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.

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The post What’s Working? The 3 Best Tips for Successful Collaboration in the Classroom appeared first on Susan Fitzell.

One of the biggest challenges we face when working with other adults in the classroom is how different we are. Sometimes it’s generational differences. Sometimes, it’s culture or lifestyle differences. Sometimes, it’s that we share a completely different set of values. These are challenges and silver linings.

Have you ever worked with another adult in the classroom and felt as if you were both on different planets? Possibly, your approach to working with students was completely at odds. Or maybe you held certain expectations about what the other adult should do and those expectations weren’t met. In order to have a more harmonious and effective working relationship in the classroom, it is important to be on the same page with matters of concern.

Paraprofessionals Communicating Effectively: Reflection

Teachers might discuss with their paraprofessionals how they will plan for their work in the classroom. Paraprofessionals might ask their collaborating teachers about their expectations and discuss how those expectations will be dealt with.

Other items to reflect upon include: “How will the paraprofessional meet instructional goals?” “What are the teacher’s expectations for participation in classroom management?” and “How will the classroom teacher and paraprofessional communicate with each other?” The following questions include many possibilities for consideration. Not all of the following items are applicable to every person, school, or situation. Rather, this is a launching pad for discussion.

Paraprofessionals Communicating Effectively: Here are some discussion questions to get you started:

Lesson Planning:

• Will the paraprofessional provide input into the planning process for either specific students or the class in general? If so, how will the classroom teacher gain that input?
• Will the paraprofessional have input into lesson planning, or planning for reteaching?
• When and how should the paraprofessional’s experience in the classroom contribute to interventions used with non-responders or students with special needs?

Instruction:

• With whom will the paraprofessional work: students with special needs, non-responders, students-at-risk, or the general student population?
• Will the paraprofessional re-teach material?
• When and how will the need for reteaching be decided?
• How will the paraprofessional help implement lesson plans or provide re-teaching? What will this look like?
• If specific interventions or programs are being utilized, who will train the paraprofessional in these methods?
• When will student assessment take place? How will gains be recorded? Who will be responsible for collecting this data?

Student Behavior:

• What are the behavioral expectations and rules for students in the classroom?
• What methods are used to gain student understanding of classroom expectations and rules?
• How will students perceive those expectations and rules in regards to the paraprofessional’s authority? Who clarifies the paraprofessional’s level of authority?
• How should the paraprofessional deal with misbehavior, disruptions, or problems that occur in the classroom?
• Who will provide the paraprofessional with positive behavior management training when necessary?

Communication:

• How and when will professionals and paraprofessionals communicate about concerns, student updates, intervention progress, etc.?
• Who will be responsible for communicating with parents?
• Will communication with parents be verbal or written? What parameters should the paraprofessional work within? Are there times when communication should be deferred to the classroom teacher, special educator, or administrator?
• When should conversations with parents be documented? When should they not be documented? If documented, what form should that documentation take?
• Exactly who should the paraprofessional report to if any conversation with a parent occurs that might cause concerns, or where student issues need to be related?

The post On the Same Page: Teachers and Paraprofessionals Communicating Effectively appeared first on Susan Fitzell.

• How and when will professionals and paraprofessionals communicate about concerns, student updates, intervention progress, etc.?
• Who will be responsible for communicating with parents?
• Will communication with parents be verbal or written? What parameters should the paraprofessional work within? Are there times when communication should be deferred to the classroom teacher, special educator, or administrator?
• When should conversations with parents be documented? When should they not be documented? If documented, what form should that documentation take?
• Exactly who should the paraprofessional report to if any conversation with a parent occurs that might cause concerns, or where student issues need to be related?

If you are just joining the discussion, please take a look at the previous installments, which address lesson planning, instruction, and behavior management.

The post On the Same Page: Part Four appeared first on Susan Fitzell.

• Will the paraprofessional provide input into the planning process for either specific students or the class in general? If so, how will the classroom teacher gain that input?
• Will the paraprofessional have input into lesson planning, or planning for reteaching?
• When and how should the paraprofessional’s experience in the classroom contribute to interventions used with non-responders or students with special needs?

The post On the Same Page: Part Two appeared first on Susan Fitzell.