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Author: Adam Green
Publisher: Thorpe-Bowker Australia
ISBN: 9780648908098
Category :
Languages : en
Pages : 390
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Book Description
A practical resource for teacher aides, teacher assistants, school support officers (SSOs), learning support officers (LSOs), integration aides, education assistants (EAs), community education officers, paraeducators and tutors. While this guide has been made specifically for the Australian school system, anyone working with children in an educational capacity will find it invaluable. For the first time, this handbook applies research-based instructional and behaviour management strategies to the complex and demanding work of teacher aides. Learn the techniques used by high performing teachers such as explicit instruction, systematic prompting and how to successfully apply the principles of scaffolding. This book includes hundreds of practical, everyday hints as well as many advanced features for those who want to extend their skills and knowledge. Everyone from complete beginners through to qualified teachers will find this book useful in many ways. May be use in the following nationally recognised qualifications: CHC30221 Certificate III in School Based Education Support and the CHC40221 Certificate IV in School Based Education Support.
Author: Glenys Fox
Publisher: Routledge
ISBN: 1135245932
Category : Education
Languages : en
Pages : 101
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Book Description
Written in the context of recent legislation in England and guidance to schools, this is a practical handbook for learning support assistants and teachers working with them. It can be used to ensure that: support assistants know what to expect of colleagues and colleagues know what to expect from support assistants; children are given the best support possible by support assistants who understand the nature of their needs; support assistants and teachers work together effectively to support the child with special needs; and that training is relevant an helpful.
Author: Adam Green
Publisher: Thorpe-Bowker Australia
ISBN: 9780648908098
Category :
Languages : en
Pages : 390
Get Book Here
Book Description
A practical resource for teacher aides, teacher assistants, school support officers (SSOs), learning support officers (LSOs), integration aides, education assistants (EAs), community education officers, paraeducators and tutors. While this guide has been made specifically for the Australian school system, anyone working with children in an educational capacity will find it invaluable. For the first time, this handbook applies research-based instructional and behaviour management strategies to the complex and demanding work of teacher aides. Learn the techniques used by high performing teachers such as explicit instruction, systematic prompting and how to successfully apply the principles of scaffolding. This book includes hundreds of practical, everyday hints as well as many advanced features for those who want to extend their skills and knowledge. Everyone from complete beginners through to qualified teachers will find this book useful in many ways. May be use in the following nationally recognised qualifications: CHC30221 Certificate III in School Based Education Support and the CHC40221 Certificate IV in School Based Education Support.
Author: Jill Morgan
Publisher: ASCD
ISBN: 141660071X
Category : Education
Languages : en
Pages : 119
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Book Description
Paraeducators--also known as teacher aides, teaching assistants, and instructional assistants--are playing an increasingly important role in schools. Most teachers, however, have never been trained to work effectively with other adults in their classrooms. In A Teacher's Guide to Working with Paraeducators and Other Classroom Aides, Jill Morgan and Betty Y. Ashbaker provide straightforward advice and focused activities that can help forge a productive working relationship between teachers and paraeducators. The authors cover key topics related to working with and supervising paraeducators, including how to assign responsibilities, communicate, monitor quality of work, provide on-the-job training, and create a feedback loop. Tips from practicing teachers explain ways to find the time to effectively supervise paraeducators. The authors discuss how the supervisory techniques involved in working with paraeducators are similar to--and different from--those that teachers use with students. The authors give concise suggestions for translating the information to the your classroom; fill-in-the-blank forms outline self-directed steps for improving in select areas. As both a practical workbook and a thoughtful reflection of the authors' experiences in working with teachers and paraeducators, this book is an indispensable resource for any teacher who wants to create a successful instructional team. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Author: Paul C. Shank
Publisher:
ISBN:
Category : Teachers' assistants
Languages : en
Pages : 96
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Book Description
Author: Clyde Ray Bartlett
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
