Negotiating support approaches with student and whānau
Suggestion for implementing the strategy ‘Supporting and preparing teachers in their role’
On this page:
On this page:
Current page section: Negotiating support approaches with student and whānau
Go to top of current page: Negotiating support approaches with student and whānau
Go to top of current page: Negotiating support approaches with student and whānau
Go to top of current page: Negotiating support approaches with student and whānau
Ask what is needed
Ask what is needed
I would like to get less support and I would like to decide who supports me … and in which parts of my schedule …
If I were allowed to use the computer more, I wouldn’t need so much help at school.
It’s not much fun having all these old ladies hanging around me all the time.
Snaefridur Thora Egilson and Rannveig Traustadottir
Seek guidance on personal care
Seek guidance on personal care
The teacher is responsible for gathering information and briefing the teacher aide.
When a student requires support for personal or physical care, it is the teacher’s role to ask a student and their family:
- what information would you like us to be familiar with (for example, details of needs or medical conditions)?
- how can we help?
- what do you need us to do?
- what don’t you want us to do?
- what classes or break times you do not want to miss (so these can be worked around)?
Source: Adapted from Springboards to Practice (opens in a new tab/window)
Develop a support checklist
Develop a support checklist
Encourage teachers to develop a support checklist the student and their whānau.
Identify which activities need support, such as:
- moving between classes
- taking part in activities at morning tea and lunchtime
- eating and drinking
- going to the toilet
- taking medications
- going on school trips
- accessing playgrounds and buildings.
Source: Adapted from Springboards to Practice (opens in a new tab/window)
Useful resources
Useful resources
Maximising The Impact of Teaching Assistants: Guidance for school leaders and teachers
This downloadable UK resource provides checkpoints to support teacher aides develop their skills scaffolding students’ learning.
Publisher: Maximising the Impact of Teaching Assistants (UK)
Springboards 2 Practice: Enhancing effective practice in education
Read time: 5 min
This is a summary of effective teaching practices for building capability in education for students who have moderate and high education needs.
Download PDF (389 KB)
Next steps
More suggestions for implementing the strategy “Support and prepare teachers in their role”:
-
Introducing teacher aides to classroom culture and expectations
-
Current page Negotiating support approaches with student and whānau
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: Teacher aide practice
Strategies for action:
-
Review and refine the TA's role and responsibilitiesShow suggestions for Review and refine the TA's role and responsibilities
-
Develop effective recruitment, induction, and PLD processesShow suggestions for Develop effective recruitment, induction, and PLD processes
-
Support and prepare teachers in their roleShow suggestions for Support and prepare teachers in their role
- Introducing teacher aides to classroom culture and expectations
- Negotiating support approaches with student and whānau
- Leading and coordinating learning
- Supporting teacher aides to gather useful data
-
Identify areas to build TA understanding and confidenceShow suggestions for Identify areas to build TA understanding and confidence
