Date
22 May 2019

Enable student independence and ownership of learning

Suggestion for implementing the strategy ‘Identifying areas to build teacher aide understanding and confidence’

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Aim for peer support

Aim for peer support

Build students’ skills to seek peer support.

Aiming for interdependence leads to a “double-win” as students achieve success and have meaningful interaction with peers.

Stand back whenever possible

Stand back whenever possible

Guidance for teacher aides supporting an individual student in a subject class.

  • You are there to support the student, not to do the work for them. You won’t be judged on the student’s performance.
  • Avoid sitting next to the student all the time. Students can feel singled-out when they are the only person getting help from a teacher aide.
  • Let the student attempt tasks and activities before offering any help. Allow enough time for them to persist and problem solve by themselves, with a peer, or with the teacher.
  • Don’t assume the student needs your assistance. Ask before helping.
  • When the student doesn’t want your help, respect that. Offer help to other students.
  • When the students work in pairs, don’t pair up with a student. Support them to work in a pair with another student or move around the class supporting all the pairs.
  • Sometimes doing less is doing your job.

Make space for independence

Make space for independence

Encourage teacher aides to wait and watch.

Build their confidence to step back and make space for learning.

Increase access to teacher and peers

Increase access to teacher and peers

Support teacher aides to aim to increase the student’s access to quality engagement with their teacher and peers, rather than replace this.

Useful resources

Useful resources

File

Prompts for facilitating learning and thinking

Publisher: Centre for Inclusive Education

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Next steps

More suggestions for implementing the strategy “Identify areas to build TA understanding and confidence”:

Return to the guide “Supporting effective teacher aide practice ”

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