How to Be a Brilliant Teaching Assistant

Susan Bentham (University of Chichester, UK), Sue Sheach, Holly Saunders

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English

Routledge
28 August 2018

Non-teaching & support staff

How to Be a Brilliant Teaching Assistant draws on knowledge from very experienced teaching assistants and Susan Bentham’s own extensive research to explore the common denominators that unite all brilliant teaching assistants. The book explores becoming a brilliant teaching assistant as a journey and not an end point, and provides support that will help you along the way, whether you’re just starting out in your career or you’ve been an experienced teaching assistant for years.

This accessible book covers all aspects of the teaching assistant role, such as:

Key roles and responsibilities

Meta-cognition and understanding children’s learning

Delivering high quality lessons alongside teachers

Developing useful subject knowledge

Undertaking research and professional development

Illustrated with activities, discussion points and anecdotes, this book is a source of support, guidance and inspiration for every teaching assistant engaged in the ongoing process of becoming an outstanding professional.

By: Susan Bentham (University of Chichester UK)
Contributions by: Sue Sheach, Holly Saunders
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 216mm, Width: 138mm,
Weight: 249g
ISBN: 9781138059788
ISBN 10: 1138059781
Pages: 196
Publication Date: 28 August 2018
Audience: College/higher education , Professional and scholarly , Primary , Undergraduate
Format: Paperback
Publisher's Status: Active

1. What is in a name? 2. Becoming a Brilliant TA 3. The Essentials 4. Understanding Learning 5. Understanding Behaviour 6. Relating to Others 7. What is Best Practice? 8. Using Best Practice to make a Difference 9. What does a Brilliant TA look like?

Susan Bentham is Co-ordinator of Master’s Provision at the Institute of Education, University of Chichester, UK. Susan has worked at the university for ten years on a variety of programmes including Master’s in Education, Master’s of Teaching and Learning and the Student Associate Scheme. Her interest focuses on the training of support staff; this interest has led to the publication of nine books for teaching assistants and doctoral studies concerning collaborative relationships between teachers and teaching assistants.