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.

Bring Susan to your campus!

The post Tips for Success: Maximize the Presence of Your Paraprofessionals appeared first on Susan Fitzell.

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!

Bring Susan to your campus!

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

Would you like to reprint this article, or an article like it, in your newsletter or journal?
CLICK HERE to visit the articles page.

The post When Hovering Isn’t Helping: Give Students Some Space to Grow appeared first on Susan Fitzell.

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!

Bring Susan to your campus!

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

Would you like to reprint this article, or an article like it, in your newsletter or journal?
CLICK HERE to visit the articles page.

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

There is a way to make sure that as a paraprofessional, you’re meeting each student’s needs. During my time in the classroom, I worked with paras to develop a “cheat sheet” that would allow both of us to quickly look over a class and know exactly what students needed daily.

You can download a much more polished version of my original cheat sheet at the end of this post.

In our secondary-level classes, the paraprofessional would have up to 13 students on an IEP in each class. That meant in a single day, the para often had to remember the needs of 45 to 65 students total among the combined classes. So the cheat sheet was invaluable.

We developed a class list adaptations chart that listed each student (not by name, but with a special code) in the paraprofessional’s purview. The para could check off items along the chart next to each student to note specific needs, adaptations or accommodations that were made for that student.

By reviewing the chart each class, the teacher and para can quickly identify students who need extra time, or who need an oral test or other modified test. This saves time up front and allows the paraprofessional to tailor the time they spend with students so it’s meaningful and positive for everyone.

Here are some important points to remember regarding this chart:

1.  At the top of the chart, in the row across each column, put a code for each student in the class who is on an IEP, 504 plan, RTI plan, etc. You might also put the student’s initials if you feel that the initials would not identify specific students to anyone but you. The key is to use a naming system that does not identify the student. If this chart was found by someone who did not have the right to know that students’ information, it would be a confidentiality violation.
2.  After reading the IEP, check the items that apply to each specific student. At the end of this blog post are downloadable forms available to you through the download link provided. These forms are customizable, so you can create checklists that are specific to your students.
3.  A data collection option is to put a date in the checkbox so that there is a record of any adaptations or accommodations that have been made for specific students and which day they were provided.

Just click on the button below to download the form, along with some other great resources for paraprofessionals:

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

Bring Susan to your campus!

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

Would you like to reprint this article, or an article like it, in your newsletter or journal?
CLICK HERE to visit the articles page.

The post Paraprofessionals: How to Remember Multiple Students’ Needs appeared first on Susan Fitzell.

2. Empower the paraprofessional to monitor behavior and support the discipline process in the classroom. This empowerment will be worth millions when you must leave the classroom with a substitute, knowing that you have challenging students in the room.

3. Teach the paraprofessional how to handle discipline issues in your classroom.

4. Discuss your goals, your priorities, and plans with your paraprofessionals on a daily basis.

5. Provide the paraprofessional with lesson plans, activities, or “to do” items as early as possible. Last minute rushes stress both the teacher and the paraprofessional and don’t allow for proper preparation time.

6. Discuss issues with your paraprofessional, especially when the issue is related to the student he or she is working with. Oftentimes, a paraprofessional has an outside view that teachers tend to miss. Their ideas and possible solutions could be invaluable in difficult situations.

7. Inform the paraprofessional of critical information regarding students he or she is involved with or information that could affect classroom dynamics. Ask the paraprofessional what he or she needs to know in order to do their job most effectively.

8. Avoid interruption when the paraeducator is working with a student or several students. Interruption undermines the paraprofessional’s authority with students and often causes distress and possible conflict.

9. Have a welcome interview with your team. For example, a team might be a special educator, the general educator, and a paraprofessional. Learn more about one another and develop an initial understanding of your roles and responsibilities.

10. Take notes and document them on easy to remember or easy to use forms so that they can be referred to throughout the year. This is critical for paraprofessionals who are working with more than one teacher because each teacher may have different expectations.

11. Compile a loose-leaf binder for the paraprofessional that contains class rules, expectations, a syllabus, etc.

12. Model how you want things done. For example, model for the paraprofessional how to administer tests. Model how to respond to specific behavior in your classroom. Provide scripts, when necessary, to assist the paraprofessional in responding to student behavior.

