Teaching Times: A Summary And Analysis

Brown (1999) thinks that “Through careful preparation and planning, with attention to detail and a consistent, whole school approach, adult helpers can lead light work without spoiling the broth.”

I think more time should be spent with the TA to focus on joint planning and feedback. This way deployment and delegation of TAs in the classroom can be done more effectively and it will give the teacher more confidence in allowing the TA to take on whole class responsibility. Following the workforce reform act (2003) the TAs role has become increasingly more involved in the classroom and is therefore more educational and pedagogical. Kerry (2011) informs us that “TAs need to understand the underpinning skills and range of learning objectives in

“The assistance frees up time for the lead teacher to focus on skills development and classroom management.” (McQuerrey:2013). Hancock et al (2013) provides insight on the positive impact of TAs, “the variation in learning support staff roles seems to be a desirable workforce development. It offers a localized, creative way of utilizing adult skills thus maximizing support for teachers and for children’s learning.” There are also negative impacts in the use of TAs in the classroom. In a ‘Teaching Times’ Article, it says that “more needs to be done to prepare, particularly classroom based support staff for their role in schools, especially for the now common, pedagogical, instructional role with pupils.” And some TAs don’t always have the training to be able to handle that much responsibility. Paton (2011) reveals that “A rise in the number of support staff in the classroom has no impact on standards.” Even though Labour encouraged a dramatic increase in the number of

Blatchford et al (2009) states that “the neediest pupils are in most danger of becoming regularly cut off from their teachers.” Providing less time with the teacher will lower standards. Blatchford et al (2013) reveals in a study that “The DISS study found that TAs had a direct pedagogical role, interacting with pupils, usually in one-to-one and group contexts, and predominantly with SEN. The more sever a pupil’s needs, the more interaction with a TA increased, and interaction with the teacher decreased.” TAs support of pupils from these studies seem to be separate from the teacher, and in the classroom it would be more effective for the TA and teacher to work together to support all students. “Preparedness, concerns the widespread lack of both training and professional development of TAs and teachers and day-to-day aspects of planning and preparation before lessons, and feedback afterwards.” (Blatchford et al: 2013). On a positive note, TAs usually have