Implications For Maximising Pupil Learning Education Essay Example

and impact on students' learning progress by examining current research on how they affect individuals as well as the class as a whole. It will also investigate whether they contribute positively or negatively to student learning advancement.

The Role of the Teaching Assistant
There is often confusion surrounding the role of teaching assistants due to a lack of clarity and consensus on how they should be utilized in schools (Blatchford et al., 2012; Butt & Lance, 2009).The role and responsibilities of teaching assistants have evolved in recent years, with an emphasis on encouraging them to take on more instructional tasks. This shift has been highlighted in the 'Excellence and Enjoyment' document (Department for Education and Skills, 2003b), which has caused some confusion about their role. According to guidance from the Department for Education and Employment (DfEE) in 2000, teaching assistants are expected to support the school, curriculum, teacher, and students (DfEE, 2000). In addition, it was suggested by the Secretary of State in 2001 that teaching assistants should oversee categories and work with small groups (HMI, 2002). At School X, teaching assistants are individuals who work alongside teachers to assist students with their learning either individually or in groups (School X Role of Teaching Assistant). Over time, their roles have expanded beyond being simple classroom helpers to actively supporting instruction and learning in classrooms (Vincett et al., 2005 & Groom, 2006). To address coordination and training issues for teaching assistants at School X, a document by DfES in 2004 proposed plans for vocational qualifications and training for higher level teaching assistants (HLTA). The responsibilities of HLTA include planning and delivering teaching activities, assessing student progress under a

teacher's direction, and reporting on them (School X Role of Higher Level Teaching Assistant).However, confusion can arise due to the varied roles and responsibilities of teaching assistants in different contexts like School X. The impact of teaching assistants on students' learning differs from school to school, with some research suggesting that they hinder student progress, while other evidence indicates that they can actually enhance student learning (Brown & Harris, 2010). This essay will focus on whether the presence of teaching assistants maximizes student learning. The staff who assist teachers are referred to by various terms such as learning support helper, paraprofessional, learning assistant, or classroom support helper. However, according to the Department for Education and Employment (DfEE), "teaching helper" is the preferred generic term (DfEE, 2000,p.3). Therefore, this essay will use the term "teaching helper" to encompass all staff supporting the classroom teacher.

Effective Learning and Reducing Teacher Workloads

Learning is a complex process influenced by various learning styles and theories (Arthur & Cremin, 2010). Each person's learning experience is unique and occurs through assimilating knowledge from life experiences (Arthur & Cremin, 2010; Pritchard,
2009). This continuous process extends beyond the classroom.Research suggests that presenting information in diverse ways is important to cater to individuals' preferred ways of acquiring knowledge. Encouraging discussions facilitates effective learning by promoting the sharing of ideas and concepts. The roles of teaching skills, professional qualities, and the classroom environment are crucial for enhancing student progress in learning. Teachers should be aware of their students' preferred learning styles and use various strategies accordingly. Effective learning refers to the most efficient way for children to understand concepts and acquire knowledge.

To reduce teacher workloads, the National

Workload Agreement (NWA) aimed to increase the number of teaching assistants and decrease administrative tasks. According to Lance (2009), teachers reported a 79% reduction in workload when having learning helpers, allowing them to focus more on instruction and improving standards. Webster et al (2010) found that these learning helpers took over daily clerical tasks, leading to job satisfaction among teachers due to their positive impact.

In school X, the Year 5 class instructor highlighted the valuable benefits of having a teaching helper. This included alleviating clerical work and enabling more effective teaching and planning for different learning styles, thereby maximizing student learning.However, HMI (2002) contradicted these findings by stating that teacher workloads actually increased as they had to plan for and manage teaching assistants. In School X, the Year 6 teaching helper observed and evaluated children's speech to assess their progress during lessons. Despite having more freedom for instruction and lesson planning, teachers still required additional time to meet with the teaching assistant and discuss individual student progress and next steps.

Research by Blatchford et al. (2007) indicates that the presence of a teaching assistant in the classroom positively impacts student learning and behavior. It allows teachers to provide personalized attention and improve task behavior. Although not directly linked to maximizing student learning, having an instructional helper in the classroom can enhance task engagement and create a better learning environment (Blatchford et al., 2007).

In School X, the primary responsibility of the instructional helper was managing challenging student behavior, enabling uninterrupted teaching for the rest of the class. This example highlights how an instructional helper can optimize learning for all students. However, it is important to note that

this is just one way in which instructional helpers are utilized in classrooms, as different schools may employ them differently.

