This course aims to empower teaching assistants by equipping them with the knowledge and skills needed to thrive in their positions and improve the assistance they offer to students. In this course, participants will explore vital aspects like career advancement, comprehending how the brain learns, managing student reactions to pressure, and implementing teaching assistant standards professionally.

This course is separated into four modules of learning:

Module One: Taking Responsibility for Professional Development
In Module One, participants explore the challenges faced by Teaching Assistants (TAs) in professional growth due to limited opportunities provided by schools. This module emphasizes empowering individuals to take control of their career paths, gain valuable experience, and enhance their contributions to the school environment through proactive self-development strategies.

Module Two: Professional Standards for Teaching Assistants
Module Two delves into the significance of Professional Standards for Teaching Assistants, highlighting their role in defining and promoting the responsibilities and purpose of TAs within educational settings. Participants will also examine the benefits of networking for professional growth and the value of learning from personal experiences to enrich their reflective practices.

Module Three: The Learning Brain and Its Potential for Students
Focused on practical applications in the classroom, Module Three guides participants in understanding the workings of the learning brain and strategies for maximizing students' potential. By gaining insights into the learning process and resilience-building techniques, participants are equipped to enhance their teaching practices to support students effectively.

Module Four: Handling Pupil Responses to Stress
The final module provides a deeper understanding of how stress impacts individuals' brains and explores methods to acknowledge and address stress effectively. Participants will learn strategies to empower students to manage their own responses to stress, emphasizing proactive support over reactive control measures to create a conducive learning environment.