From the foregoing discussion, it can be noted that having Teacher Aides in a classroom is a good thing. In an English class, it was found that Teacher Aides reinforced learning and engaged in processes that required repetition, practice, reiteration, and consolidation (Blatchford et al.’s 2004, p. 37). Teacher Aides assisted pupils well more directly rather than offer support to teachers. Their support was mainly felt by the pupil than the teacher. Teacher Aides did the most difficult part of the job of mediating new concepts to the child with learning difficulties who do not understand teachers (Tennant, 2001). More critical observers warn of over cocooning pupils in overprotective webs than letting them explore on their own (Broer et al. 2005). On many occasions, Teacher Aides assisted children with difficulties like toilet training. Studying with the Australian College of Teacher Aides and Childcare with their teacher aide courses can assist Children with hearing loss who complained of being over-supported, in a case, a student of Teacher Aides being nagging even when they did not need them as demonstrated by Swann and Loxely (1998). In conclusion, many felt that Teacher Aides role was to foster independence of the pupil and promoting inclusion.
From the studies, it was not clear how children’s contact with Teacher Aides improved the quality of their educational experience. More models on how Teacher Aides were functional in a class are needed to justify their role in class. With such clarity in place, Teacher Aides would know when to help so that they would stop hovering in class. Clear research should shed light on how TA support should be structured towards pupil interaction and discussion patterns. Feedback from pupils should be considered in improving the Teacher Aide role with the Certificate IV in Education Support. The model should clarify whether train a teacher with more roles in a class rather than two adults over-duplicating duties.
Well designed training of Teacher Aides with ACTAC is required to ensure their profession is well described and their job description clearly stated so that they are not viewed as second-rate paraprofessionals. More description of their job is required on support towards learning and engagement, communication roles in relationships, acting as a bridge between teacher and student and enforce legislation as No child left behind (USA) or every child matters in the UK