A) Stand up from your desk and begin to walk slowly towards the back of the room

B) Make eye contact with the pupils and say firmly, "Katie and Jon, I asked you to compete this task without talking." 

2) Justify your answer

This would then be followed up by a more extended scenario where trainees would script or record their response.

(Learning Point from ITTECF: Use early and least intrusive interventions as an initial response to low level disruption.)

j) Drawing on guidance from expert colleagues, sharing the intended lesson outcomes with teaching assistants ahead of lessons.

k) Ensuring that support provided by teaching assistants in lessons is additional to, rather than a replacement for, support from the teacher.

d) Checking pupils’ understanding of instructions before a task begins.

e) Using consistent language and non-verbal signals for common classroom directions.

Develop pupils’ self regulation by:

q) Helping pupils to think through scenarios before they occur and using cues to help them recall agreed upon behaviours.

r) Providing new opportunities to exercise self-regulation and for the youngest pupils to practice impulse control.

In many countries, teaching assistants are working in schools in increasing numbers. While they formerly supported teachers by completing low-level administrative tasks, they are increasingly playing a pedagogical role and working directly with pupils, particularly those with special educational needs. However, little is known about the quality of the support that teaching assistants provide to these pupils. This paper systematically examines differences in the types and quality of interactions teaching assistants have with pupils compared with the interactions of teachers in the same classrooms. Differences were found, particularly in relation to the development of pupil thinking, and examples of the differential interactions are provided in the paper. Recommendations are made related to the need to examine existing models of teaching effectiveness to take account of the role of teaching assistants in classrooms and the role of teachers managing teaching assistants.

REFERENCE:

Christine M. Rubie-Davies , Peter Blatchford , Rob Webster , Maria Koutsoubou & Paul Bassett (2010) Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils, School Effectiveness and School Improvement, 21:4, 429-449, DOI: 10.1080/09243453.2010.512800

Following research on the negative impact of support from teaching assistants (TAs) on pupils' academic progress, there was a clear need for schools to fundamentally reassess the way they use TAs. This article reports on findings from a collaborative project aimed at developing and evaluating alternative strategies to using TAs. Practitioner-led development trials were structured using a coherent and empirically sound model. Over the year of the intervention, schools made marked improvements to the ways TAs were deployed in classrooms, prepared for lessons and interacted with pupils. The study led to much-needed guidance on how to review current practice and make substantive changes to TA use, as part of wider school improvement.

REFERNCE:

Rob Webster r.webster@ioe.ac.uk , Peter Blatchford & Anthony Russell (2013) Challenging and changing how schools use teaching assistants: findings from the Effective Deployment of Teaching Assistants project, School Leadership & Management, 33:1, 78-96, DOI: 10.1080/13632434.2012.724672

WEBLINK: https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-9604.2010.01445.x

REFERENCES:

An exploration of the features of effective collaboration between teachers and teaching assistants in secondary schools

CRISTINA DEVECCHI, MARTYN ROUSE

First published: 04 May 2010

https://doi.org/10.1111/j.1467-9604.2010.01445.x

In this scenario would you:

A. Give Sana a Dojo to recognise that she has worked very hard all morning.

B. Apologise to Sana and explain to her that you've been busy with the students who were absent. Then bring the class to share their mornings learning and award Dojos to recognise where the children have met the school values.

C. Explain to Sana that the idea of fairness doesn't mean treating all children the same.

Justify your answer.

The ability to follow instructions is an important aspect of everyday life. Depending on the setting and context, following instructions results in outcomes that have various degrees of impact. In a clinical setting, following instructions may affect life or death. Within the context of the academic setting, following instructions or failure to do so can impede general learning and development of desired proficiencies. Intuitively, one might think that following instructions requires simply reading instructional text or paying close attention to verbal directions and performing the intended action afterward. This commentary provides a brief overview of the cognitive architecture required for following instructions and will explore social behaviors and mode of instruction as factors further impacting this ability.

