Choices for Para-Professionals
BASIC INFORMATION TO GET YOU STARTED
I probably shouldn't tell you it will be easy -- but it can be -- and fun too. Despite the demands and the challenges, it will be rewarding. There will be unparalleled satisfaction as you watch young minds grow and mature. Your reward comes when a student finally says, "I get it now!", and your supervising teacher says, "Thank you, job well done!"
Be Flexible
Make sure you know the rules and are acquainted with school policies and day-to-day routines such as, fire drill & tornado drill procedures, lunchroom regulations, how to get supplies and how to use the copy machine.
Your "mail" will be put in a designated box in the office. Check it daily for messages.
We will need a substitute for you if you are absent. Please call the principal ASAP if/when you know you will not be coming to work.
INTRODUCE YOURSELF.
Staff will be busy trying to get themselves off to a good start and may seem "preoccupied" the first few days. The staff is friendly and helpful. Don't be shy, tell everybody you meet who you are. I will try to introduce you to everybody. Get to know the "regular" paras -- they are a super group and will help you a lot. Yes, you might have recess duty with them.
You will get a schedule as soon as it is figured out. The schedule will tell you the times to be in class with certain teachers. As you enter the class, the supervising teacher will direct you as to your "assignment" for the time period. The schedule WILL change as students are added to the case load.
You are expected to be where your schedule says to be unless you get permission from any/all teachers affected by any change. (Ex. You cannot stay ten more minutes and finish a story with a student if you are scheduled to be in another room.)
Follow your schedule closely. Supervising teachers expect you to be on time -- they're counting on you
If you know ahead of time -- say a class is making bread or going on a field trip and needs more help, work it out with all teachers affected or myself.
The principal decides if paras go on field trips or not.
Be careful not to HELP TOO MUCH.
You are to guide the student, not do the work for him/her. What you want to do is give the child enough help that he/she can grow and learn but not so much that the student becomes dependent.
Watch the Video I have. It's full of teaching ideas for ADD kids but will be useful for any of our identified kids. You can get
in-service
hours for viewing this video.
Video tape is called
Answers to A.D.D.: The School Success Tool Kit
Provide the amount of support and structure the child needs to succeed, not the amount of support and structure traditional for that grade level or that classroom.
Allow adequate time for students to answer questions. Some of our students have processing problems and need additional time to form a thoughtful answer. Wait longer than you "feel" is enough time.
All grade level areas have information shared with parents concerning the way things "happen" at that grade level. Ask teachers for a copy.
Go over the rules for each area. You need to know the rules, discipline plan, and procedures for each area you are assigned to. It is different in different grades and with different teachers within an area.
You will have a NOTEBOOK. It's your lifeline to success. Use it!! It will have information on each child to help you. The classroom teachers have the same information available to them. In it, have pencils, markers, rulers, etc. handy. (Get from supply closet or I will buy what you need from my funds)
You can work with identified and well as non-identified students. You can do one on one work as well as small group work. You may be asked to conduct whole class sessions -- that's OK too.
It is preferable that you work IN the regular classroom if at all possible. However, feel free to move to the resource room or some other location if there are too many distractions in the regular classroom or at the request of the supervising teacher.
Let me know if you are constantly having to take groups or individual students out of the room.
Don't criticize a student in front of peers or discuss a situation with those who have no right or need to know. (Be careful what you say in the teacher's lounge, grocery store, etc.)
Be tolerant.
Be Flexible
SMILE
Use body language to your advantage.
When an identified child asks for help ....
YOU MUST SMILE. YOU MUST SMILE. YOU MUST SMILE!!!!!
Did I mention that it’s important for you to
SMILE?
Studies show that our brains actually respond better when we are smiled at than with a “straight” or “normal” face. Also, when you smile, students are encouraged to ask for help again. Many of our students are extremely hesitant to ask for help. I guess they’re embarrassed or afraid of appearing inattentive (which they frequently are). Anyway, it helps a lot if you SMILE.
Many of these students are afraid to ask for help. We need to "train" them to ask by "rewarding" them for doing so. Your cues, smiles, eye contact, standing near a student, getting down to their physical level all can help develop good rapport.
You should not sit or stand next to a child for extended periods of time. The child might become dependent on your help. Help other students too. Besides, your legs get stiff and your back will hurt if you sit in these little bitty chairs too long!!
BE SURE TO KEEP CONFIDENTIAL INFORMATION CONFIDENTIAL
If non-teachers start asking you questions about one of our students -- even the parent of a child -- you MUST refer that person to the child’s classroom teacher or myself. If you are uncomfortable about questions teachers pose to you about students, feel free to refer them to me.
