Teaching Assistant
Teaching Assistant
Embedded Files
Using a teaching assistant...
Creates a sense of purpose
Builds relationships
Provides opportunities for positive peer interactions
Implementation
Implementation
Overview
Making a student a "teaching assistant" may support in given them a sense of power/control or purpose.
A teacher may ask a particular student to design or support a lesson.
This may look like a student teaching content by standing and circulating the room to help others
Student may be in charge of materials and distribution.
Student could be in charge of a small group and supporting a specific skill
Make sure student is aware of the content and expectations of the lesson.
Be concise and clear on the directions for the student to enforce.
Hold a reflective time to meet with the student after it is completed.
Core Components
Conferencing with both students must be help to discuss progress and roles.
Student is coached on how to work with other students
Reflection conducted with student assigned as assistent
Use of small connected tasks that support main objective
Proactive Implementation
A supervising adult may determine that a pattern has emerged or that based on historical information there is a consistent need for a student where they enjoy and benefit from assisting a teacher. This may be an incentive or required/scheduled time either in their classroom or another classroom.
Responsive Implementation
This could be done impromptu is a situation is occurring in real time and a shift in mindset is needed. A supervising adult may request a bubbling student to support them with tutoring, explaining, checking work, or clerical processes when they seen a student in need of support.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student may attend another classroom to support an established relationship and younger students. This may also increase self worth
Skills Training
If the need is skill building then the student may focus on a specific skill to give other feedback on. This teaching of a skill helps support retention of the skill themselves.
Awareness
If the need is awareness then the student may be given norms or dispositions to follow when they are acting in this role. A set time to research expectations of the role may be utilized for a student to formulate these dispostions and norms.
Emotional Regulation
If the need is regulation then this time may be used as a scheduled opportunity
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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