LINK: https://www.sciencedirect.com/science/article/pii/S000294592301731X

REFERENCE:

American Journal of Pharmaceutical Education

Volume 84, Issue 8, 1 August 2020, ajpe7779

COMMENTARY

The Psychology of Following Instructions and Its Implications

Author Sabrina Dunham PharmD ^a, Edward Lee BS ^a, Adam M. Persky PhD ^{a b}

The research was designed to observe, describe and analyse elements of instruction and practice that define classrooms designed to reach all learners in a context of full inclusion. The authors’ focus has been the underlying daily practices of classroom teachers used to ensure high-quality, equitable and personalised instruction. A multiple-case-study approach was carried out, with the voluntary participation of seven schools at the kindergarten, elementary and high-school levels. Multiple data collection methods were utilised, including in-depth interviews and extended classroom observation. The results reveal the foundational practices of the school and classroom that make it possible to reach all learners, facilitating their success. The systemic supports and strategies that ensure that all learners are able to participate, learn and be part of the class community are also described, as well as complexities still present in the inclusion processes, especially in relation to support and curriculum.

LINK: https://www.tandfonline.com/doi/abs/10.1080/0305764X.2021.1891205

REF: Cecilia Simón, Yolanda Muñoz-Martínez & Gordon L. Porter (2021) Classroom instruction and practices that reach all learners, Cambridge Journal of Education, 51:5, 607-625, DOI: 10.1080/0305764X.2021.1891205

A)      You go outside and swap the story book for one which is phonetically matched to George’s ability and shows fidelity to the school’s scheme.

B)      During carpet time you direct Mr Jones to support some children including providing them with some concrete resources to refocus and compliment the teaching.

C)      You direct Mr Jones to take out the 4 disengaged children to complete a phonics intervention with them.

Justify your answer – create a script to demonstrate a conversation between yourself and Mr Jones.

How could you make your teaching assistant more effective in supporting the children’s learning?

A)      Build in a mutually convenient time to meet with Mrs Howard ahead of learning to discuss expectations of her throughout the lesson.

B)      Provide TA with annotated plans or notes to share the learning objectives and outcomes.

C)      Redirect the TA in class on front of the children so she knows not to be drinking the coffee and to be quiet while you are talking.

Explain and justify your choices

Ex: How could you make your teaching assistant more effective in supporting the children’s learning individually and whole class?

High Leverage Practices for Inclusive Classrooms

Edited ByJames McLeskey, Lawrence Maheady, Bonnie Billingsley, Mary T. Brownell, Timothy J. Lewis

Edition2nd Edition

First Published2022

eBook Published31 March 2022

Pub. LocationNew York

ImprintRoutledge

DOIhttps://doi.org/10.4324/9781003148609

Chapter 16|30 pages

Use Explicit Instruction

ByCharles A. Hughes, Paul J. Riccomini, Courtney A. Dexter

Chapter 19|18 pages

Using Assistive and Instructional Technologies

ByMaya, Jessica Williams

Chapter 7|14 pages

Consistent, Organized, Respectful Learning Environment

ByTalida State, Barbara S. Mitchell, Joseph Wehby

working with other adults:

Chapter 1|13 pages

Collaborating with Colleagues to Increase Student Success

ByMarilyn Friend, Tammy Barron

Denis and Medina both have received one verbal warning and you have moved both their names to yellow on the behaviour chart. Denis is often moved to negative colours and you've just recently had a meeting with his parents about his general disruptive behaviour. Medina is usually very well behaved and her name is often on green. While explaining the science starter, you see Denis purposefully knock over his partners water bottle and then slyly laugh. As you approach the name chart to move Denis's name, you hear something behind you and see another water bottle on the floor. Aaron tells you that Medina has just slapped the bottle out of his hand.

What are your next steps:

A)      Mrs Flower takes the 8 children to the IWB where they work as a group to do some more examples with dienes and place value charts. They create some steps to success to follow.

B)      Mrs Flower gives the children who are struggling some steps to success and extra time to complete their activity while she observes their strategies.

C)      Mrs Flower keeps supports the rest of the class while you take the 8children and work with them using guided practice resources.

Ex: How would each option support individual learning and the learning of the whole class

Justify your answer

Self-regulation is a core aspect of human functioning that helps facilitate the successful pursuit of personal goals. There has been a proliferation of theories and models describing different aspects of self-regulation both within and outside of psychology. All of these models provide insights about self-regulation, but sometimes they talk past each other, make only shallow contributions, or make contributions that are underappreciated by scholars working in adjacent areas. The purpose of this article is to integrate across the many different models in order to refine the vast literature on self-regulation. To achieve this objective, we first review some of the more prominent models of self-regulation coming from social psychology, personality psychology, and cognitive neuroscience. We then integrate across these models based on four key elements—level of analysis, conflict, emotion, and cognitive functioning—specifically identifying points of convergence but also points of insufficient emphasis. We close with prescriptions for future research.

