Enable ākonga independence and ownership of learning
Suggestion for implementing the strategy ‘Identifying areas to build teacher aide understanding and confidence’
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Aim for peer support
Aim for peer support
Build students’ skills to seek peer support.
Aiming for interdependence leads to a “double-win” as students achieve success and have meaningful interaction with peers.
![10283 [DSC-0256.JPG]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/DSC-0256__ScaleMaxWidthWzEwODZd.JPG)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Stand back whenever possible
Stand back whenever possible
Guidance for teacher aides supporting an individual student in a subject class.
- You are there to support the student, not to do the work for them. You won’t be judged on the student’s performance.
- Avoid sitting next to the student all the time. Students can feel singled-out when they are the only person getting help from a teacher aide.
- Let the student attempt tasks and activities before offering any help. Allow enough time for them to persist and problem solve by themselves, with a peer, or with the teacher.
- Don’t assume the student needs your assistance. Ask before helping.
- When the student doesn’t want your help, respect that. Offer help to other students.
- When the students work in pairs, don’t pair up with a student. Support them to work in a pair with another student or move around the class supporting all the pairs.
- Sometimes doing less is doing your job.
Make space for independence
Make space for independence
Encourage teacher aides to wait and watch.
Build their confidence to step back and make space for learning.
![10284 [DSC-1076.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/DSC-1076__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Increase access to teacher and peers
Increase access to teacher and peers
Support teacher aides in their ability to increase the student’s access to teacher and peer engagement, rather than replacing it.
![10285 [DSC-1020.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/DSC-1020__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Next steps
More suggestions for implementing the strategy “Identify areas to build TA understanding and confidence”:
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Current page Enable ākonga independence
Return to the guide “Supporting effective teacher aide practice ”
![11451 [teacher-aide-practice-002.png]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/guides/featured-images/teacher-aide-practice-002__FillWzIwOCwyMDhd.png)
How to use this site
Guide to Index of the guide: Autism and learning
Understand:
Strategies for action:
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Identify needs and ways to provide supportShow suggestions for Identify needs and ways to provide support
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Key areas of supportShow suggestions for Key areas of support
- Support communication
- Foster social interaction
- Minimise sensory challenges
- Support positive behaviour
- Support self-management
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