13. Model the difference between “cueing” a student to remember an answer versus giving the student the answer. For more information on this see the book, Paraprofessionals and Teachers Working Together.

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

Bring Susan to your campus!

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

Would you like to reprint this article, or an article like it, in your newsletter or journal?
CLICK HERE to visit the articles page.

The post Paraprofessional Tips for Success When Working with Other Educators appeared first on Susan Fitzell.

Does life in the classroom sometimes feel like we’ve entered into an arranged marriage?

When we find ourselves sharing classroom space with other adults, our experience can feel like a marriage with many of the inherent pros and cons. The paraprofessional-teacher relationship has clear benefits as well as potential challenges. The difficulty is that the role of the paraprofessional in the classroom is often ill-defined and leaves too much room for interpretation which can contribute to frustration in the relationship. What can be done to foster positive relationships between paraprofessionals and teachers? Here are 12 ways to improve and enhance your paraprofessional-teacher experience.

1. Communicate with each other. One of the most important aspects of an effective working relationship between the paraprofessional, special educator, teacher, or specialist is clear and consistent communication and organization. It is critical to communicate frequently and use organizing tools that can help define roles, define expectations, and set parameters for class norms as part of the process.

2. While the teacher is up front leading, it is important that the paraeducator moves around the room. This allows him or her to be near their assigned students but also allows them some space in order to develop independence.

3. Have a welcome interview with your team. For example, a team might be a special educator, a general educator, and a paraprofessional. Learn more about one another and develop an initial understanding of your roles and responsibilities.

4. It is important to have a harmonious working relationship in the classroom, so the paraprofessional/teacher team should discuss in advance how they will approach lesson planning, student instruction, student behavior, and communication. Questions like ‘Who?’ and ‘How?’ and ‘When?’ are good.

5. Treat each other as equals – teachers and paraprofessionals are both essential members of the teaching team. As a teacher, I always treated my paraprofessionals with respect and as an equal and that always enhanced my relationships and the effectiveness of the paraprofessionals in my classroom.

6. Teachers – Empower the paraprofessional to monitor behavior and support the discipline process in the classroom. This empowerment will be worth millions when you must leave the classroom with a substitute knowing that you have challenging students in the room. You will be able to rest more comfortably knowing that the paraprofessional can handle the class and that students will respect that person’s authority.

7. Discuss goals, priorities, and plans with each other on a daily basis. Sometimes this may mean stealing a few minutes of time before class, while students are doing a quiet seat activity or after class. Communication is critical, not only to the success of students in the classroom but also to the teaching relationship.

8. Discuss classroom issues with each other, especially when the issue is related to the student the paraprofessional is working with. Teachers and paraprofessionals oftentimes have different views, therefore sharing diverse ideas and possible solutions could be invaluable to a difficult situation.

9. When an educator (paraprofessional or teacher) is working with a student or several students, avoid interrupting. Interruption undermines the educator’s authority with the students and often causes distress and possible conflict.

10. Take notes and document those notes on easy to remember or easy to use forms or compile them in a binder with rules, expectations, and a syllabus, so that they can be referred to throughout the year. This is critical for paraprofessionals who are working with more than one teacher because each teacher may have different expectations (These forms are available in Susan’s Book, Paraprofessionals and Teachers Working Together).

11. Model how you want things done. For example, model for the paraprofessional how to administer tests, or model the difference between “cueing” a student to remember an answer vs. giving the student the answer.

12. Provide scripts when necessary to assist in responding to student behavior (Sample scripts are available in the classroom management chapter of Susan’s Book, Paraprofessionals and Teachers Working Together).

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

Bring Susan to your campus!

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

Would you like to reprint this article, or an article like it, in your newsletter or journal?
CLICK HERE to visit the articles page.

The post 12 Ways to Improve and Enhance Your Paraprofessional- Teacher Experience appeared first on Susan Fitzell.

The relationship between a teacher and paraprofessional is just that: a relationship. With two people, two sets of opinions and, often times, two teaching philosophies. Sometimes the personalities gel, and sometimes they take time to build trust, a comfort level, and a smooth working relationship.

Whether all is well in your classroom and you want to take it up a level, or whether you are struggling, these paraprofessional tips will help you to be a powerful collaborative team.

