I am often asked about the best ways to utilize the talents, and the presence, of paraprofessionals in the classroom. While not teachers, there are a myriad of things that the paraprofessional can do to maximize their presence, and their contributions to student success, while in the classroom. This article outlines eight ways that paraprofessionals can contribute in their classrooms.

8 Amazing Ways for Paraprofessionals to Maximize Their Classroom Contributions

Behavior Management

• Explain and help small groups set the ground rules so student interaction is positive and productive.
• Ensure that students own their behavior by using strategies and language that takes the responsibility off you and keeps it where it belongs – on the child.

Foster Relationships

• Encourage students to make friendships in the classroom so they feel empowered and learn to be more independent.
• Position yourself so that the teacher communicates directly with the student, enabling them to develop a rapport.
• Encourage other students to interact with students with special needs.

Provide Support so that All Benefit

• Ask questions. It is helpful to the teacher and to other students in class. Feel free to offer suggestions. At times, you may want to offer them to the teacher privately; however, offering suggestions appropriately in the classroom is a wonderful advantage to the class as a whole.
• Consider yourself a helper to all students in the classroom. This benefits the teacher, reduces stigma on the student with special needs, and supports all students in the room.
• Move around the room. At times, it will be necessary and critical to be near your assigned student(s). However, it is just as critical for student(s) to be on their own in order to develop independence.
• Ask yourself, “How would I feel if I had an adult right next to me all day long?” Have the courage to give students personal space to interact with the classroom teacher, other students, and to work independently.

Don’t try to be a Lone Ranger

• Get help when you need it. Everyone needs help at times.
• When you must make quick, on-the-spot decisions or adaptations while providing instructions, it is critical to discuss these decisions with the general and/or special education teacher as soon as possible so they can provide necessary feedback.

Foster Independence

• Allow and encourage students to do anything and everything they can and should do for themselves. If we fall into the trap of doing too much for the child, we encourage learned helplessness.
• Try to remember that no matter what the cognitive age of the child, it is important to treat him or her socially in accordance with his or her chronological age. The more we expect, the more they will deliver, within reason.
• Expect and encourage age-appropriate social behavior.

Maintain Confidentiality

• Avoid discussing your students with others outside the classroom unless they also work with the student and have a legal right to that information.
• If you are unsure about what can be shared without violating confidentiality, defer, and refer to the teacher or your supervisor.
• Don’t identify students you work with to others when you see them out in the community. Be careful in social situations of providing too much information (TMI).
• Keep what you say and write about a student positive! Use initials instead of full names where appropriate.

Empower your Teacher

• Be flexible. Sometimes your ability to be flexible provides a huge service to your collaborating teacher. The classroom can be an unpredictable place and the more we are able to roll with the changes, the better it will be for everyone.
• Sometimes, you’ll be working with a new teacher. It’s possible you have many years of experience and have set ideas on what works and what doesn’t. Empower your teacher. Make suggestions, and respect his/her choices. Try not to take offense if your experience is ignored. Every teacher needs to find their own way. They need your support in the process.

Be Amazing

• Identify and rally your strengths. You have expertise that benefits the child and the teacher in the classroom. Use it.

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What you don’t know is that over the past five years I’ve been dabbling in a different world. Then, the pandemic gave me the time to dive into something new, exciting, and stimulating.

At first, I felt guilty – teachers are my peeps. I love helping kids. Then, I realized that I didn’t have to give up what I’ve been doing. I could lead a double life. I could do both.

Three years ago, I hired a business coach, Mark Levy, to help me make this transition. I was full of doubt. It was Mark who helped me to realize that my work with teachers, teaching, and youth, gave me an edge in this new niche. I was uniquely qualified for the work because of my past.

So, here goes…

I am working with corporations, associations, and adults. I’m walking on the other side of the tracks – the “real world.” One teacher who figured this out called me a traitor for going to the dark side of corporate corruption.

So, why have I become a business speaker and coach?

Because the students I’ve been helping for the past 30+ years work there (or want to work there and are playing video games in their parents’ basement because they can’t get past the interview to get hired.)

