By Chris Derrington

The emphasis is on making plans for a crew method of challenge fixing in the context of whole-school development.

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What were the qualities and attributes of these people? Are they similar qualities and attributes teaching assistants bring to their role? 3 QUALITIES AND ATTRIBUTES OF TEACHING ASSISTANTS © A Team Approach to Behaviour Management by Chris Derrington & Barry Groom, Paul Chapman Publishing, 2004. 1: WORKING AS A TEAM Ask the team to work in small groups to complete the activity. What other headings might there be? Use flipchart sheets to display all the examples given showing how the team works effectively and collaboratively together.

PERSONAL QUALITIES OF TEACHING ASSISTANTS Teaching assistants are likely to have a wide range of personal skills that they bring to their role including: Ⅲ patience Ⅲ a sense of fairness Ⅲ consistency Ⅲ sensitivity Ⅲ ability to learn from mistakes Ⅲ flexibility Ⅲ versatility 26 UNDERSTANDING OUR ROLE AS TEACHING ASSISTANTS IN SUPPORTING BEHAVIOUR Ⅲ positive attitudes Ⅲ friendliness Ⅲ sense of humour Ⅲ enthusiasm Ⅲ confidence Ⅲ assertiveness Ⅲ ‘broad shoulders’ Ⅲ belief that children can develop and change.

1 as a stimulus for the team to discuss the range and type of tasks they undertake in the areas mapped out. Refer to the completed pre-session task sheets and ask team members to give examples. In small groups ask team members to think of as many specific aspects of their role they can group under each heading and to write them on flip-chart sheets. When completed, display the sheets and discuss with the team. Are they aware of the range of the tasks they undertake? Are they cognizant of the ‘big picture’?

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