According to Brown & Harris (2010), there is a positive correlation between increasing teaching helpers in schools and rising attainment levels.However, while their study only focused on the relationship between staff expenditure and changes in attainment without considering other external factors, Finn et al (2000) and Reynolds & Muijs (2003) found that the presence of an instructional helper had no effect on student learning. It can be argued that the impact of instructional aids on the acquisition environment depends on how they are deployed and utilized in the lesson to maximize student acquisition. According to Webster et al (2010), learning aids are typically allocated individually for students with special educational needs or behavioral issues. Farrell et al (2010) provide evidence that properly deployed and trained learning aids can positively impact academic achievement for groups of students with learning difficulties. Alborz et al (2009) and Blatchford et al (2009a) also emphasize the importance of learning aids in integrating SEN students within mainstream schools. Among 14 studies reviewed by Alborz et al (2009), four showed a positive impact of learning aids in maintaining engagement and supporting communication with peers among SEN students. The importance of instructional aids in a child's development aligns with Maslow's hierarchy of needs as these aids provide emotional support, boosting confidence and self-esteem in students according to Maslow (1943).According to a study conducted by Woolfson & Truswell (2005), teaching assistants have a positive impact on students' attitudes and enhance their learning experiences. This is partly due to the emotional support they offer, which is

essential for progress in higher levels of learning. Teaching assistants also provide support and encouragement for children who struggle with larger groups or public speaking. As a result, they enable effective lesson access and improve learning outcomes by increasing confidence in one's ideas.

Furthermore, teaching assistants contribute to increased attention and active participation during teacher questioning. They also facilitate whole class engagement and maximize learning outcomes during lessons. The presence of an instruction helper can support the acquisition of knowledge by acting as a knowledgeable partner for the child to interact with (Bruner, 1986). This collaboration allows for prolonged adult-student interaction and enhances learning opportunities (Vygotsky, 1978).

However, Alborz et al.(2009) suggest that relying too heavily on an instruction helper may limit self-discovery opportunities. Studies by Blatchford et al.(2011), Giangreco & Broer (2007), and Giangreco et al.(2005) indicate a negative trend for children who receive excessive support compared to those who receive less support.Determining what constitutes as "similar" in this particular context is challenging due to the individual variations in learning styles that may have influenced research findings. Other studies indicate that providing one-on-one support can lead to excessive reliance on the instruction helper (Giangreco & Broer, 2007; Giangreco et al., 2005), which has been termed as "Velcro syndrome" by Vincett et al. (2005). Offering instructional assistance on an individual basis might result in less effective learning, as it reinforces the perception of being different and needing extra help, rather than maximizing potential at all levels. The lack of progress can be explained by Bruner's theory of scaffolding, which is based on Vygotsky's belief in the social construction of learning. Scaffolding involves providing support to a child

to complete tasks they cannot do independently. It is crucial for instructional helpers to remove this support so that the child can work autonomously. However, some argue that these helpers prioritize quantity over quality and overlook the importance of the learning process. At school X, instructional helpers concentrate more on task completion rather than nurturing critical thinking skills. For instance, during a math lesson on mental subtraction strategies, an instructional helper suggested using the written method for faster completion instead of assisting with understanding and the learning process.In addition, the presence of instructional helpers may lead to decreased interaction between teachers and students, potentially hindering academic progress and learning (Blatchford et al., 2009b). These teaching assistants have been found to reduce the amount of contact time with teachers, which can negatively affect learning outcomes. However, children who are assigned an instructional helper often require more assistance compared to those without one. This could explain why their progress is not as strong even with support. Fraser and [additional author] also found [information missing]. In a study conducted by Meadows (2008), it was discovered that children perceive teaching assistants as valuable and important in their learning process. These assistants provide support and clarity when explaining concepts. Furthermore, Fraser & Meadows (2008) found that even students who did not directly work with teaching assistants still benefited from having them in the classroom. This allowed teachers to allocate more instruction time to other student groups, enhancing the overall learning experience for the entire class. Webster et al.(2011) proposed a broader pedagogical model for analyzing the impact of teaching assistants on student progress; however, concerns about potential gaps between students

and teachers arise when teaching assistants are involved.Research conducted by Webster et al. (2011) revealed that there is a discrepancy between teachers and teaching assistants when it comes to fostering open discussions and encouraging questioning in the classroom. While teachers tend to promote such interactions, teaching assistants often limit conversation. This difference has raised concerns about its impact on student learning, as highlighted by Wilkinson & Pickett (2010). Moreover, Silliman (2000) emphasizes the importance of language used in the classroom for learning outcomes.

Although teaching assistants may potentially lack communication skills compared to trained teachers, they still play a crucial role in facilitating children's learning through their interactions and quality of speech. The allocation of teaching assistants to support children in accessing the curriculum can have both advantages and limitations. Therefore, it is essential to carefully select and adequately train teaching assistants who work individually with children to effectively enhance their learning without unintentionally impeding it.