LINK: https://www.annualreviews.org/doi/abs/10.1146/annurev-psych-061020-105721

REFERENCE:

Integrating Models of Self-Regulation

Michael Inzlicht, Kaitlyn M. Werner, Julia L. Briskin, Brent W. Roberts

Annual Review of Psychology202172:1,319-345

Integrating Models of Self-Regulation

Annual Review of Psychology

Vol. 72:319-345 (Volume publication date January 2021)
First published as a Review in Advance on October 5, 2020
https://doi.org/10.1146/annurev-psych-061020-105721

This meta-analysis explores whether self-regulation in childhood relates to concurrent and subsequent levels of achievement, interpersonal behaviors, mental health, and healthy living. A comprehensive literature search identified 150 studies that met inclusion criteria (745 effect sizes; total n = 215,212). Data were analyzed using inverse-variance weighted random effects meta-analysis. Mean effect sizes from 55 meta-analyses provided evidence that self-regulation relates to 25 discrete outcomes. Results showed that self-regulation in preschool (∼age 4) was positively associated with social competency, school engagement, and academic performance, and negatively associated with internalizing problems, peer victimization, and externalizing problems, in early school years (∼age 8). Self-regulation in early school years was positively related to academic achievement (math and literacy), and negatively related to externalizing problems (aggressive and criminal behavior), depressive symptoms, obesity, cigarette smoking and illicit drug use, in later school years (∼age 13). Results also showed that self-regulation in early school years was negatively related to unemployment, aggressive and criminal behavior, depression and anxiety, obesity, cigarette smoking, alcohol and substance abuse, and symptoms of physical illness in adulthood (∼age 38). Random effects metaregression identified self-regulation measurement as the most important moderator of pooled mean effects, with task-based assessments and teacher-report assessments often showing stronger associations than parent-report assessments. Overall, findings from this meta-analysis provide evidence that self-regulation in childhood can predict achievement, interpersonal behaviors, mental health, and healthy living in later life. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

LINK: https://psycnet.apa.org/record/2020-00476-001

REF: Robson, D. A., Allen, M. S., & Howard, S. J. (2020). Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. Psychological Bulletin, 146(4), 324–354. https://doi.org/10.1037/bul0000227

LINK: https://link.springer.com/article/10.1186/s40723-021-00085-7

REF: Braund, H., Timmons, K. Operationalization of self-regulation in the early years: comparing policy with theoretical underpinnings. ICEP 15, 8 (2021). https://doi.org/10.1186/s40723-021-00085-7

Self-regulation of Learning and Performance

Issues and Educational Applications

Edited ByDale H. Schunk, Barry J. Zimmerman

Edition1st Edition

First Published1994

eBook Published6 January 2023

Pub. LocationNew York

ImprintRoutledge

DOIhttps://doi.org/10.4324/9780203763353

link: https://www.taylorfrancis.com/books/edit/10.4324/9780203763353/self-regulation-learning-performance-dale-schunk-barry-zimmerman?refId=18915b85-ba04-41a2-9eb3-d340bbd800f4&context=ubx

Despite the consensus about the importance of self-regulated learning for academic as well as for lifelong learning, it is still poorly understood as to how teachers can most effectively support their students in enacting self-regulated learning. This article provides a framework about how self-regulated learning can be activated directly through strategy instruction and indirectly by creating a learning environment that allows students to regulate their learning. In examining teachers’ instructional attempts for SRL, we systematically review the literature on classroom observation studies that have assessed how teachers support their students’ SRL. The results of the 17 retrieved studies show that in most classrooms, only little direct strategy instruction took place. Nevertheless, some teachers provided their students with learning environments that require and thus foster self-regulated learning indirectly. Based on a review of classroom observation studies, this article stresses the significance of (1) instructing SRL strategies explicitly so that students develop metacognitive knowledge and skills to integrate the application of these strategies successfully into their learning process, and (2) the necessity of complementing classroom observation research with data gathered from student and teacher self-report in order to obtain a comprehensive view of the effectiveness of teacher approaches to support SRL. Finally, we discuss ten cornerstones for future directions for research about supporting SRL.