You will have assigned planning times with your supervising teacher(s) as well as with me. Typically planning has been arranged at once a week per teacher for about 15 minutes. This might change as the year progresses. Not every teacher will feel the need to meet with you on a formal basis. It depends on the identified
student(s) in the classroom and the teacher. If YOU want/need planning time, let me know.
Some suggestions for you to consider.....
Be friendly. Be the kind of person children (and teachers) like and trust -- firm, fair, courteous, enthusiastic, confident, with a sense of humor.
Do not become "friends" with the students. Maintain enough distance to be able to continue as an authority figure.
Know your students. This will give you a sixth sense for anticipating trouble. Use your notebook, your supervising teacher, and/or me for individual information on students. You need to know the students' strengths and weaknesses and why they are
getting special services.
Make learning fun. Supervising teachers and I will help you devise fun, motivating ways to help our identified students gain success. Sometimes the session(s) won't be fun for you or the student(s) but it is hoped learning can be fun MOST of the time.
Don't threaten.
Never use threats, force, or withholding of acceptance to discipline a child. Behavior management techniques do not include frightening children into submission. If a child "gets physical", (which is very rare), get help immediately. Do not run after students. Use the intercom -- call the office -- get help.
Don't argue with students. Discussions are valuable, but arguments undermine your authority.
You are responsible to your supervising teacher. Remember, he/she will be doing your evaluation with input from myself and the principal.
LEGAL (TYPE) INFORMATION
Liability Protection
In today's highly litigious society, you could find yourself threatened with a lawsuit for accidents or incidents that might occur during the course of doing your job. School districts are required by law to maintain tort liability insurance coverage. Ask the principal or Director of Special Education if you are concerned about this.
Evaluation
You will be evaluated by all teachers you work with. You are entitled to a copy of what you will be evaluated on. Ask me for it. You will be evaluated at the end of the school year or at other intervals if the need arises.
Student Abuse
The increasing incidence of reported child abuse in our society has led to many new laws. Some of these affect the relationship between teachers, para-professionals, and students. Innocent hugging of small children has led to charges against teachers. Yet small children need hugging, and para-professionals, and teachers are responsible for breaking up fights.
Because of conflicting social mores, sometimes charges are filed against, para-professionals and/or teachers. Although most are dropped as unfounded, the filing of such a charge can ruin your career and peace of mind. Thanks to the Safe Schools legislation approved in 1994, it's more difficult for individuals to file "frivolous" or "retaliatory" lawsuits against educators. But -- it can happen and it pays to be prepared.
Claims of Sexual Harassment or Racial Discrimination against educators are becoming more frequent. In many cases, schools are befuddled by conflicting claims and counterclaims, and procedures are defective in that they don't protect everyone's rights. Your best defense against such charges is good professional practice and careful record keeping.
If you have concerns about Evaluation, Student Abuse, Sexual Harassment, or Racial Discrimination issues, please see the principal.
BASIC TEACHING TECHNIQUES TO CONSIDER WITH SPECIAL NEEDS STUDENTS INCLUDED IN REGULAR CLASSES
1.
Organization
If organization is a problem, perform organization checks - about every 3-4 days. Give instruction on HOW to get organized. If you notice a MESSY tote tray or desk of an identified student, ask the supervising teacher for time to remove the child, with the tote tray for organizational instruction. Do not tell the child to "clean it out" -- give instruction as to HOW to do it.
Help the student organize his/her materials. Many of our students need help just before leaving for the day. The supervising teacher might be encouraged to consider assigning a coach to be sure the identified child has all homework, notes, etc. See me or discuss with the child’s teacher during planning time.
2.
Memory
Color code main idea/details in content area reading. Students need much drill and repetition to help them memorize, but it also needs to be multi-sensory. The proverbial “string around the finger” is sometimes necessary to help students remember - library books, homework, due dates etc. See me for ideas.
3. Attention
Set up a non-verbal "return to task, please" signal—catching his eye, touching him on the shoulder, etc. Please don’t snap your fingers at them as a signal -- it irritates some kids a lot! Visit with the classroom teacher about the possibility of using the
TaskMinder
Tape
4. Reading
Some ideas for working with the mainstreamed student in terms of reading include; outlining, working on sight vocabulary, phonics, focusing on context and picture cues while reading and highlighting them, creating a dictionary,
providing oral testing, keeping a list of misread words, use the see, say, spell method, oral reading and other word attack skills.
