This paper revisits a previous publication which questioned how Teaching Assistants (TAs) manage behaviour in mainstream English primary schools (Clarke and Visser, 2016). That paper highlighted the lack of specific research in the area and noted, that despite increases in research on TAs work, there remained a lack of understanding in relation to how TAs supported children’s non-academic or ‘soft skills’. Following on from that, this paper details the findings of a doctoral research project that investigated factors that constrained and supported TAs’ management of behaviour. Using the findings from that research, this paper offers suggestions to the to the question I outlined in the previous paper ‘Teaching Assistants managing behaviour - who knows how they do it?’ (Clarke and Visser, 2016). Concepts including TAs’ understanding of their ‘place’, the impact of agency and how consistency in a range of areas influenced the agency TAs experienced in managing behaviour will be discussed.

中文翻译：

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助教管理行为——谁知道他们是如何做到的？代理是答案

本文回顾了之前的出版物，该出版物质疑助教 (TA) 如何管理主流英语小学的行为（克拉克和维瑟，2016 年）。该论文强调了该领域缺乏具体研究，并指出，尽管对助教工作的研究有所增加，但对助教如何支持儿童的非学术或“软技能”仍缺乏了解。随后，本文详细介绍了一个博士研究项目的结果，该项目调查了限制和支持助教行为管理的因素。使用该研究的结果，本文为我在上一篇论文“助教管理行为——谁知道他们是如何做到的？”中概述的问题提供了建议。（克拉克和维瑟，2016 年）。概念包括助教对其“位置”的理解，