Some of you have heard me talk about my silver linings – Jay, Shannon, and Chris. Chris is now a successful businessman. We reconnected over Zoom recently and he shared his excitement over a new job. The new position reduced his travel and allowed him more time at home. When I explained what I was doing with the business sector he said, “I just went through the onboarding process at my new company. It was pure torture.”

We are graduating students from high school and they are entering a world where companies are using artificial intelligence (AI ) to review and weed out resumes. These same companies have interview processes that only allow round pegs that fit in their round holes to get in the door. When divergent thinkers do get hired, they have to hide their divergent thinking and learning styles. This is to the detriment of themselves and their companies. Why? Because, often, management doesn’t understand how to manage, or lead, a diverse workforce.

Everyone loses.

After spending years talking to executives on flights to my school speaking and coaching gigs, I realized that I needed to do more. I needed to expand what I do to the corporate world.

So, I now live a double life. One as an education speaker and consultant and the other as a corporate speaker and consultant.

The common thread is – I’m still living my life’s purpose on this earth. I’m here to use my enthusiasm and creative problem solving skills to help people to use their talents to reach their potential. Divergent cognition (often labeled as a learning disability) is a superpower.

Neurodiversity in the workplace is a particular interest of mine. Brilliant minds should have the opportunity to do more than play video games in their parents’ basement.

Do you know an adult who could use my help? Maybe your son, daughter, spouse, partner, neighbor, relative? I can do that now. I can help them. I’ve started this work by publishing my articles on Medium.com as well as my blog.

Here’s a link to my most recent article, A Dozen Surefire Ways to Boost Your Memory

This is my business YouTube channel, The Learning Strategist IQ

I’m still here for educators and their students. It’s just time for me to do more to help everyone succeed in life.

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Many times, if young children are unable to act empathetic towards their siblings, friends, and classmates, it is not because they do not feel empathy, it is simply because they do not have the correct vocabulary to communicate their emotions.

Teaching children emotional vocabulary is a key part of conflict education at a young age. For a group activity, ask children: “What does feeling happy feel like? Look like? What color is it? What animal is a happy animal? What does feeling angry feel like? Look like? What color is it? What animal is an angry animal? How do we act when we are happy? When we are angry? How do we treat other people?” Act these feelings and actions out in role-play, and role-play alternative responses.

One teacher of four-year-olds was having trouble with arguments and fighting in her class. She felt that she had to address the problem directly with the entire group, as well as individually, if she was to see consistent results. She writes this about her experience:

This year in the Pre-K class we began by identifying feelings. We talked about how various situations make us feel. Our goal is to encourage the children to use words to express feelings and thus to avoid some confrontations and conflicts. One activity to encourage talking about feelings was the following: Each child made stick puppets whose faces reflected basic emotions (happy, sad, mad). We discussed various situations (when a friend hurts you, when you have pizza for lunch, when a parent is sick, when you spend time with a grandparent…) and the children used the puppets to display how they would feel.

As a follow-up to this, we now have the children express their feelings, following a conflict, come up with a solution, shake hands to show they agree with it, and plan how to implement the solution. For example, following a physical argument between two children, they talked about why they were pushing and what they could do to make each other feel better. The solution was to listen when one person was asking the other something. The children made up with a hug and a handshake.

Give children a vocabulary for their emotions

ive youth a vocabulary for their emotions – Use our Moodz poster to help kids identify their emotions and name their feelings. Students may not have the words for what they are feeling, but they may recognize the emotion in the expression on a child’s face. Ask children to point to the face on the poster that best expresses their own feelings and then teaches them the label for that feeling.

Children may not have the word for what they are feeling, but they may recognize the emotion in the expression on a child’s face. Ask children to point to the face that best expresses their own feeling. Give them the label for that feeling, using it as a springboard for discussion.

By helping children understand the names of their emotions, they can better communicate those emotions and better deal with conflict.

