeds 2. The majority of Teaching Assistants in our schools are glorified babyminders 3. The least helpful thing a Teaching Assistant can do is to do the work for the pupil 4. The true skill of the Teaching Assistant is to ask really great questions 5. The job of the Teaching Assistant is to help the child keep up ‐ not help the child catch up 6. The child a Teaching Assistant supports should make as much progress as any other child in the same school

15. Own your own story https://www.youtube.com/watch?v=8n4DyFh9 iWA

16. Killer phrases to avoid He/She can’t do it …’ ‘Don’t push him/her too hard …’ ‘It won’t work …’ ‘It won’t work with these children…’ ‘We tried that…’ ‘We already do that…’ ‘I’d love to do that but…’ ‘What can you expect?’ ‘I agree but…’

17. What does your image say about how your children learn?

19. What does your image say about how you help your children learn?

21. Which students do you think you have had the most impact upon in the last year?

22. Which activity or resource has had the most impact upon on your pupils’ learning in the last year?

23. What are the personal qualities of the Effective Teaching Assistant?

24. What would be on your classroom learning checklist of the Effective Teaching Assistant?

25. Learning checklist for Teaching Assistants – you: Help your pupils understand the purpose of the lesson Encourage your pupils to stay positive throughout You work with the pupils to help them stay focused on task Know where your pupils are at and where they need to be Link previous learning and check what the learners already know Review learning as you go Ask really good extending questions Give lots of timely useful feedback to help improve their learning Know, or find out about, the topic being taught Ask your pupils about their progress and what may help or hinder their learning Share responsibility for their success Role ‐ model good learning habits

26. Five Practical Interventions for Effective Teaching Assistants

27. 1. BASICS First: Belonging Aspiration Safety Identity Challenge Success

28. Five Practical Interventions for Effective Teaching Assistants 2. Oracy Precedes Literacy: Talk it through before beginning Insist on the proper words being used in context Use mini ‐ whiteboards or other visual tools which encourage drafting Rehearse using laminated Key Vocabulary cards and Learning Mats Test for Reading Age

29. Five Practical Interventions for Effective Teaching Assistants 3. Make Connections Explicit: Review and Preview Summarise and Speculate Insist on quality, keep all work and regularly review it to show progress Take photographs of successes Use hexagons, exit cards, memory maps, jenga or similar props to make connections

30. Five Practical Interventions for Effective Teaching Assistants 4. Ask Great Questions: Scaffold your questions At the beginning discuss what would be the best questions to ask, then collect them Become the pupil: ask the child to teach or explain to you Add numbers to define the challenge: what are the three most important things? Rehearse possible future difficulties and plan in solutions: what will we do if…

31. Five Practical Interventions for Effective Teaching Assistants 5. Feedback which Works: Praise for things which are in their control Model school practice on written marking Practice Self and Peer evaluation against Success Criteria: encourage Peer evaluation which is positive, specific and helpful Avoid, or limit, the use of raw scores, levels or grades Provide Response Time for any written feedback

32. Making a Meaningful Difference: The Effective Teaching Assistant