LINK: https://link.springer.com/article/10.1007/s10648-020-09534-0

REF: Dignath, C., Veenman, M.V.J. The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies. Educ Psychol Rev 33, 489–533 (2021). https://doi.org/10.1007/s10648-020-09534-0

LINK: https://www.sciencedirect.com/science/article/abs/pii/S074756321930305X

REF: Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender

Author links open overlay panelAhlam Alghamdi ^a, Aryn C. Karpinski ^b, Andrew Lepp ^b, Jacob Barkley ^c

https://doi.org/10.1016/j.chb.2019.08.018

a)       Raise your voice to grab their attention and say, “It’s tidy up time.” Repeat several times until the children do this.

b)      Use non-verbal cues such as a bell to gain the children’s attention to start tidy up and then ring the bell again to get the children to sit on the carpet.

c)       Show the children the tidy up routine on the board and ask each group to complete the task by the time set.

Part 2: You have started to provide your input about the science lesson, but not all the children are listening. Would you…

a)       Use non-verbal cues that have been established in your classroom. E.g. Look at children, cross your arms and wait for silence?

b)      Keep telling the children that you want them to be quite on the carpet and write the children’s names on the board who are not doing this? E.g. “Katie sit still and stop talking” in a stern voice.

c)       Continue to deliver your lesson and ignore low-level disruption coming from a few children give your science input so that the lesson does not run over?

Part 3:

You are now ready to give your instructions for the science experiment. Do you…..

a)       Give all the instructions at once now that all the children are listening to you, and they have your full attention?

b)      Give the instructions one at a time and check for understanding from several children?

c)       Model instructions visually and then ask the children to explain what they are going to do?

Part 4:

The children now know what they must do for their science experiment. You need to send the children to their workstations in an orderly manner. Do you….

a)       Use established routines for transitions, such as “When I say 1 do this, when I say 2 do this and when I say 3  or red table go back to your table and show everyone to do this model?

b)      Tell all the children to go back to their workstations at the same time?

c)       Say, “Girls you can go back to your tables first, because you are sitting beautifully”?

Part 5:

You have completed your science lesson, and you only have 5 minutes to get the children home on time.  You need to get the children ready for home time quickly and safely. However, a child comes up to you and says that they do not want to go home and is crying.   What do you do?

a)       Carry on as usual and take all the children out to meet their parents/carers including the child who is crying and does not want to go home?

b)      Get the children to wait in the classroom while you speak to the child and they children go home late.  The parents/carers are getting frustrated because their children are five minutes late already?

c)       Ask a child to get another teacher or teaching assistant to take the class whilst you speak to the child who is crying and does not want to go home?

a) do nothing - it is after school hours, it is not your responsibility.

b) contact the parents the next day

c) go and speak directly with the children and confiscate the vape from them, saying you will give it to their parents at school tomorrow.

Justify your answer.

What should you do?

A: empathise with Billy, saying that your big brother is sometimes mean as well. You ask if he also kicked and hit Billy. Let Billy know he can talk to you and you won't tell anyone else.

B: log the concern with the DSL

C: Ask Billy to say how it happened, and repeat back his responses to him.

Justify your answer.

Extended Scenario

Billy says that his brother grabbed his arm in the kitchen. Billy had decided to make tea for him, his brother and sister. He was hungry and mum was asleep upstairs and he didn't want to wake her. He had opened the oven door to take the pizza out, his brother thought he would burn himself and grabbed him. Billy was ok and they ate the pizza.

What would you do now Billy has told you this.

a) let the child wait in the classroom with you and help tidy up / set up for the next day.

b) put the child into the school's after school provision, knowing the parent will not be able to afford the fees.

c) contact social services.

1. Check up on Ryan on whether or not he is coming into school having eaten breakfast, if he isn't then keep giving him food from breakfast club as you know he wont be able to focus with some subsistence.

2. Monitor this situation over a period of time and then if it is a regular occurrence you ask his mum for a word and discuss where Ryan stays on Sunday evening and how he comes into school on Mondays.

3. Give Ryan some fruit and reassure him and then go to speak to the DSL and follow this up with a written concern on CPOMS with the times it has happened and your concerns for Ryan.

Justify you answer ...

You are walking along the corridor and notice that Ryan is next to the lunch trolley. You ask Ryan what he is doing inside and tell him to go out and enjoy his lunchtime. Later in the afternoon, you check your worry box and you see that four children have written that their snacks have gone missing from their lunch boxes.

What would you do next and why ...

However, the next day you notice her pushing her pencil into her leg during a lesson and then when changing for P.E. later in the afternoon, you notice this has left marks on her leg.

What would you do next in this scenario ...