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Talking to Angry Children and Angry Teens

When I taught high school, I often found myself in a position where I had to help angry teens come up with solutions for their problems and alternatives to their behavior. That conversation was difficult to start when a student was “angry” and could not truly express how he or she felt. Parents and teachers of all grade levels are faced with how to talk to angry youth, whether angry children or angry teens more often that one might expect.

Using a Multi-ethnic Feelings Poster to Identify Emotions

Using the Moodz poster that my daugter designed to start the conversation helped me to get a better idea of how students were feeling. Once I had some insights to their feelings, I could help them better deal with issues and problem solve for the future.

Emotional IQ Requires Language for Emotions

Children need language for their emotions. When they have language for their emotions, they can identify how they felt before they got angry. Then I was able to start a conversation with an angry youth that became a productive problem solving approach for dealing with student anger. Angry youth are increasingly posing challenges for parents and teachers. Dealing with angry youth is critical for emotional health.

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So, What’s the Benefit of Using Speech-to-Text?

When most of us think about the skill of writing, we consider writing conventions such as punctuation, spelling, grammar, and other things that make writing consistent and easy to read. We think about sentence structure and paragraph formation. We think about organization. However, a piece of writing can have absolutely perfect writing convention and still be uninteresting, unimportant, lacking passion, and devoid of analysis or reflection.

Throughout History, So Many Brilliant Ideas were Lost Because…

Before technology was an option for putting words to print for people who struggled with writing convention, only those who were able to do both the convention and the creation became authors. While some may believe that is only just, the bigger picture is that many brilliant minds, amazing storytellers, and passionate visionaries were never able to put their ideas into print.

Speech-to-text has changed that reality for those who struggle to put words on paper. Today, doctors, lawyers, business men and women, and authors are using voice to text. After speech-to-text captures their stories, their ideas, or their message, proofreaders and copy editors turn their words into a respectable and publishable document.

By the Way, I’m Talking to You Right Now

As a matter of fact, the words you are reading at this very moment are being spoken into a software program called Dragon Naturally Speaking.

I no longer write the first draft of my books in the traditional manner. Nor do I type them in the initial stages of development. I speak my books and articles into Dragon Naturally Speaking to create the first draft.

I wrote my first book using the traditional means; I typed my thoughts. For me, it was time-intensive, grueling, and exhausting. I found that I often wrote less because the task was so exhausting. When I started to use speech-to-text, I was energized, focused on the messages that I wanted to convey, and able to easily access my research while ‘speaking’ the book. I never want to go back to the old way. Editing and rewriting is still grueling for me, but I get my thoughts out first and that makes a world of difference in my ability to express my ideas.

Why Can’t Students (or Adults) Use Speech-to-Text, or a Scribe (Wordsmith Author Consultants)

So, considering our students and those who struggle to get their ideas out, why can’t someone who hasn’t been assigned a scribe in their Individual Education Plan,  or the permission to use speech-to-text and speak their initial writing?

I realize that the need to go from thought directly to paper may be required for your state test, so I’d never suggest that teachers do one without the other. I believe, however, that there are places where it would be beneficial, and appropriate, to allow students to get their thoughts out via speech.

Doing so frees up working memory to focus totally on the goal of the task rather than on grammar, spelling, and paragraph structure. Students speak their high-level thinking and then review the written document to focus on proofreading, editing and rewriting.

21st Century Skills

In this digital age, is it not only appropriate, but possibly necessary to teach students how to use these tools to maximize their literary potential.

With several dictation apps available today on most devices, one can write an email, send a text, search the web, or create a note with only their voice.

For example, on an Android or iPad device, instead of typing, tap the microphone icon on the keyboard and then say what you want to say while your device listens. Like a voiceover app, these apps are also a great tool to use for students with vision deficiencies.

Speech-to-Text can be Life Changing for People – Youth and Adults

I have students who are finally able to speak their email to communicate with people they care about, or speak the answers to questions on a test. This, to me, is one of the most amazing tools that can open up the world for so many students.

What do you think about Speech-to-Text?

Have you tried it with your students? Do you talk into your phone to respond to text messages or email? Do you talk to SIRI or Google Voice?

Download and learn to use speech-to-text technology to improve and increase your writing success! – Free!

