What makes a good parent helper?

[PassTheSherry]

Hi teachers and TAs

I've just started volunteering at my childrens' school - been in for one day, working with a Yr4 class. I got involved in a guided reading group, watched a PE session, and chatted with a little girl who was sitting out that morning, doing some reading and teaching her a word game. She liked the game so much she carried on with it in the lunchtime play with her friend and asked me when I would be back. Then in the afternoon I sat with a slightly more disruptive child doing some mental maths, and reading. We got to know each other a bit even though he was quite cheeky towards me at other times (testing me out obviously!). I also worked with someone with EAL, and did more individual reading with a few more pupils. I had a great time - it was nerve wracking initially but the day was so interesting it flew by.

Anyway, I just want to learn, and do my best to help rather than hinder - am taking direction from the teacher, but am wondering if I am expected to initiate things more, or should I just see what happens and settle in?

Also perhaps if you could give me some insights as to what makes a good helper, or what your concerns might be. For me, I would think if I was a teacher I might be a bit wary of nosey parents who volunteer and then gossip to other parents etc. Which I absolutely would not btw - I just want to find out if being a TA is something I'd like to do, and am grateful for the opportunity to get a bit of experience. However, I am slightly worried other teachers might be a bit wary of me and I would just like to prove myself as useful!

Thanks

Someone who is

reliable
enjoys being with the children
picks up on, and helps maintain the classroom ethos
asks if they are unsure of anything
doesn't talk when I am addressing the whole class (had one volunteer who would continue to talk in a loud voice after I had started speaking)
understands that confidentiality is essential
doesn't mind making a fool of themselves (e.g. joins in with PE/singing/role play)
follows school/classroom procedures and protocols

With regards your worry about taking the direction from the teacher, that's fine.
Perhaps once you are more established if you have any particular interests or skills you could speak to the teacher about how you could utilise these in the classroom

If you have a skill or knowledge from working elsewhere I would make sure that the teachers are aware as they may be able to use you more effectively to "add value". Eg i have a maths degree and work in accountancy so am comfortable with the higher level of maths needed to gain a level 6 sats. Once the teachers realised this they put me with the top year 6 maths group once a week to give them some extra time on topics the whole class doesn't always cover.
In our school parent helpers are asked to sign a policy sheet once a year which reminds of the need to keep all information confidential.
Good luck and enjoy it.

I would have thought taking direction from the teacher was very important - ie the teacher is in charge and the parent helper should do what is asked.

Being happy to do whatever is thrown at you. The jobs that I am most grateful to have done for me are sharpening pencils (I have a fab electric pencil sharpener), sticking worksheets into books and filing loose worksheets in folders. None of them are exciting but all are essential to the smooth running of the classroom, and are things I would be doing in the evenings otherwise...

Thank you all for your replies - that all sounds pretty straightforward and reassuring - am not hopelessly on the wrong track!