Do you:

a) let the child go home with the parent

b) keep the child in the classroom whilst you go and get a member of the senior leadership team to decide if the child can go home with the parent

c) refuse to release the child to the parent, log on My Concern and contact social services

Justify your answers

What do you think?

a) The class teacher directs the new LSA to discretely approach the child and ask if they want to have a quiet talk away from everyone else. The LSA asks the child to explain what they meant and what has caused them to say this. The LSA notes down in child speak exactly what the child has said. The class teacher reads the notes and follows school policy which includes reporting this concern to the DSL. Whilst reporting this she mentions the picking too and flags this as separate issue.

b) The class teacher stops the lesson and takes the child out leaving the new LSA to take over the lesson. The teacher takes the child to a sensory room and asks them to explain their thinking. The teacher then reports what has been said to the DSL.

c) The class teacher is unsure what to do after the lesson so they voice their concerns to their school mentor who is also a member of the Senior Team. They suggest making a personal note of the incident and keeping a close eye on Sophie to see if this happens again.

Justify the correct choice of action

A: acknowledge the positive parental support and then share specific facts regarding Ava's behaviour in class and outcomes of recent assessments

B: do not say anything about your concerns. Talk to Ava next day in class, and explain that her behaviour and attitude needs to improve or you will raise it with her parents

C: explain to the parents that they might consider reducing Ava's activities outside school, and help her to focus on her school work as her assessments are disappointing.

Extended scenario

Ava's parents are surprised to hear this. They assume that it must be your teaching that is the problem and she is bored.

What do you do?

What should you do next:

A) You ask Tom about how he got the bruise who says he doesn’t know. So you decide not take it further as Tom is very accident prone and always seems to be covered in bruises.

B) Ask the Teaching Assistant to record it on the school’s safeguarding software, including as much detail as possible so that the Designated Safeguarding Lead can follow up accordingly.

C) You ask Tom about how he got the bruise who says he doesn’t know, so you decide to speak to the Designated Safeguarding Lead and report your concerns accordingly.

Justify your response:

You mention the incident in the staffroom and you discover that there have been similar concerns in previous year groups and also with younger half siblings which you were not aware of.

What should you do next:

A) You decide to speak to the parents straight at school pick up and ask them about the bruise and the other incidents.

B) Speak to Tom again and try to get him to think about the previous incidents. Did the bruises happen at school or at home? Did somebody do that to you or did you walk into something?

C) Speak to the Designated Safeguarding Lead again and ask about the other incidents to check that they are aware of the previous incidents.

You scan the classroom and all children are engaged and on task however, you notice one child who appears to be struggling. You hear a strange noise and turn around to see a child repeatedly banging their head on the table in front of them.

The children around the child are staring and looking shocked. The TA has approached the child and is trying to pacify the child.

What do you do?

1.       Do you observe what is happening and leave the TA to manage the situation?

2.       Do you evacuate the classroom and leave the TA with the child?

3.       Call for assistance from the class teacher and allow her to take the lead?

Part 2

The class teacher is still unavailable and an HTLA has taken the rest of the children outside.

The TA tells you what the child has revealed what has happened.

Late last night, the bailiffs have arrived and forced entry into the family home. They have removed all items of value including the play station and the child’s i- pad.

The child has not had any breakfast and the parents have not informed the school.

What do you do?

1.       Approach the child and listen and show sympathy and empathy to the child. Ask further questions.

2.       Ask the TA to get the child a snack and on the way to get the DSL, leaving the child with you .

3.       You offer to get a snack for the child and on the way alert the DSL or someone else from SLT about what is happening.

What do you do:

a) let them go - school policy states Year 6 children are able to walk home on their own

b) tell the child they are not allowed to leave and put them into the school's after school club until their parent arrives.

c) tell the child they are not allowed to leave the premises and contact the parent.

Justify your answer.

Someone comes to collect one of the children who is not their parent, but the child recognises the person and seems excited to see them.

What do you do:

a) double-check with the child that hey know the person and are happy to go home with them.

b) refuse to let the child go and wait until the parent arrives.

c) put the child into the after school club and speak to a member of senior leadership to see what to do.

Justify your response.

What are your next actions:

a) make contact with the parent directly and tell them what you have noticed and say that the child needs to be smarter in their appearance.

b) log it directly onto My Concern.

c) speak directly with the child and ask them why they are unclean to try and find what the reason is.

Justify your answer.

Do you:

a) call the police immediately.

b) log the incident onto My Concern

c) send someone from the school to the house to check.

Justify your response.