Teaching assistants and teachers make a strong double act in the battle against poor behaviour. When they work well together, they can keep even the unruliest class in check.
We spoke to Amy Forrester, head of year at Cockermouth school in Cumbria, about her top five ways for teaching assistants and teachers to achieve great behaviour management in the classroom.
1. Communicate
It is really important for teachers and teaching assistants to communicate before lessons to clarify the expectations of the students in the classroom.
“Some students benefit from having two adults in the room but others find it too much to be directed by two people,” Forrester advises.
“You run the risk of them overreacting if they feel ‘got at’.”
She recommends that teaching assistants ask what kind of support the teacher needs in that lesson.
2. Go non-verbal
In a quiet classroom, it’s nigh on impossible to say anything in private with 30 pairs of ears wigging in, so don’t bother trying.
You’re much better off using hand gestures to communicate, Forrester says.
“My teaching assistant and I have a few non-verbal signs: one for ‘they need more time’ and another for ‘I think she’s misunderstood’. It’s surprising how distracted a class can become as soon as you start talking.
“It is important we keep the room silent while they’re working because it really helps the students - particularly those who find it hard to concentrate.”
3. Be clear about roles
If you want the class to respect the authority of the teaching assistant, you have to be clear about what authority the teaching assistant has.
Ultimately, it is the teacher’s classroom, and it is important that the teacher and teaching assistant present a united front, even if the teaching assistant has reservations about the approach being taken.
4. Use the carrot and the stick
The implementation of the behaviour management policy is important but it should work in tandem with the rewards policy.
All teaching assistants should have their own stash of stamps, stickers, school postcards…and don’t be surprised if the older students go as giddy for a shiny sticker as the younger ones.
5. Have a cheat sheet
Off-task behaviour often takes place because a student can’t complete the work that has been set, usually because there are gaps in their knowledge, having missed or misunderstood previous learning that the new work builds on.
Teaching assistants should be equipped with the tools to fill those gaps.
“It is impossible for a teaching assistant to have a teacher’s knowledge of the learning taking place in all classes they are supporting,” Forrester continues.
“However, keeping a folder of knowledge organisers or exemplar paragraphs can be incredibly useful.
“In the past, I have even handed over a student’s exercise book from a parallel class. It stops the student distracting others and it avoids disruption until I can get to the student and properly assess what the problem is.”
For TAs looking to become classroom teachers, Tes Institute can help you gain a qualification while staying in your current school.
Find out more about their Straight to Teaching course.
