PARA WORKSHOP

1. PARA WORKSHOP Working together to help you, our teachers, our students and the Middle School.

2. Expectations in the classroom: • Be on time • Assist identified students first, other students as needed • Do not use computers in teacher’s classrooms without permission • Communicate with your teachers

3. Expectations out of the classroom: • Check in with the AC • Don’t assume “free” periods • Let the SPED teachers know if you are not going to be needed in the classroom you are normally working in

4. BENEFITS OF HAVING PARA SUPPORT • The impact of the para is especially significant because of the primary role they play in delivering learning activities to students.

5. A para can provide: • Additional positive role models for students • Increased student learning opportunities • More individualized instruction • More individual attention to students • Additional teacher time for planning, instruction, and evaluation • Greater consistency in delivery of instruction • Better monitoring and evaluation of students’ educational progress

6. Additional benefits: • Improved pupil self-concept • Increases positive pupil attitudes toward learning and school • Increased appropriate student behaviors in the classroom • Improved teacher morale • Improved teacher and educator adult-to-adult interpersonal and management skills

7. Role of the Para • Assist individual students in performing activities initiated by teachers. • Supervise students • Assist in monitoring independent study • Reinforce learning in small groups or with individuals, while the teacher works with other students • Score tests • Perform clerical tasks

8. Continued… • Assist the teacher in observing, recording, and charting behavior • Assist the teacher with crisis problems and behavior management • Assist in preparation of instructional materials • Carry out instructional programs designed by the teacher • Work with the teacher to develop classroom schedules • Carry out tutoring activities designed by the teacher

9. Instructional duties that are OK: • Read aloud or listen to students • Assist student in activities initiated by the teacher • Assist with supplementary work for advanced pupils • Provide special help with flashcards, spelling, etc. • Assist in preparing instructional materials • Reinforce learning with small groups • Prepare flash cards and charts • Hear requests for help, observe learning difficulties of pupils and report such matters to teachers • Score objective tests and papers and keep appropriate records for teachers

10. Instructional duties NOT OK: • Be solely responsible for a classroom • Be responsible for the diagnostic functions of the classroom • Be responsible for preparing lesson plans and initiating instruction • Be responsible for assigning grades to students • Be used as a substitute for certified teachers unless he or she possesses the appropriate substitute teacher certificated and is hired as a substitute. • Perform a duty that is primarily instructional in nature • Be assigned to work with the most “difficult” students a majority of the day

11. Non-Instructional duties NOT OK: • Shall not assume full responsibility for supervising and planning activities • Shall not prescribe educational activities and material for students • Shall not grade subjective or essay tests

12. Chain of Responsibility

13. Ethical Issues • Paras should refer parents to the classroom teacher for information about their children • Before going to the school administration with concerns you should make every effort to discuss your concerns with the teacher • The para may contribute information and work with the teacher to develop and deliver activities, but these should be under the supervision of the teacher.

14. Continued Ethical issues… • In order to be effective and to have the necessary supervision the teacher and the para must have time for discussion • Feel free to ask the teacher for resources and assistance prior to when to work with the lesson

15. ASSISTING STUDENTS DURING SEATWORK: • Move randomly around the room (or in an unpredictable pattern) • Start with students most likely to need assistance • Stop to correct errors • Stop only a short time • Monitor other students when you stop

16. Keep in mind when monitoring and providing feed back to students: • Respect the privacy and dignity of students • If the way you’re reinforcing a concept isn’t working, repetition isn’t going to help. • Try to find a new path. Explore what they do know and build on that. • When you become frustrated, it’s not going to help either of you.

17. TEACHER AND PARA ROLES IN MANAGING BEHAVIOR • Teachers and paras are equally important in working together on behalf of students • Paras may observe a number of behaviors that the teacher does not see • Bring to the teacher’s attention any concerns about behaviors

18. GROUP MANAGEMENT STRATEGIES • It is important for paras to have some useful strategies for successfully managing behavior • Developing a set of strategies helps you respond quickly if and when problems do arise • The strategies should be used in conjunction with established classroom rules and procedures

19. PLANNED IGNORING • when the appropriate behavior is unintentional or not likely to reoccur • when the goal of a misbehavior is to gain teacher or para attention • when you want a behavior to decrease

20. POINTS FOR WHEN TO INTERVENE: • when there is physical danger or harm to yourself, others or the child • when a student disrupts the classroom • when there are violations of classroom rules or school policy • when there is interference with learning • when the appropriate behavior will spread to other students

21. PROVIDING CUES TO STUDENTS • non-verbal • eye contact • physical gestures • tapping or snapping of your fingers • coughing or clearing your throat • facial expressions • body postures

22. PROXIMITY CONTROL • stand near a student who’s experiencing difficulty • moving around the classroom • you’re aware of what’s going on • allows the classroom teacher to continue

23. HELPING STUDENTS THROUGH TOUGH SPOTS • Doing (or solving) the problem with the student • Reviewing the directions • Providing another example or demonstrating • Supplying them the correct answer as a model

24. STRATEGIES FOR INCREASING POSITIVE STUDENT BEHAVIORS • Paras often assist classroom teachers in the classroom by working with small groups or one-on-one with students. Techniques are needed that can be used to increase students’ positive behavior

25. GUIDELINES FOR EFFECTIVE PRAISE • Define the appropriate behavior while giving praise SITUATION: The teacher would like to see seatwork done quietly EXAMPLE: “That is great that you did your seat work so quietly today.” NONEXAMPLE: “You didn’t disturb others today.”

26. More Guidelines… • Praise should be given immediately • The statements used as praise should vary • Praise should not be given continuously or without reason

27. Even more guidelines… • Be sincere with your praise • Be consistent when praising the target • Praise should be developmentally appropriate

28. BUILD A POSITIVE RELATIONSHIP WITH THE STUDENT • demonstrating to students their importance (i.e. by learning their names, actively listening to them, remembering things said by them) • praising continuation of appropriate behaviors • showing interest in helping students • explaining the reasons for having rules • encouraging students to participate in activities