The plight of the LSA
Recently it has really hit home to me about LSAs, and their role in the classroom, during experiences when I've been working in classrooms with teachers as their behaviour guide/coach.
In a recent class, while ostensibly acting as the Number 2, I asked some of the students to listen to what the teacher was saying. In response, they looked at me with a snarl and one exclaimed
“I’m not listening to you, you’re not my teacher!”
On that day and in that lesson, the teacher had really started well, with a strong on-line activity which was highly interactive. He selected one of the challenging students to manage the activity – in charge of the mouse – and the student jumped at the chance to assume that responsibility. We got off to a good start.
So far so good…..
The problems began when the lesson began ‘proper’. I requested that...
Well the answer to that depends who you speak to. But I prefer prevention rather than cure, so here are 3 of mine:
#1 Avoid negative chatter
I manage to avoid the negative chatter in the staff room, because a) I'm not at college every day and b) I don't think it's productive. I've seen the knowing looks exchanged between staff, with the rolled eyes and shakes of the head. "Oh yes, I know him....." they might say "I've heard he's a nightmare." Trial by staff isn't fair and can be quite damaging to your relationships with students.
Your opinions of students need to be yours, not those of your colleagues. My remedy to this problem is to surround myself with positive people, I don't make comparisons, and it's changed my outlook considerably.
#2 Start strong
Start lessons on time and with an engager/activity - don't wait for...