5. Writing
Take lots of time for prewriting activities. Use plenty of spacing in assignments to allow for corrections. Proof papers with the student -- they will probably not recognize errors in their own work. You may be asked to read directions to identified students and/or be their secretary. That will be explained to you on an as needed basis. Be sure to become familiar with the 6 Trait Writing Method used by our teachers.
You need to know how to use the AlphaSmart Pro. It’s a portable keyboard. AlphaSmart Pro
See me for training. It’s the neatest tool!!!
6. Math
Keep in mind that, to many mainstreamed students, math is a foreign language because they lack the reading level to comprehend directions and word problems. The student might need to keep a dictionary of terms and key words that indicate operations needed to solve work problems. -- “How many more means subtraction, How many in all means addition -- etc.” These students respond well if math means something -- provide instruction that puts math in real-world contexts. Use manipulatives when at all possible.
OTHER TIPS (GENERAL)
If the teacher puts a lot of important information on the chalkboard or overhead for students to copy, or if your mainstreamed students have poor or very slow handwriting, use copy paper or Xerox another person's notes. Also, it is OK for the para to copy, Xerox,
highlight etc. Be sure the classroom teacher is aware you are using this method and get his/her OK.
Use time management, break tasks down into small steps. Write the steps for success down, have student read it back, draw pictures etc. to get him/her to "own" the plan devised.
Be clear and concise with expectations. Ex: "Each sentence you write must have 6 or more words in it unless you have a specific reason for a shorter sentence. You must show your work (math problems) This paper must have at least 3 paragraphs with 200 or more words with illustrations.”
Repeat, repeat, repeat. Also, make visual cues -- kind of like a personalized “cheat sheet” to help the child ... (or have students make them themselves) to remind, remind, remind.
Use a multi-sensory method. Visual, Auditory, Kinesthetic
(SEE -- HEAR -- DO)
NEVER ask an ADD/ADHD child if he took his medicine in front of other children or adults. It's might be embarrassing to the child.
Model for students appropriate ways to diffuse anger. If you're about to "blow", leave the situation. Some of these students can be extremely irritating. But you should --
SMILE a lot anyway.
Likewise, they say and do hilarious things. Consider the child's feelings and leave the area if you "have to laugh".
BEHAVIOR MODIFICATION
Discipline is on the minds of all educators. Here are some of the DO's and DON”Ts for handling conflicts. Be sure your supervising teacher and I are made aware of any "outstanding" discipline problems -- record in your notebook and discuss weekly (or more often if necessary). If you feel uncomfortable handling a problem, ASK FOR HELP. It's OK to not be sure of what to do!!!
Behavior modification is a collection of techniques used to increase desired behaviors and decrease undesired behaviors. It works on the principle that if we're rewarded for doing something we're more likely to do it again, and if we're not rewarded for doing something -- or suffer a undesirable consequence -- we're less likely to do it again. Although that sounds simple, designing a behavior modification program that works can be a complicated matter.
To keep a behavior modification system going requires a considerable investment of time by the teachers. Well done, behavior modification can, and often does, improve a child's ability to get along in the world.
Sometimes the behavior improvements wear off rapidly in spite of the most carefully devised and implemented behavior modification plan. Frequently, the plan must be altered to keep the child motivated to do well. We’ve found that some children don't seem to respond well to behavior modification no matter how skillfully it is used. Just do what you can and ask for help. It is OK to not know how to handle a situation!!
Positively recognize expected behaviors. 
Use signals to let students know about their misbehavior. Signals will allow you to continue to teach. (For the distracted kid. -- Devise some sort of "code" -- like you scratch your nose, whatever, to cue the student he's not paying attention.) Remember, no finger snapping - I don’t know if it really bothers the students that much but I really hated it when I was in school and this one teacher, well ....
Each classroom has a written discipline plan -- incorporating Behavior Modification techniques. Usually, these plans work as well for our identified students as for "regular education" students. However, sometimes, it is necessary to set up additional behavior modification plans to help identified students with particular problems. Talk to me or the supervising teacher if you feel a specific behavior needs to be addressed.
Ignore minor disruptive behavior when at all possible. You must learn to respond to inappropriate behavior in a truly neutral way, because positive and neutral responses work much better than negative or punishing ones. One of the toughest things for paras to learn how to do is -- how to remain neutral in the face of repeated provocative behavior by a child. Of course, there is a limit to what we each can “take”.