The following paraprofessional tips build strong relationships:

• Teachers: Consider the paraprofessional an essential member of your teaching team.  Whenever possible, include the paraprofessional in planning, team meetings, troubleshooting, and any other decision where you feel input from the paraprofessional would be valuable.
• Paraprofessionals: Ensure that you are a team player. Share insights and solutions that you gain from being another set of eyes in the classroom. Be careful not to undermine the team effort by going in a different direction than planned.
• Teachers: Empower the paraprofessional to monitor behavior and support the discipline process in the classroom. This empowerment will be worth millions when you must leave the classroom with a substitute, knowing that you have challenging students in the room.
• Paraprofessionals: Honor the teacher’s classroom management style. Mirror it unless it violates your values. If it’s a style you are not comfortable with, try to discuss positive solutions. Worst case: avoid the good teacher/bad teacher dynamic. That’s always a lose-lose situation
• Teachers: Compile a loose-leaf binder for the paraprofessional that contains class rules, expectations, a syllabus, etc., so your paraprofessional is not working ‘blind’. Setting expectations and empowering your paraprofessional with the information they need to truly support students can make an incredible difference in your relationships.
• Paraprofessionals: Honor the effort your collaborative teacher makes to include you in the lesson activities. One of the ways to ensure the relationship fails is to ignore the information provided to you.

Teachers and Paraprofessionals: 

• Communication is critical, not only to the success of the students in the classroom but also to the collaborative relationship. Sometimes when things fall apart, it’s simply a misunderstanding.
• Discuss issues with each other privately, especially when the issue is related to a student.
• Avoid interruption when either of you is working with a student or several students.  Constant interruptions caused by “the other adult in the classroom” while one is working with an individual or small groups of students, breaks the flow of the lesson and might set off students who struggle to regain focus.

Lastly, I’d like to close with a quote from one of my previous articles,

“I sincerely believe that most paraprofessionals are valued by the teachers with whom they work. I believe that most administrators understand and appreciate the contribution that paraprofessionals make in their schools. I believe that if we simply stop and think about the powerful impact a paraprofessional can make in the life of a child, we can rally together to “Throw the phrase, “just a paraprofessional” out the window.”

What are your paraprofessional tips? What have you found to be the key to a strong, positive relationship with your collaborative teacher or paraprofessional? Please share in the comments section.

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

Bring Susan to your campus!

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

Would you like to reprint this article, or an article like it, in your newsletter or journal?
CLICK HERE to visit the articles page.

The post Paraprofessional Tips: How to be a Powerful Collaborative Team appeared first on Susan Fitzell.

In previous articles, we’ve discussed defining roles when teachers and paraprofessionals are working together. The next step, once roles in the classroom have been defined, is how to schedule paraprofessionals and maintain a manageable schedule.  This schedule will vary from paraprofessional to paraprofessional depending upon:

• The grade level in which the paraprofessional is working.
• Whether the paraprofessional is a one-on-one student assistant.
• Whether the paraprofessional is working with an entire class to support students on an IEP.
• Whether the paraprofessional is in a secondary education situation, working with various teachers in various subjects over the course of a school day and supporting any number of students with special needs.

The paraprofessional and the general education teacher need time to sit down and communicate what this schedule will look like.

Scheduling in the Elementary School

At the elementary level, it is important to prepare a schedule collaboratively that addresses:

• The teacher’s classroom goals and schedule for the day.
• The assignments, activities, and tasks that the teacher intends to instruct over the course of the day.
• Areas in which the student or students may need assistance.
• Areas in which the teacher may need support in meeting student needs.

Scheduling at the Secondary Level

At the secondary level, the paraprofessional often moves between several classes during the course of a school day.

In the role of a one-on-one student assistant, the paraprofessional will follow the student through most periods of the school day, with the exception of the paraprofessional’s own lunchtime. In a one-on-one position, the student’s specific needs might be the most critical factor in determining how time is scheduled in each one of those classes. When paraprofessionals are moving between classes it is more challenging to make time for collaboration between the general education teacher and the paraprofessional.

Benefits of Scheduling Well

The benefits, however, of investing time in designing a meaningful schedule, whether it be before class starts, at the beginning of the week, or at the beginning of a unit of instruction, are that the paraprofessional will be able to:

• Assist the teacher more effectively.
• Schedule times for the student to be independent in his or her work situation.
• Ensure that there are social interactions so that the student grows emotionally and socially.
• Coordinate activities so that things run smoothly.

