but in any school a TA will know the CHILD often better than the teacher- this gives them a better idea of how to get an idea acrossA TA does not need specialist knowledge of a subject to help the child.
I'd like to see him come into a special after sacking all the TAs. We have on average 1:3 staffing (in some cases 1:1) - so is he going to hire an extra 50 teachers to replace the 50 TAs (50x £21,000 (max grade) or 50x £31,000 (max MPS))?
Last edited by Trapper; 6th July 2013 at 07:01 PM.
So, on one hand they're saying the army of 'cheap labour' are unqualified to teach and don't help anyone, but on the other hand they're saying unqualified people are ok to teach kids.
As far as I'm concerned, TAs are worth every penny they get paid. The job they do is important from an 'SEN' stand point but also from a 'letting the teacher teach' standpoint. Examples of this would be if you have a disruptive child in a class. If there's no TA, that disruptive child can knock a good 10 minutes from a lesson's teaching time. If there is a TA, that TA can deal with it, reducing the disruption to teaching.
The idea of 'inclusive' education is the problem in my mind. If a child has specialist needs, they should be taught in a specialist environment. The idea that they can be 'fixed' by putting them in a normal school is nonsense, and has been shown by a complete lack of improvement by including them in mainstream schools. Its damaging to the children in question, and to those around them, as more effort is put into them than the mainstream children.
j17sparky (6th July 2013)
Bring back the eleven plus...
Last edited by j17sparky; 7th July 2013 at 12:04 AM.
On about IT techs I think we're much more secure now than we have been as a disparate group in years.
Academies and Free Schools are basically businesses, maintained schools are running more like businesses who appreciate professional diversity. It's now no longer all about the teachers. IT (corporate IT), finance (corp. finance dept.), pastoral (corp HR dept.) and business (corp. marketing and Ops management) are seen as equal professional partners by SLT and Governors.
@Trapper, I'm glad to hear this is the case in some places but it isn't the case everywhere yet and that is an entirely different battle to be fought. It should be that way as you say, but the entire country isn't quite there yet.
When it comes to the specialist/mainstream debate, this has been going on for decades. At the end of the day it does always depend on the individual child of course, but there's also a case for suggesting that this is the very heart of the "differentiation" principle. Good teachers ought to be able to differentiate appropriately for individual classes and in principle this is absolutely true... however that depends on how well they are supported in doing so!
When I was at school we didnt have TAs because we were taught in rows, at desks, with little or no differentiation between levels of achievement - leaving many children struggling and the very bright ones bored.
Now there is a much greater focus on group and peer-led learning which often means the class is divided up into small groups to do various differentiated tasks. TAs are invaluable here. I work in a junior school and although some TAs are indeed one-to-one, every class has a TA for the morning to help in literacy and numeracy. I can't see how the current methodology would survive without them.
Agreed - we're the recognised centre for that in our LEA and the school turns out a high proportion of successful children with additional needs through good differentiation and high levels of TA support during lessons. We have around 35 TAs, which isn't far off the number of QTS staff. This school would quickly become completely unrecognisable if the TAs were removed or simply not replaced.
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