Support group work and collaborative learning
Suggestion for implementing the strategy ‘Identifying areas to build teacher aide understanding and confidence’
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Encourage students to share ideas
Encourage students to share ideas
Share expectations that teacher aides will limit their talk time and allow plenty of time for students to explain their thinking.
![10280 [DSC-1051.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/DSC-1051__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Give feedback and feedforward
Give feedback and feedforward
When providing feedback and feedforward, encourage teacher aides to:
- address feedback towards the specific goal the student is working on
- give feedback at the time
- be consistent; use the same framework or rubric to give ongoing feedback
- be specific – effective feedback is concrete, specific, and useful. For example, rather than saying “Great job”, say, “You used xxx strategy to solve that problem correctly.”
- frame comments so they are stated positively – state what the student has done well, and then one manageable thing to work on next.
Support pairs by stepping back
Support pairs by stepping back
When students are working in pairs, encourage TAs not to be part of a pair.
The TA can support the student partnership but not be a replacement peer.
![11267 [IMG-students-working-on-laptop.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/IMG-students-working-on-laptop__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Support peer-to-peer interactions
Support peer-to-peer interactions
One of the many benefits of students working in mixed ability groups is that students are able to support each other. A teacher aide can support these interactions.
![10282 [DSC-1060-1-1.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/DSC-1060-1-1__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Facilitate student participation
Facilitate student participation
Teacher aides should:
- encourage students to ask their peers, a buddy, or a partner when they need help
- encourage students to share their understandings. For example, “Amy, can you show Sonia how you solved that problem?”
- wait and prompt students only if they are off task
- wait and prompt students only to ensure everyone has a turn, when students are working in a group with specific roles.
Next steps
More suggestions for implementing the strategy “Identify areas to build TA understanding and confidence”:
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Current page Support group work
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:
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Review and refine the TA's role and responsibilitiesShow suggestions for Review and refine the TA's role and responsibilities
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Develop effective recruitment, induction, and PLD processesShow suggestions for Develop effective recruitment, induction, and PLD processes
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Support and prepare teachers in their roleShow suggestions for Support and prepare teachers in their role
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Identify areas to build TA understanding and confidenceShow suggestions for Identify areas to build TA understanding and confidence