If a student is continuously
disruptive
:
Track student behavior by keeping a record of behavior. This helps you check the effectiveness of methods tried. Record these behaviors in your notebook, write in ink, date and sign each entry. Include only your observation of the behaviors. DO NOT make any judgments as to the cause of the
behavior(s). Simply record what you see. Discuss your log with the supervising teacher and me weekly (or more often if needed). We’ll help you devise a plan.
Give any needed reprimands in private. Actively seek opportunities to genuinely praise children. Be aware that they know when you are not sincere. If a child doesn’t deserve praise, don’t give praise to try to make a child “feel better”. The child will eventually distrust you. Appropriate praise, however, is necessary.
STRATEGIES<===
click
to go to strategies.
First, use methods and materials suggested by the supervising teacher. If those methods/materials don't appear to be successful for the child, see me for more ideas and other materials. Also -- discuss this with your supervising teacher. Perhaps you need more direction on the method or materials being furnished.
Ask about the following educational strategies/products that might be useful to you:
AlphaSmart Pro
Spelling Reference Book
Wikki Stix
Timer
Read aloud and stamp it
On task tapes
Sandpaper
Sign language
Clay
Stop watch
Post it notes
Book holder
Music for your brain
Stand up desk
Visual Phonics
Hat Trick
Fist in the air
Head phones
Read With Ease
Click here for discussion of the above methods. Strategy
Choices
MODIFICATIONS THAT MIGHT HELP CHILDREN COPE IN THE CLASSROOM
Note: This doesn't mean every child is entitled to all of these modifications. Some modifications might not even be a good idea for some kids. They are suggestions only. See your notebook for specific suggestions for specific children.
Classroom teachers do not HAVE to follow these
suggestions UNLESS IT IS ON THE CHILD'S IEP.
Allow a reduced course load. Get supervising teacher's OK on this strategy. It is -- VERY IMPORTANT -- that you have the teacher’s OK!!!! . Sometimes you will need to tactfully mention that the mainstreamed student needs an assignment reduced. Most teachers will modify assignments if they feel it's necessary. Realize, classroom teachers have numerous responsibilities for a great many students and will occasionally not think of making adjustments for identified students. Mention this need privately to the teacher. Do not just change the assignment. Some subjects/teachers are more receptive to reducing assignments than others.
Use untimed tests. One easy way to do this is to allow the child to start the test before the class does. Get supervising teacher's OK on this. (The dreaded math time test is difficult for students with handwriting problems. See if the teacher will allow the student to pass on an oral testing basis.)
Provide preferential seating. NOT NEXT TO TEACHER'S DESK!!!!
Teacher's desk is the busiest and most "social place" to be in most classrooms.
Provide breaks during testing or prolonged seat work activities. Visual and physical breaks are necessary. Have the child look around ... stand and stretch, go get a drink, etc.
Allow students to stand and work. Some even do better if they can lie down. See me for the stand up desk. (Some teachers object to student’s standing and working so check with the teacher first!)
With teacher permission, permit the child to begin an assignment (say, do the first three problems in math) and then return to the
teacher/para/coach for
confirmation that he's doing it right and to get a bit of
praise. Have the child repeat directions back to the teacher, para or a study buddy/coach for clarification.
Some classes have assignment books or sheets for the students to use. Use them to your advantage.
Encourage the child to estimate how long it will take to complete each segment of an assignment (or a whole assignment) and keep track of progress -- (watch out for impulsive and or wrong answers just to improve his
time). Use a stop watch or timer. It’s an important Life Skill to be able to estimate how long it takes to do something!!!
With the OK of your supervising teacher, encourage use of a peer note-taker (done by providing a good note-taker with carbonized paper. The mainstreamed student should take notes as well to the best of his ability.)
Allow use of a calculator to check accuracy of math completed with pencil and paper. Get supervising teacher's OK first!
PROVIDE SUPPORT WHILE ENCOURAGING GROWTH WITH THESE STRATEGIES
Promote the use of word processing programs for long writing assignments. There is usually a computer available
or AlphaSmart in the computer lab or in the resource room for students to use with your assistance at just about any time needed.
Use the AlphaSmart Pro!!! Encourage use of computer spell-checkers, thesaurus and grammar checkers. Some kids get excited about spelling tests when given the opportunity to use the AlphaSmart to take the test!
Encourage "study buddies" or "coaches". The child checks with his coach to make sure he has assignments written down correctly, is taking home everything he needs, etc. Get supervising teacher's OK on this strategy. The coach should be "trained" (either trained by the classroom teacher or myself). Eventually, the goal should be to remove this type of support to encourage independence.
Be Flexible
Have Fun
SMILE
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