1. The teaching assistant as scaffolder 2. The value of planning the right task and pupils taking an active role in interactions 3. The principles of scaffolding 4. Scaffolding strategies 5. Assessment for learning: Providing valuable feedback for teachers and pupils 6. Promoting effective group work 7. Delivering intervention programmes
Paula Bosanquet is Head of Subject for Education and Development at
the Cass School of Education and Communities, University of East
London, UK
Julie Radford is Senior Lecturer in Special and Inclusive Education
at the UCL Institute of Education, London, UK
Rob Webster is a Researcher at the UCL Institute of Education,
London, UK and co-author of Maximising the Impact of Teaching
Assistants.
An impressive and important book … I urge colleagues to treasure this as a means of building a rich resource of pedagogical support within the classroom… this book is an essential read. - Dame Alison Peacock, Executive Headteacher, The Wroxham School, Herts A really practical guide to help teaching assistants improve their practice … a must read for headteachers, teachers and teaching assistants. - Sue Cowley, author and teacher trainer This accessible, interesting and well-informed book offers teaching assistants the opportunity to understand, review and plan their interactions with students, so they can offer them the best help with their learning. - Neil Mercer, Professor of Education, University of Cambridge An awe inspiring must read if you play any role in a child’s educational journey. - Tracy Alcon, Teaching Assistant, Baynards Primary School, Essex "Any SENCO implementing the MITA recommendations would be well advised to have a copy of this book to hand. It is accessible, engaging and has a strong focus on encouraging critical reflection on practice." - Martin Edmonds, publised in Special Children magazine.
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