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DEAR DOROTHY: Today’s students tend to arrive at school with lots of pent-up energy and little outlet for that energy as they come straight to class when they arrive. Many don’t walk to school – instead crowding onto a school bus for a long ride to school – and some school systems have even nixed recess.

That often means a classroom full of students who, regardless of learning ability or skill level, have trouble staying focused for extended periods of time.

There are a couple of solutions that other teachers have tried with a fair amount of success. Two that I like are allowing teacher-approved focus tools and incorporating meaningful movement into lessons.

If you’re open to the idea of using focus tools, take a look at these articles for more information and a few ideas. Of course, focus tools don’t work for every student, or in every classroom situation, but an increasing body of research is finding that many students feel calmer and are more focused when they have something to do with their hands.

As I say in my workshops and seminars, “Children who fidget grow up to be adults who fidget.” My experience has been that it’s best to manage the behavior rather than trying to keep it from happening.

Movement in general can help almost every student, so incorporating short breaks or activities that provide opportunities to stretch and move can be a big help.

Some studies say that 10 minutes or so is about all most kids can do the “sit and listen” thing. So work some opportunities to move into your lesson plans. These “brain breaks” can be whatever activity you decide – stand up and stretch, move to a new activity or part of the lesson, pair shares to let allow for focused talking time, etc.

I like to use movement activities throughout the lesson so that students rarely have to just “sit and listen” for long periods of time. This includes high school students!

If you’re a teacher who likes to “chunk” lessons – teaching specific topics or implementing activities for specific chunks of time – brain breaks can be a great way to help students shift to the next part of the lesson. It also helps them burn off a little energy so that they can focus their minds on the lesson.

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!.

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Featured seminar – Reaching the Struggling Learners in Your Classroom

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Well, the solution is easy, right? Just reduce the amount of time you spend with the student, right? Hold on – it’s not always so easy. Paraprofessionals are usually monitoring a student closely because of specific issues. Perhaps a student can’t be safely left alone for more than a few minutes. In some cases, the student’s IEP dictates that someone must be present at all times.

However, research over the past decade and a half has shown that the disadvantages of hovering can be pretty profound:

• The student may be less likely to form a friendship with other students because of the presence of the hovering adult.
• The student is overly dependent on the paraprofessional and needs constant guidance to complete tasks.
• In some cases, the paraprofessional is providing the bulk of instruction to the student (Vieira, p. 10) rather than the general education teacher.
• The student’s relationship with the teacher may diminish. (Harrison, Schulz & Evans, Chapter 9) This can cause a whole new round of behavioral issues to address.

Ways to solve the issue:

•  Advocate for a change to IEPs that emphasizes general support over one-on-one education if this less restrictive service would meet the student’s needs, or, at the least, state on the IEP that it’s important for the paraprofessional to allow the student appropriate opportunities for independent work with the classroom teacher, or with other students as long as there is paraprofessional oversight.
•  Teachers and paraprofessionals could work together to highlight instances when the student could safely be allowed to work or interact independently. (Vieira, p. 10)
• The student’s special education team should also work together, and with administrators if necessary, to make sure that the curriculum is being taught appropriately and that the bulk of teaching doesn’t fall on the para. (Vieira, p. 10)
•  Train the paraprofessional how to systematically “fade” their presence and proximity so that the student is less reliant on them to help solve every single challenge. This slideshow has some good ideas for doing just that.
•  Encourage more one-on-one interactions between the student and his or her peers. This could take the form of peer tutoring, for example.

Most importantly, communicate and be flexible! Each classroom has a different dynamic, a different setup and a different situation. Step back and take a look at how the paraprofessional is working with students in the classroom, and then collaborate to develop a strategy that works for the teacher and the para while reducing the amount of “hovering” that may be taking place. Doing so will help develop a closer working relationship between teacher and para, and help a student become more independent and confident. It’s a win-win for the entire classroom, and absolutely one of the best ways you can help students on an IEP achieve more in school.

