Cracking the Teacher-TA Relationship
Teaching assistants make such a difference to the learning that occurs in your classroom. But what can you do to develop and enhance that Teacher-TA relationship to make an even greater difference? Emily Weston explains…
If I asked you, ‘what is a teacher’s best friend?’, what would your answer be? Glue sticks? Your classroom snack box? Or your teaching assistant?
For me, having a TA in my classroom is one of the best parts of the job, and I believe it should be for you, too. Not only do they provide invaluable help with increasing progress for your class, but they can be a listening ear when you have a bad day, or someone to sound your new ideas too. However, I often think the success of the teacher and TA relationship can depend on which letter of the acronym you put the emphasis on: the T, or the A.
On one hand, a much smaller hand, you have those who treat their TA like an assistant. Despite them being in the classroom to provide support, this is not personal to the teacher. Giving your TA demands and delegating the jobs that you don’t want to do can often deteriorate the relationship and make them feel undervalued.
Of course, from time-to-time we all ask our TA to cover while we pop to the toilet, or print those last SATs papers you ran out of time to do on your PPA. Occasionally, I will even ask mine to make me a drink. But, and this is the important part, the relationship must already have been built with your TA by this time.
A more successful TA relationship is built when they are doing just that: teaching. Often, they will have a range of skills which will complement your own and should be utilised within the classroom. For example, in my time as a teacher I’ve had:
● TAs who have creative ideas and more artistic tendencies than me – which means amazing displays!
● TAs who have specialisms in subjects I don’t – RE, MFL or Art. This means they can give high-quality foundation sessions either during my PPA, or while I do short interventions.
● TAs who have an interest in pastoral care, which enhances provision in the classroom.
These are skills I don’t always have. Often, especially in Primary, we can become a jack of all trades, master of…a few. I know my own strengths and weaknesses, so I am always thrilled when my TA has skills which enhance my own! Because of this, whenever I start teaching alongside a new TA, I like to ask what their interests are, both in and outside of the classroom, to see if we can incorporate these into our curriculum.
I also like to do this because I enjoy the flexibility of a TA being able to manage flexible interventions or cover whole class teaching – once children are on task – while I do the interventions. This works best when you’re sure of what your TA feels comfortable teaching. For example, with some Maths topics this year, my TA preferred to work with children in the classroom once they were on task, while I did the flexible intervention with children who felt they needed additional help. Other times, she was confident to do the intervention herself, while I stayed in class.
I wanted you to not just have my word for it, so here is my previous TA, Danni Bryan, explaining her perspective on her role in the classroom:
I love being a TA because no two days are the same. Beyond anything else, it’s taught me to be flexible and to adapt quickly! The best part of the role is, of course, working with the children. I enjoy the moment a child works out the solution to a question they find tricky and the look on their faces when I tell them I’m proud of them for the determination and resilience they have shown to get there.
To be a good TA, having a good relationship with the teacher is everything. It shows well in the classroom if the adults can interact and work well together; the children are calmer and it’s a happier environment for everyone. It also models good relationships well to children, too.
Being a TA comes with challenges just like every other job, but knowing you’re making a difference in a child’s life is everything and more.
Your relationship should enable the children to be put first, always
With this in mind, here are my top tips for working effectively together through the year:
1) Find out what each other’s strengths and weaknesses are. If you are both aware of this throughout the year it is even easier to offer additional support where it is needed, and more likely to be wanted.
2) Don’t let your mood affect your relationship. We all have up and down days – try not to let these affect how you speak to each other. Sounds so simple, but when you spend so much time together, it can be harder than you think! Take the time to ask if they’re okay.
3) Make each other drinks. The little gestures can make such a difference to the wellbeing of staff, and you are best placed to look out for each other.
4) Leave a note to start the morning – even if you have time to talk, it’s always useful to have the day outlined with clear instructions.
5) Keep an intervention folder – a paper one! – where short notes of children and groups which have been taken can instantly be seen. Yes, online is great but sometimes a quick look in a folder that is to hand can be invaluable. It also shows assessments made by both of you.
By doing this, you are developing a partnership that will create a happy and stimulating work environment not only for you, as adults, but for the children. This relationship goes beyond imparting academic wisdom to the children; we model how to support others, work together and compromise. Children (as we all know) pick up on everything so they’ll notice an imbalance in the classroom.
There’s a saying I am sure we all know that I am guilty of using a lot (maybe even too much!): ‘team work makes the dream work’. It’s well-known because it’s true.
