A Teaching Assistant's Guide to Child Development and Psychology in the Classroom: Second edition

by Bentham; Susan

• ISBN13: 9780415569231
• ISBN10: 0415569230
• Edition: 2nd
• Format: Nonspecific Binding
• Copyright: 2011-05-02
• Publisher: Routledge

Summary

How can you help students most effectively in the classroom?As a Teaching Assistant, you play a vital role in today's schools. This fully updated new edition will help you get to grips with the main issues to do with psychology and its role in the processes of teaching and learning.This accessible text, building on the success of a best-selling previous edition, provides informative, yet down-to-earth commentary with clear examples of how you can apply this knowledge in everyday practice.The book addresses issues including:How to support learningHow to identify and cater for different learning styles?Teaching children with additional needsHow to manage behaviour to support learningHow to help children with their self-esteem and independenceThis new edition includes references to up-to-date research in child development and psychology to include information regarding personalised learning, creativity, motivation, on-line learning and neuroscience. Chapters are complemented with lively case studies, self- assessment questions and examples of how to apply theory to everyday classroom practice. The reader is encouraged to develop reflective practice to best support childrens' behaviour and learning.A handy appendix maps the content of the book against the National Occupational Standards for Teaching Assistants (2007).This reader-friendly book is an invaluable companion for every Teaching assistant and anyone working in a supporting role in an educational setting.

Author Biography

Susan Bentham is Senior Lecturer in Education at the University of Chichester. She is the author of A Teaching Assistant's Guide to Managing Behaviour in the Classroom and guides for teaching assistants to complete NVQ Levels 2 and 3 (all published by Routledge).

Table of Contents

List of illustrations	p. x
Acknowledgements	p. xiii
Introduction	p. 1
Definitions of reflection and the reflective practitioner	p. 2
Ways to reflect: the reflective account	p. 4
Ways to reflect: the professional dialogue	p. 7
Final comments	p. 9
Basic principles underlying pupil development and learning	p. 11
Intellectual and cognitive skills	p. 11
Language and communication skills	p. 27
Social and emotional skills	p. 34
Specific skills and abilities	p. 49
Summary	p. 62
Learning support strategies	p. 64
Learning strategies as a way to promote effective learning	p. 64
Specific skills	p. 75
Emotional responses	p. 83
Reflection	p. 86
Learning styles	p. 89
Barriers to effective learning	p. 89
Learning styles	p. 89
Adapting learning support Strategies to accommodate different types of learning style	p. 94
Learning styles, personalized learning and assessment for learning	p. 96
Pupils with additional needs	p. 100
Inclusion	p. 100
Terminology	p. 100
Assessing additional needs	p. 102
Autism Spectrum Conditions and Asperger's syndrome	p. 105
Dyslexia	p. 110
Dyspraxia	p. 115
Down's syndrome	p. 118
ADHD	p. 121
Speech, language and communication difficulties	p. 126
Sensory impairment	p. 130
Physical impairment	p. 134
Bilingual and multilingual pupils	p. 136
Looked after children	p. 139
Gifted and talented pupils	p. 141
Pupils with poor working memory	p. 144
Putting it all together	p. 145
Managing behaviour for learning	p. 147
Introduction	p. 147
Aspects of culture, upbringing, home circumstances and physical and emotional health that could influence the pupil's interactions with others	p. 150
Intervention strategies	p. 153
Developing thinking skills: giving choices and stating consequences	p. 158
Being proactive: monitoring the group to spot signs of conflict at an early stage	p. 160
Establishing effective working relationships with pupils and colleagues	p. 163
Basic principles of effective communication with pupils	p. 163
Techniques of active listening	p. 164
Four levels of listening	p. 168
Interpreting non-verbal communication	p. 168
Basic principles of working with groups	p. 170
Basic principles of effective working relationships with colleagues	p. 175
Self-esteem, motivation and independent learners	p. 179
Definitions of self-esteem and self-concept	p. 179
Factors that affect the development of self-esteem and self-concept	p. 180
Strategies that will enhance self-esteem	p. 181
The relationship between self-esteem and achievement	p. 184
Motivation	p. 185
Factors that promote independence	p. 189
Strategies designed to encourage independence	p. 190
Glossary	p. 193
Bibliography	p. 202
Index	p. 211
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