ABSTRACT

This chapter will focus on the work of support teachers in classrooms and consider the implications for class teachers and support teachers, if we accept the implications of the previous chapter that this sort of work helps to prevent classroom disruption. In chapter 2, the term ‘intervention’ was introduced, and the various forms that this could take in the classroom were enumerated. Chapter 3 considered the effects of such intervention on pupils, teachers and schools, and suggested that the methods of the support team were vindicated by the positive outcomes. This chapter looks in detail at the practicalities of intervening in classrooms. After an introductory section on the professional issues of classroom intervention, we will go on to describe work with teachers exclusively, work with teachers and individual pupils simultaneously, work with individual pupils, then work with individual pupils and their parents, and finally work with groups of pupils.