Paraprofessionals Working with Multiple Teachers

Other times, the paraprofessional may be working with a variety of students over the course of the school day, serving the needs of several students on an IEP in the class. The paraprofessional is often working with many different teachers, and thus personalities, over the course of each day. Each teacher will have his or her own scheduling concerns, priorities, and needs. It is important that these scheduling issues within the class period are discussed and worked out so that everyone wins.

Capitalize on the Paraprofessional’s Strengths

Once a schedule is set, there are still times when a paraprofessional may feel that his or her time is not well spent. If the paraprofessional feels that time is being wasted, or that his or her professional skills are not being used, he or she may use this time to perform other activities that can support classroom goals. Consider the following options:

• Start to accumulate a binder of the course content for the students to match up their work against.
• Observe a student or collect behavioral data.
• Write down comments or discussion items to review collaboratively with the classroom teacher or special educator.
• Move about the room and use position control to make sure students in the class are on task, understanding their work, or behaving appropriately.
• Consider the concepts being taught in the classroom at that time and think of reinforcement activities for memorization and recall, review and practice, or re-teaching that could benefit students on an IEP and possibly all students in the class.

What has been your experience with scheduling and the paraprofessional-teacher relationship? What has worked for you or your staff?

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

Bring Susan to your campus!

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

Would you like to reprint this article, or an article like it, in your newsletter or journal?
CLICK HERE to visit the articles page.

The post How to Schedule Paraprofessionals in the Classroom appeared first on Susan Fitzell.

I love teaching this session! I’ll cover:

*Practical strategies, tools, forms, and tips for defining paraprofessional roles, collecting data as well as cueing strategies for tests, quizzes and more.

*Identify meaningful and effective resources to recognize personality types and determine how to collaborate with opposite and varied personality types.

*Proactive ways for paraprofessionals to prevent discipline problems and positive ways to deal with challenging behavior when it occurs.

*Proven, practical strategies to effectively and efficiently adapt coursework, homework and study assignments to meet IEP, RTI and 504 requirements and increase student academic achievement

Paraprofessionals are such a valuable part of the educational process. I know that the paras that I worked with were often my right arm, never mind my right hand.

If you are in the area of these presentations you can find more information about the sessions at www.ber.org. I would love to see you there. Let me know that you read it in my blog!

The post Paraprofessionals and Teachers Working Together! appeared first on Susan Fitzell.

Who we are, what we think, and what we believe is revealed through our words and behavior. If we buy into the adage “Boys will be boys,” our words and behavior will reflect it. If we have prejudices, they will be apparent.

Young people are more likely to do what we do, rather than what we say, and therefore it is vitally important to be self-aware and change our attitudes, beliefs, and behaviors to reflect the image we want our youth to model.

For example, sometimes as teachers, parents, or adults in authority, we do not realize how we speak to children. Our tone of voice and choice of words, especially when disciplining, may be reinforcing negative patterns of behavior with children. This became glaringly obvious to me in my early years as a parent as I listened to my seven-year-old when she was angry with me. I often heard my words, my tone, and saw my facial expressions coming from her little body.

Another important part of being a positive role model for young people is showing them respect. Lack of respect from our youth is a common complaint heard from adults today. I am often astounded, however, by the lack of respect some adults show towards young people.

Youth are often treated as lesser beings. Children are ordered around without a “please” or a “thank you.” Because they are defenseless, they are often the scapegoats of misplaced anger. Their needs are often disregarded.

All of us may be guilty of disrespecting our children’s rights sometimes when we are tired, frustrated, or angry. It must be the exception, not the rule.  When we do treat young people in a disrespectful way, the most empowering thing we can do for our children, and for ourselves, is to admit we made a mistake.

When we admit our errors to young people, we teach them that it is okay to make mistakes. Mistakes are for learning. We are modeling a willingness to be honest, to own our behavior, and to learn from it. This is a powerful example to set for our youth. We want the same behavior from them when they make a mistake. Should we expect less of ourselves?

Excerpted from Paraprofessionals and Teachers Working Together by Susan Gingras Fitzell.

The post Be a Positive Role Model for Behavior Management appeared first on Susan Fitzell.