Chapter 1
An overview of this book
This book is designed to support Teaching Assistants both in their role within the workplace and during study for qualifications such as a Foundation Degree. Thus it has both practical and academic elements. Each chapter will explore the development of skills and the ways in which the Teaching Assistant can support learners.
Introduction
Working in educational settings and studying for a higher qualification both involve Teaching Assistants (TAs) in the consideration of concepts and theories of child development, teaching and learning and working with young learners. This book is intended to supply you with a broad basis for that study. It will help you to answer the questions about how and why, and give you the underpinning knowledge that you may need for further study. In this introduction we explain how the book is structured and give you an overview of the contents. We also offer some practical advice and suggestions to support the development of your academic skills.
As authors we realise that Teaching Assistants come from a variety of backgrounds and consequently have tried to make the text accessible to all whilst providing stimulating challenges. Each chapter is structured to begin with an outline of the contents and to suggest tasks that will help re-enforce the particular concepts and theories being discussed. The tasks are varied, some requiring you to think about your own practice whereas others require a written response. You will find a task summary record in Appendix I which will help you to record your work. In addition, each chapter contains subheadings that will help you find the information you need quickly. There is a section at the end of each chapter which will provide you with some useful suggestions for further reading. This structure ensures that chapters may be read independently of one another and so you do not have to read this book from cover to cover. It is, however, helpful to read the introduction first in order to gain a full picture of what the book contains. The index will also help you find a reference to a particular point of interest.
In developing your study skills it is often helpful to begin by reading about the issue you are interested in so that you become familiar with the ideas presented. It is then a good idea to re-read this information making notes as you go. In reading this book you may also want to carry out the tasks that have been designed to help you structure your thinking about an issue in a way that relates it to your own practice.
Whatâs in the book?
The book begins by exploring the role of the Teaching Assistant and provides you with a brief history of the development of the role, taking account of the legislative framework (Chapter 2). In Chapter 3 we introduce you to theories of child development and learning exploring how learners make sense of their world and what motivates them. We also introduce the concept of different forms of intelligence and outline the link between the physical development of the brain and the capacity to learn. The next four chapters look at learning in literacy, numeracy, science and information and communications technology (ICT). The literacy chapter addresses the acquisition of language and language development and considers the teaching of literacy, outlining the interrelationship between speaking, listening, reading and writing. The numeracy chapter introduces you to the development of the numeracy curriculum, the development of mathematical knowledge and understanding in learners, the teaching of numeracy and ways of supporting mathematics. The science chapter discusses ways of thinking about science and the theories of learning development that have been influential in relation to the science curriculum. It explores the structure of the science curriculum and examines the link between literacy skills and science. ICT has been identified as a discrete element within this book. ICT underpins the development of skills in many curriculum areas but it is also a subject in its own right within the curriculum. In this chapter we look at the reasons for including ICT in the curriculum, the curriculum content and provide examples for good practice.
Managing behaviour is an important skill for all those involved in education and in Chapter 8 we explore ways of managing the behaviour of all learners to achieve a positive outcome. Chapter 9 presents you with an overview of the development of the provision for learners with special educational needs and examines the concept of âInclusionâ. It includes an overview of the current legislative framework and the ways in which organisations can meet the needs of all learners. Regretfully, many young people require protection from abuse. Educators have a key role to play in identifying those at risk and ensuring that the correct procedures are followed in relation to child protection. Therefore in Chapter 10 we outline the legislative framework and provide you with an overview exploring some forms of abuse. We also outline the key roles and responsibilities of staff in relation to child protection and in particular those related to the role of the Teaching Assistant. In Chapter 11 we look at planning and assessment. Whilst you may not be directly involved in planning it underpins the daily working life of the Teaching Assistant. We argue that Teaching Assistants need to be involved in planning for learning and that they should be aware of the importance of planning to ensure an effective learning environment. This chapter also outlines different forms of assessment, including e-learning. Finally Chapter 12 aims to encourage you to engage with fundamental questions concerning the aims and values of education and its relationship to society. It explores the problematic nature of educational theory, policy and practice and encourages the interrogation of education processes. It will help you to recognise the wider context within which education takes place through an exploration of the socio-economic and political influences on education policy and practice.
In this book we have used the generic term âlearnerâ throughout. However where the concept we have introduced applies specifically to an educational phase we have used the most appropriate term. For example, when we discuss the development of speech we refer to children and the child, whereas our discussions of the acquisition of reading refer to learners in acknowledgement of the fact that learning to read can happen at any age. Similarly, we have used the terms âorganisationsâ or âworkplacesâ to encompass all the different educational settings where Teaching Assistants work. However, there are some concepts and polices that are sector specific. Where this is the case we have used the most common name; for example, when discussing remodelling we refer to âschoolsâ because remodelling has not yet been applied in post-16 contexts.