WANTED**TEACHER AIDES Students and teachers want them and need them. New school programs and citizens' advisory groups require them. All interested persons inquire at the nearest Board of Education, County or State Department of Education, or at the United States Office of Education (Department of Health, Education and Welfare). (Wright, 196 9, p. xi)NEW CAREERS IN EDUCATION ARE WAITING! WANTED Another pair of helpful hands, two kindly, watchful eyes and listening ears, enveloped by one willing spirit with understanding heart. No special training needed, but all talents will be utilized. Ability to give encouragement, helpful. Eager parents and interested relatives may apply. Hours, flexible; satisfaction guaranteed. Recompense: involvement, renewal, life meaning love. (Iacolucci, 1968, p. 424)Do advertisements such as these appear revolutionary? To some, they may. To many, they are a succinct statement of need and prediction of conditions of the present and future. Helping youngsters to grow and learn is a critical responsibility, requiring home, school, and church and community interaction. The school, has emerged as the agency of society where many agencies look, to direct the societal efforts to fulfill the responsibilities of citizenship to the learner. A trite, but true, concept is that the schools cease to be of worth to the learner if they cease to serve the learner. The learner is better understood as a functioning self today than in decades gone by. The school must prepare for and meet the challenge of the learner as an individual. Such pedagogical nomenclature as individualized instruction, continuous progress education, personalized learning, individually prescribed instruction, team teaching, cooperative teaching, partnership teaching, differentiated staffing and others are nothing more than a new way of naming a process oriented description of attempting to meet the needs of children. Concurrent with the various models that portray the many teaching-learning patterns in use today is an increasing involvement of additional personnel to supplement the certified teacher. These personnel, regardless of how they might be identified in conversation and the literature, can best be classified as aides to the teaching-learning process and may then be identified, at least for the purpose of this paper, as teacher aides. The most costly and precious commodity today in our public schools is the service performed by the professional staff, says Klinkerfuse (1968). We waste thousands of dollars daily asking teachers to perform tasks far below their level of training. Common sense would indicate that teacher aides could materially increase the quantity and quality of instructional service.
Author: Howard Brighton
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 156
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Book Description
Author: Alfred A. Arth
Publisher:
ISBN:
Category : Teachers' assistants
Languages : en
Pages : 124
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Book Description
Author: Perry K. Hellum
Publisher:
ISBN:
Category : Teachers' assistants
Languages : en
Pages : 306
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Book Description
Author: Louis Francis Rochon
Publisher:
ISBN:
Category : Teachers' assistants
Languages : en
Pages : 376
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Book Description
Purpose of the Study The purpose of this study is to determine the direction of the emerging role of the teacher aide in Oregon Public Schools and to make recommendations on the basis of the findings of this study. Securing and Treating Data The data for this study were obtained from two major sources. (1) An examination was made of Oregon State Department of Education records relative to emerging teacher aide trends and employment practices in the public schools of Oregon, and (2) A questionnaire was distributed to school administrators, teacher and teacher aides in Oregon Public Schools soliciting responses to questions pertaining to the teacher aide movement. Findings The data from Oregon State Department of Education records reveal that the role of the teacher aide in Oregon Public Schools has changed over the past seven years. Durint the early 1960's teacher aides were primarily providing clerical assistance to the classroom teacher. Current teacher aide assignment practices indicate that the teacher aide is becoming more involved in the instructional program. The data compiled from the questionnaire indicates that although the teacher aide is becoming more involved in the instructional programs in Oregon Public Schools approximately 10% (percent) of the Oregon educators support this trend, Recommendations Concerning Teacher Aides in Oregon Public Schools The following summary of recommendations is based upon the data collected during this investigation. 1. Teacher aides in Oregon Public Schools should be classified according to function. 2. Teacher aides in Oregon Public Schools should be selected on the basis of established criteria for selection. 3. Teacher aides in Oregon Public Schools should receive training commensurate with their function. 4. Teacher aides in Oregon Public Schools should become members of instructional teams in new school staffing patterns. 5. Teacher aides in Oregon Public Schools should be employed to supplement rather than supplant the role of the teacher. Recommendations for Further Study Further studies should be conducted to assess the benefits to be derived by the student who is placed with a differentiated staff of instructors. Secondly, as the teacher aide becomes more involved in the instructional program the teacher's role will change accordingly. There will be a need to assist teachers in their adjustment to this changing role. Similarly, there will be a need to define the professional act of teaching. Can teacher aides be trained on-the-job to perform some of the tasks that teachers are now performing, and if so, can we construe these tasks to be professional? The implications for a change in the professional status of the teacher in terms of services to be performed is worthy of deep concern and further study.
Author: John McManama
Publisher:
ISBN:
Category : Graduate teaching assistants
Languages : en
Pages : 202
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Book Description
Guidelines to use in selecting, training, scheduling, supervising, and evaluating teacher-aides and programs.
