1. TEACHER AIDE PROJECT MODULE 4 WORKING WITH NON- INDIGENOUS STAFF

2. “YOU AND ME, WE’RE GOING TO BE PARTNERS…” It’s really important to make non-Indigenous staff feel welcome. I have special skills and so do they. We learn together. We are a team. Sometimes I lead and sometimes I follow. It’s very important to know what is expected both ways. I really enjoy showing the strength of our culture and our pride in our language. There is a lot of special places and important protocols. I help with these. The community is everything to me. I introduce the non-Indigenous staff around. We never say goodbye but “Until we meet again”.

3. INDIGENOUS TA IN PARTNERSHIPS WITH TEACHERS AROUND THE WORLD

4. PLANNING TOGETHER

5. THE BENEFITS a wider range of learning experiences, more interactions with adults increased practical activities, and reinforcement of learning. increased attention and support for learning support for children with Special Educational Needs SEN) support for teaching of literacy increased group work more creative and practical activities more effective classroom management.

6. TA AT WORK IN DIFFICULT CIRCUMSTANCES

7. FACILITATING THE LEARNING: DON’T SPOON FEED

8. PLANNING WITH THE TEACHER The teacher is an expert in teaching The TA is an expert in the community and the kids You help the teacher to identify kids: –Who need extra help –Who have problems at home –Who may have other problems –May not understand the teacher

9. THE WINNING TEAMS APPROACH Room Management Cremin, Thomas, and Vincett (2005, Ch.19) explain this concept by saying that it means every adult in the classroom knows exactly what his or her role is. The teacher is the activity manager and the TA is the individual helper. The teacher is in overall charge, but the TA concentrates on a number of students whose names have been decided upon in advance. Her task is to provide intensive help, while the teacher concentrates on the group. Cremin, Thomas, and Vincett (2005, Ch.19 Zoning With this procedure the classroom is divided into a number of zones and groups are divided to each zone. Out of six groups, The allocation could be 5-1, 4-2, 3-2. The TA is allocated to one zone and the teacher, who is in overall charge to another. The teacher needs to decide how the children are placed and how the teacher and the TA will work. Reflective teamwork This is built through teamwork games and exercises and through meetings where planning and reflection and feedback takes place.

10. THE ZONED CLASSROOM

11. QUESTIONING CLOSED Who is Prime Minister of Australia? Who are the first Australians? Who did Mattie Bowen play for? When was Qld last defeated in the State of Origin? OPEN What do you think about.....? Have you ever....when/where.....? If you had.....what.....? What kind of.....? How do you.....? What would you do if…. What do you think happens next?

12. OBSERVING THE CHILD AS LEARNER AND TREATING THE CHILD WITH RESPECT