Study skills
The development of study skills is important whether you wish to study for a qualification or simply want to keep your knowledge and understanding up to date. Study can also take different forms, for example âlearning on the jobâ. As Teaching Assistants you may be collecting information for inclusion in a portfolio or been asked to write short accounts of what you do referenced against national standards. If you are studying for a University or College qualification you will be engaged with a different type of learning. Whilst you may be involved in a substantial element of work-based learning you are also required to complete a range of academic assignments (essays). Such assignments usually require you to consider particular concepts and theories and make an evaluation of these, often in relation to your own practice. For example, if you were writing an essay on literacy you may need to show that you understand how learners acquire language and make reference to the theory of other writers and then show how this is utilised in your workplace. In our experience as educators it is this academic writing that people find most worrying when beginning their studies, particularly if it is a long time since they last wrote anything academic. These skills can be quickly acquired, developed and improved with the help of some practical guidance.
Task 1A
Think about how you like to learn. Can you recall a time when you studied effectively and a time when your learning didnât go according to plan?
Why do you think this happened?
How do you learn?
We each have a preferred learning style, a way of learning. This is often the way we learn best. We can identify three main learning styles:
- Auditory
- Visual
- Kinaesthetic
Are you an Auditory Learner?
Auditory Learners learn best when information is presented in a spoken format. For example, you may learn best in class with a teacher or lecturer explaining what you need to know and during class discussions. Does listening to audio tapes help you to learn better? Do you find yourself reading aloud or talking things out to gain better understanding? If you answered yes to these questions then you are likely to be an Auditory Learner.
Are you a Visual Learner?
Visual Learners learn best when information is presented to them in a written format. This could also include pictures or diagrams. You may learn best in classes where teachers do a lot of writing, provide clear handouts, and make use of an overhead projector. Do you try to remember information by creating pictures in your mind? Do you take written notes? If you answered yes to these questions then you are likely to be a Visual Learner.
Are you a Kinaesthetic Learner?
Kinaesthetic Learners learn best by doing. They prefer hands-on learning where they can physically manipulate something in order to learn about it. You might learn best when you can move about and handle things. If you do then you are likely to be a Kinaesthetic Learner.
You can use your preferred learning style to help you as a student. Simply choose study techniques that suit the way you learn.
Managing your study time
There are only so many hours in a day, a week, and a term so it is important to manage your study time carefully. You cannot change the number of hours in a day, but you can decide how to use them to achieve the maximum effect. Decide how many hours a week you need to spend on study and then secure that time for yourself. Some people like to spend several hours at a time working and so might choose to study on a Sunday afternoon, for example. Others might choose to do short bursts of study, say between 8 pm and 9.30 pm in the evening. In addition, you may find that you think better at a particular time of the day. For example, you may be a âmorning personâ and feel it worthwhile getting up a little earlier and doing some work before the rush of the day begins. It can help to prepare a calendar on which you record various dates such as times when you will study, when assignments are due and any other scheduled tasks. This may help you to keep to your plan.
Somewhere to study
Remember that you need somewhere to study. It may be a corner of a room or bedroom. You may be lucky enough to have a spare room that you could use. Consider the following points when choosing somewhere to study.
- Is my study area available to me at the times that I need it?
- Is my study area free from interruptions and distractions?
- Does my study area have all of the study materials I need?
- Does my study area have a desk or table?
- Does my study area have storage space?
- Does my study area have a comfortable chair?
- Does my study area have enough light?
- Does my study area have a comfortable temperature?
Reading
It is very important that you read around any subject you are studying. For example each chapter in this book contains references to other books that provide helpful additional information. If you are studying for a qualification you will have reading lists provided. Many students make the mistake of thinking that they must read everything. It is up to you to choose what to read from these lists based on your interests, your study needs and the readability of the text. It is often helpful to look at the book in a library before buying it to ensure that it is exactly what you want. Of course you can read additional texts but it is important when studying to remain focussed on the needs of your course and not allow yourself to get too sidetracked by other interesting areas (and there are lots of them). Consider how relevant the book is to your study needs?
You will also need to allow time for reading. This can be difficult to find. It may be helpful to time yourself reading the first chapter of this book to give you an idea of how much time you will need. When you read you need to ask yourself some questions:
- Do you understand what the main points of the chapter/section are?
- Can you link what you are reading to your own experience or to other things you have read?
- Do you agree or disagree with the ideas â why?
It is important to realise that you do not have to agree with every point of...
