ES CORRECTO Y SUFICIENTEMENTE INFORMATIVO SU ETIQUETADO EN EL MERCADO ESPAÑOL?

Kate Transcript

M In a nutshell, what would you say is your role?

K: 1 I would see my role as supporting the teacher to promote learning and to support the child under the direction of the teacher.

M Thanks very much. So what sort of things do you do in a typical school day?

K: 2 In a typical school day would be preparing for any creative activity that we might be doing, talking through with the teacher the plan of the day and prepare for small groups. I would perhaps take a small group for numeracy or literacy and then covering for teachers breaks, lunch breaks, outdoor duty, assisting children if they needed the toilet. Again, activities in the afternoon, I would prepare for the activities, then maybe read the children a story if the teacher had other things to do – she would be in the classroom but she might have other things to do and then possibly seeing the children off in the afternoon.

M That’s great thanks that gives a flavour of what you do. Thanks. So what would you say the advantages are of having a TA in the classroom? There are 2 ways of looking at it, from the teacher’s point of view and what do you think the advantages are for the children?

K: 3 First of all for the teacher, I feel she can concentrate on teaching and taking the children’s learning forward

M What do you mean she can concentrate on the teaching?

K: 4 She doesn’t have to worry about preparing for the day because I’m there to prepare, to get paint ready to get the activities ready for the day. Say for instance for Under the Sea I would set up an Under the Sea theme in the water trough or sand or whatever – whatever. She can call on me to take a child to the toilet so her teaching isn’t interrupted if she is taking the group session – I would be there to do that...er...what else...

M So you are saying really that she is the teacher so she’s got the main teaching role?

151 M Right, that’s fine, that’s really helpful. So what are the advantages for the child?

K: 6 For the child, it’s another adult in the classroom that the child can trust. If for instance the child needs the toilet they get to understand that I would take them or be there just to assist them and also they get the trust of another adult in the classroom, so if there is an issue .. Well I have one where there is a little girl where in my view she is a bit wary of the teacher, but she comes to me because she knows I’m a different person to the teacher personality wise and that she feels she can talk to me.

M So what you’re saying is that children see you as different, er not in a negative way but she sees you different in your personality.

K: 7 Yes

M Do you think she sees you different in any other way?

K: 8 Er...

M Or do you think it’s a personality or approach thing?

K: 9 Yes approach. I work with a number of teachers and my role is to support a number of teachers. If for instance the teacher is in the classroom, again with that particular child, that child won’t go into the classroom if she knows that teacher is in with a small group of children and she will come to me.

M I wonder why she won’t ask the teacher?

K: 10 She told me – she’s 4 – she told me that the teacher doesn’t like to be interrupted when she’s got that small group.

M That’s great, that gives a real flavour of your role. So what would you say the disadvantages are then for the teacher?

K: 11 Erm, the disadvantages could possibly be a personality clash... They might not get on. I think you have to try to find a balance and though it’s not discussed you find a plateau for your role.

152 K: 12 Speaking from a teachers point of view I wouldn’t know if there any.

M Are there any disadvantages from the children’s point of view?

K: 13 Other than if the TA hasn’t got the right approach to suit that child

M From what you’ve said, you see the TAs approach as different to the teachers.

K: 14 Yes, yes.

M Why do you think there’s a difference in approach?

K: 15 I feel that in the school I work in, there is a distinct line between teachers and TAs and you know because you are not a qualified teacher, there is a certain line you can go to and the teachers, maybe subconsciously think they are the professional and you are thee to support them and the children.

M Yes that’s fine so you are saying there’s a fine line and one thing is the teacher’s qualification. Is there any other reason?

K: 16 It could be the personality of the teacher. We have one teacher where her and her TA work very well together. Her personality is ‘let’s all get on together’ but she is still the teacher, she has the responsibility. I’ve seen another teacher and TA who work differently – they are quite business like and they have their own territories that they get involved in.

M why do you think there’s a difference in territory – that’s an interesting word.

K: 17 I would say that’s the main reason. The teacher is qualified and you take on the role of a TA knowing that you haven’t qualified and you haven’t got that responsibility.

M So, you’ve defined what your role is, so what happens in your school to help you do your job?

K: 18 We have a folder to tell you about your role. No-one has actually gone through it with me; they just give it you to read. So before I started I was given this package about my role. They also gave me a package of how to work in literacy & numeracy as a TA. No-one has actually gone through it with me but the positive in my school is we have an excellent head of year who is very good.

153 M Why is she good?

K: 19 She is very approachable, she is a very busy person but she always has time and at the beginning of the year she went through my role. She goes through the planning and what she expects from me as a TA. We have a weekly meeting about how it’s gone and the next stage.

M How is that done?

K: 20 There is a lesson so we have allocated time to prepare or if the area needs improving. Her time is precious but I always make sure we have that meeting to help the children’s learning.

M You mentioned children’s learning there, so how would you say you support the children’s learning?

K: 21 At this point in time I am concentrating on fine motor skills so I research how I can help the children with this so it would be playing with gloop, shaving foam, tweezers.

M So they told you what to do but then you had some control over what you do.

K: 22 yes I have a certain amount of control. I researched it but went through it with the head of year

M So in other words, you contributed to the planning

K: 23 I researched it but went through it with the head of year

M So in other words, you contributed to the planning. So, that’s what helps you. Is there anything that hinders you doing your job?

K: 24 We don’t get any training. I personally have done my own training through doing a degree

M So how would you say how TAs find out about how to support children’s learning?

K: 25 I think you learn from each other. I’ve learnt from other TAs, I’ve learnt from teachers, especially in literacy, how phonics are taught. I’ve gone & found out & asked how you teach children to read and TAs help each other.

154 M So what else hinders you doing your job?

K: 26 The busyness of the school. Sometimes you need to ask something and there might not be the time. You have to think on your feet the whole time and hope that you are getting it right. There is no training. I’ve suggested that we have training. I feel that it’s important for TAS because the majority of people who are taken on are mums so we all have our own perception of how we promote learning, but I think there needs training. There are facilities for training teachers, but at this point in time TAs don’t get any

M Why do you think that is?

K: 27 Maybe the school doesn’t feel the TAs are valued as much as the teachers are.

M I want to back to something you said early on in the interview – you said the teacher is a professional. I’d like to know why you think a teacher is professional and whether you think a TA is professional.

K: 28 I think the teachers professional because she’s gone through a degree but a TA might not have done. It’s qualifications. But I’ve seen teachers who I personally feel aren’t very good teachers and I’ve seen TAs who would be fantastic teachers if they had that qualification. But there again, do they want to be teachers? Maybe they’ve taken on the role because it fits in with their lifestyle. There is only 1 I know in my school who isn’t a mum.

M Why do you think mums take the job on?

K: 29 I feel that it fits in with their lifestyle, they get all the holidays and also they are near their children. I think that some teachers value TA roles because it supports them in their job. I feel some teachers don’t value TAs because I think it’s their personality. I think it’s the personality of the teacher, the professional, but I feel TAS would be more valued if there was training in place even if it was only once a term, just to keep them updated on what’s happening in the curriculum.

M Just one thing on training. Does your school have INSET days?

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