Sources:

Vieira, Michelle C.L., “The Successful Inclusion of Students with Autism in Regular Classrooms: A Literature Review”. Queen’s University Faculty of Education, Graduate Student Symposium Collected Papers, 2006-2007.

Harrison, Judith R., Schultz, Brandon K., Evans, Steven W., editors, School Mental Health Services for Adolescents, Chapter 9: “Working with Adolescents with Autism Spectrum Disorder,” by Lynn Kern Koegel, Sunny Kim, and Robert L. Koegel.

Brisson, Anthony and LeBrun-Griffin, Michelle, “Helping vs. Hovering: When Paraeducators Work With Students” slideshow presentation, April 15, 2015.

More on Hovering from Janet Hull

Want more great ways to maximize the effectiveness of paras in your classroom? CLICK HERE Now!

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Featured seminar – Paraprofessionals And Teachers Working Together in the General Classroom

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Here are some great articles on multisensory learning to help you with your classroom challenges.

Make Multisensory Teaching Materials, Very Well Family (verywellfamily.com)
https://www.verywellfamily.com/make-multisensory-teaching-materials-2162327

Multisensory Teaching Strategies in the Classroom, The Literary Nest (www.theliteracynest.com)
https://www.theliteracynest.com/2018/06/multisensory-teaching-strategies-in.html

Dyslexia, Music, and Multisensory Learning, Stern Center for Language and Learning (www.sterncenter.org)
http://www.sterncenter.org/2017/10/dyslexia-music-and-multisensory-learning/#

Multisensory Teaching Approaches for Dyslexia, Thought Co. (www.thoughtco.com)
https://www.thoughtco.com/multisensory-approaches-for-dyslexia-3111175

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I recently had an experience that reminded me how important it is to pay attention to what students are trying to tell us, to believe them when they do communicate with us verbally and non-verbally, and to do our utmost to find a solution to the problem that is preventing them from getting the most out of their learning or negatively impacting their quality of life.

As some of you know, I have a sister, Violet, with special needs who has difficulty communicating. Almost four years ago, she had a bad fall when dancing with characters at Six Flags. It resulted in a trip to the emergency room and stitches on her face. See, she face-plants because she doesn’t have the instinct to put her hands in front of her when she falls. A year later, she fell again. Soon afterward, she began to have trouble walking on her own. She’d either freeze or hang onto anyone near her before she’d take a step.

She appeared to act out for attention. When she wanted something she saw straight in front of her, she had no problem walking or running. She was fine walking in familiar surroundings. Other times, she would sit down and refuse to stand up or demand that someone hold her hand. When this happened, I could see that she was terrified, yet I struggled to understand what was going on. She is prone to drama; could she be manipulating us? Some of her caretakers felt that she was acting out for attention and that nothing was really wrong.

Because my sister could not fully explain what she was feeling or seeing, it was hard to tell if something was truly wrong. But, I did not agree that she was simply acting out. Possibly, there was a combination of things going on. I took her to different doctors, who checked for a myriad of issues and possible causes, but nothing, not even physical therapy, reduced her increasing fear of falling or walking.

Now, my sister also has a condition called amblyopia, which most people know as lazy eye. She’s had it her entire life, with no apparent problems, so it wasn’t something I or the doctors considered as new, or a possible cause to this debilitating phobia.

I was at a loss and prayed for help solving this puzzle. I could see the stress it was causing Violet and her care providers. Honestly, it was beyond upsetting to me to see her struggle and limit her activity.

Then, while presenting a program for paraprofessionals, I was given an incredible gift: A paraprofessional attending my program had an eye like my sister’s. I wondered how I could possibly approach her to ask so many questions that might help me understand. I’m grateful that the opportunity presented itself and upon asking for her help, she kindly agreed to talk to me. As soon as I described to her what my sister was doing, this educator said, “It’s her vision.”

She told me that amblyopia can worsen as people get older. That she herself had a very difficult time walking on certain surfaces – such as ramps or stairs that slope downward, or flooring that changes patterns. “Sometimes, I have to close my eye in order to keep my balance,” she told me, adding that the visual distortion can be terrifying. However, when objects are directly in her line of sight, she has no problem walking to them.