Recent studies conducted by Blatchford et al. (2011; 2009a; 2009b) as well as Butt & Lance (2009) indicate that teaching assistants are becoming increasingly involved in educational activities with children in classrooms. In a review conducted by Rubie-Davies et al. (2010), the communication between teaching assistants and children was compared to that between teachers and children. Despite limited analysis on a small sample, similarities were found in the type of speech encountered by childrenThere are differences in dialogue between instructors and learning helpers. Instructors explain concepts and ask questions, while learning helpers give answers or complete tasks for students. This hinders students from developing their own thoughts and limits the exchange of ideas that are essential for meaningful learning. However, teachers

engage in dialogic instruction to foster critical thinking skills. Alexander (2008) suggests that better training for learning helpers is necessary to encourage discussion of new ideas instead of suppressing dialogue, as conversation is vital for learning.

At school X, during a science lesson, the teacher used higher order questioning to engage students in dialogic talk. The instructor initially provided scaffolding but gradually stepped back as the students generated their own ideas—a concept aligned with Bruner's notion of scaffolding (1986), which emphasizes guidance from a more knowledgeable individual like the teacher. However, rather than allowing students to discuss among themselves and develop their own thinking, the teaching assistant primarily focused on correcting misconceptions and providing answers.

Group work provides an opportunity for teaching assistants to support differentiated and targeted learning within small groups in the classroom.This approach allows all students to maximize their learning potential by encouraging each group to reach its own goals. Unfortunately, teaching assistants are often assigned to lower ability groups, resulting in these students receiving less instruction from qualified teachers (Ofsted, 2010). A report by HMI (2002) expresses concerns about this common issue where less qualified individuals tend to work with more challenging students while teaching assistants are rarely utilized to support and challenge higher achieving ones.

At school X, instructional helpers with strong math skills occasionally worked with higher and intermediate ability groups to enhance their learning experience. The impact of these instructional helpers on student learning exceeds that of the teacher. Properly trained and deployed instructional helpers effectively improve standards. Intervention strategies, often carried out by instructional helpers, help students achieve higher levels of achievement in English and Math.

According to the Ofsted (2010)

report, well-deployed and trained instructional helpers have a positive impact on student learning through intervention programs. Alborz et al.(2009) also confirm that instructional helpers contribute to maximizing literacy and language learning. However, these studies have limited scope and may not represent all instructional helpers.

While intervention programs improve learning in specific subjects, they may limit access to other parts of the curriculum.Participating in the literacy intervention program at school X resulted in a decline in academic performance in science. This was because students missed out on science lessons while engaged in the literacy program. However, the intervention program had a positive effect on students' literacy grades. This may be attributed to the teacher ensuring that the knowledge gained during the program was reinforced in regular lessons.

The Todd & Powell (2004) conceptual model supports the idea that access to the complete curriculum is crucial for enhancing learning behavior. Without all necessary elements, children cannot reach their full potential in learning. Intervention programs are essential for providing extra support in English and Maths, allowing children to achieve expected levels. These programs involve removing students from regular classes and providing focused instruction tailored to their abilities, facilitating effective learning.

Thus, intervention programs play a significant role in maximizing learning for specific categories of children by reducing class size and enabling teachers to provide more direct and focused instruction at students' ability level. Effective intervention strategies also aim to connect and reinforce what has been learned within the classroom setting.

When teaching assistants are well-prepared and effectively utilized, they can offer valuable learning opportunities within these programs.The impact of teaching assistants on student learning may not be significant, but caution is needed

when concluding that they have no role. Their subtle effects on learning and attitudes towards education are difficult to evaluate. Collaboration between teachers and teaching assistants is crucial for creating an ideal learning environment (Blatchford et al., 2007). Therefore, it is important to provide effective training for teaching assistants and deploy them in a way that maximizes student learning (Butt & Lance, 2009). As the presence of teaching assistants in classrooms grows, more research is needed (Butt & Lance, 2009). Clear boundaries must also be established between their roles and those of teachers as these roles become blurred (Butt & Lance, 2009). Both teaching assistants and teachers require non-contact time for collaborative planning and reflection on lessons to define their respective responsibilities during instruction (Butt & Lance, 2009). Additionally, it is essential to reflect on the effectiveness of current strategies aimed at promoting maximum learning potential while considering more efficient approaches available.Research and reviews stress the significance of effectively managing the increase in teaching assistants to ensure they can fulfill their role and provide excellent learning opportunities for children. When properly trained and assigned, teaching assistants have the potential to enhance and develop children's learning. However, there is an ongoing debate about whether they truly maximize student learning. Research shows that learning aides are playing a more prominent role in education. To improve student learning, it is crucial for teaching assistants to receive adequate training in instructional techniques. Additionally, the original text has a word count of 4692 words.