What makes a good TA - stay in the background or be a team player?

[Bunny890]

Just that really - I have a background in finance and have been a TA for 2 years now. I'm now working with a new teacher who is crying most days. I asked her if she wanted me to do interventions with some of the LA children who are struggling to access the work and she became quite angry saying she then had a load of extra work to do. I've done my own interventions in the past as the resources are fairly standard.

Who normally plans interventions? Do you prefer TAs to take the initiative or just get on with what you've asked them to do? I'm working constantly to support the teacher during the day but wonder if my professional background is a hindrance and I just need to do what I'm asked.

I love my job but really don't want to go in on Monday...

I'm still friends with the teachers I worked with in the past, so I'm fairly sure it's not me. Just posting for ideas or a bit of reassurance.

New to teaching? If she's crying most days, I would speak to the mentor.
As for interventions, I don't have a TA. I have whoever turns up to a lesson.. which isn't consistent. I can't give advice on that.

I agree, I'd talk to her mentor, and maybe ask the mentor to facilitate a conversation between both of you, in terms of what you can offer in terms of help. It sounds like she is really struggling, so I'd try not to take things personally if you can!

I've only really worked with TAs when they're working with a child with a specific ECHP, so it's a bit different, but I think I would appreciate your offer!

I am super happy for my TA to take the initiative - but we are both very experienced & have worked together for quite a while now so know what we’re doing! We tend to discuss things together, I jot down a rough plan / targets / objectives of the intervention, we work out together when it will (hopefully!) happen and then off she goes. Then we discuss & refine as we go.

it sounds like your teacher is in a very bad place though. Is there someone else who could offer her support? Perhaps you could try to arrange a meeting / chat with her after school one day just to say - I want to help, what will the most useful things look like to you? And go from there. If you have some suggestions you could share them then. Ultimately though you are there for the children so focus on them as much as you can.

Is she new as in new to the school or new as in new to teaching?

If she's new to teaching then speak to her mentor.

As for what I prefer in a teacher/TA relationship, it depends on the colleague and the classes.
I've had some fabulous TAs who could read the room well and would do a mixture of background support and interventions as and when, and we had a good understanding of each other.
I've had other TAs who, although competent, seemed to think their role was to be the dominant person in the room and I found their conduct undermining.
Some TAs I've worked with have been excellent, but thrived on being given more direction each lesson and would do intervention or background support as directed. Others have been quite keen to be independent and want to do things their way, but not necessarily in a way that matches the long term planning of the class.

I like that my TA uses his initiative and plans interventions for weaker children. They are definitely a team player. On the contrary at one school I did my training the TA was an older lady who'd worked at the school for 30 years and only did what I had asked, before returning to the corner of the room to sharper pencils. TA's are a lifesaver if they are used properly.