This matched up exactly with the way my sister was behaving! Of course, she couldn’t see correctly! Of course, the ramp down to the parking lot was terrifying for her!

With this information, I was able to connect my own personal and professional experience with vision disorders and how to find help. It was not the first time I found help at the Optometric Extension Program Foundation, www.oep.org. I located a specialist in my sister’s area and made an appointment.

After five hours of the most thorough testing I’ve ever witnessed from an eye doctor, Dr. Ruggiero entered the room and explained, “Your sister constantly sees everything double! Her eyes don’t work together at all! She is afraid because our eyes tell us where we are in space. She can’t see where she is in space.” Where she was able to compensate for this when she was younger, as she aged, her vision issues increased.

The good news is that there’s a treatment that will help her. Glasses with prisms, which also help with dyslexia, and vision therapy that may help. Vision therapy is most effective with young children; however, there is a possibility it may help adults, too.

I’m incredibly grateful to the beautiful soul who attended my presentation for sharing her experience with me. She gave me the missing piece to the puzzle so that we could get help for my sister.

And there was another gift. My experience with my sister reinforced something even more important: how critical it is that we listen to our students who can’t communicate clearly what is wrong. Look beyond what seems obvious, because we could be so horribly wrong in our assumptions. These wrong assumptions could hinder their learning, limit their opportunities for growth, and negatively impact their quality of life.

For more information on vision therapy, watch the three videos curated on the Bright Eyes website.

Want more great ways to maximize the effectiveness of paras in your classroom? CLICK HERE Now!

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Featured seminar – Paraprofessionals And Teachers Working Together in the General Classroom

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As professionals, we try to make sure to phrase our spoken words in a way that will get a positive response. For example, saying “I’d really like to hear your thinking on this and share my perspective as well,” is a positive way to open a conversation when you have different ideas about something.

Sometimes, however, we don’t really hear what the other person is saying. Our fears, agendas, and even enthusiasm get in the way of doing the kind of listening we need to do to foster good communication. Without effective communication, we make many assumptions about the people with whom we interact. Those assumptions might be very inaccurate and create tremendous conflict, rather than fostering inclusion.

This is where the index card can come into play in a very effective manner. This card is a simple way to give feedback to your coworkers or individual members of the teaching team. I found it to be useful for reinforcing the positives. It can be delivered in person, or placed in a teacher mailbox. Simple 3×5 index cards work well.

What should you say on these cards? Here are some tips for best using index cards to communicate clearly:

– Be as careful with your written phrasing as you are with spoken words.

– Do not use red ink when writing the card.

– If you feel the person receiving the feedback may not understand why you’re communicating using a card, consider delivering it in person.

5 Phrasing Tips for Positive Results

Just as you would with in-person conversations, phrasing your concerns on a card should be equally positive. The only difference is that by writing it down, you’re giving the other person a chance to read and see what you’re trying to communicate, without the filter mechanisms in place that are often used in face-to-face conversations.

– What can I do to support you? How can I help make this challenge easier for you?

– Can we talk about something I think might help us work together better?

– I’d like to talk about…with you, but first I’d like to get your point of view.

– I think we may have different ideas about… I’d really like to hear your thinking on this and share my perspective as well.

– Be careful of your tone of voice…These two letters can mean something completely different depending on the tone of voice in which they are spoken: Oh! Oh? Ohhhhh.

As always, be flexible when trying to improve collaboration with a teacher or paraprofessional. Keep conversations professional, both written and in person. Try to compliment your colleague frequently, especially when others are around.

One of the best ways to head off conflict is to try to keep an open mind in conversations. Express how you feel and listen to other viewpoints. Good communication is necessary for the success of an inclusive classroom, and finding ways for all colleagues to clearly communicate their concerns and ideas will move the teaching team forward toward successful collaboration in the classroom.

Want more great ways to maximize the effectiveness of paras in your classroom? CLICK HERE Now!

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Featured seminar – Paraprofessionals And Teachers Working Together in the General Classroom

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