Patty Mcvay Paraprofessional Analysis

Paraeducators can provide instruction to supplement what the general education teacher has taught (Leach, 2014). For example, if a teacher has taught a math lesson on addition and a group of students are struggling the teacher can have the students work with the paraeducator while the rest of the class moves on to the next step. The paraeducator is working under the guidance of the general education teacher (Leach, 2014).

The authors went on to state that paraprofessionals “reported that they had some familiarity with the concept of self determined behavior for students with disabilities, with even lower levels of access to professional development opportunities pertaining to self-determined behaviors” (Lane, Carter, & Sisco, 2012, p. 246). Paraprofessionals are expected to play key roles in the education of students with severe disabilities, but they are not given the proper tools to complete this task successfully. Teachers, students and paraprofessionals would be greatly benefited if every person involved in the education of a child was properly trained.

It helps you, the tutor, with fulfilling the lesson requirements if you can ascertain in advance any special learning requirements or needs your learners have during the time they are in your class. This may, for example, be access for a wheelchair, being aware if someone is dyslexic, if someone has particular religious beliefs which must be catered for or whether someone needs to take medicine at a certain time. Then, when aware of any special needs, ensuring that these needs are met in a caring and professional manner.

In addition, the teacher is responsible for researching the subject area to ensure a wide, current knowledge base that will help when establishing credibility and professionalism, and then to develop a variety of interesting ways to deliver the content whilst ensuring a safe working environment for students. The teacher’s role is then to deliver the lesson content in a manner consistent with the learning styles and requirements of the delegates. These might include lecturing, large group discussion or case studies.

Ann Gravells mentions five areas of a role of the teacher. This is called Teaching and Learning Cycle (Gravells, 2012) and it includes:

While this current arrangement is causing some frustration on behalf of the Office of Professional Learning, it was necessary due to budgetary cuts. Since these services were contracted out, paraprofessional stability has been a concern. Many employees do not stay in the role long term and often leave mid-year cause classrooms to enter a state of disequilibrium. In the future, the MCIU would like to bring paraprofessionals back into the organization so they can provide a more rigorous induction program which could lead to less turnover in the role.

It is very student-centered. It allows each child to be who they are as an individual and in the classroom. Each child learns differently, at their own level, at their own pace, and in their own way. This strategy allows them to grow in that. Having a co-teacher in the classroom the students get to have more of the one on one time that is needed; especially, in a special education classroom. It allows them to have someone else see something they might miss. This strategy also allows for a person with a little bit of a different perspective on the students in the classroom. Therefore, in using this strategy, a student is able to reach their greatest

As a teaching assitant my main role is to support the class teacher whilst the ongoing assessment of pupils takes place. The teacher can measure the progress of each pupil by

-Students are working with others that are below grade level. They will have the opportunity to help teach them. This will build their understanding as well.

My main role as a teacher or trainer is to identify learners’ needs, Planning learning, facilitating learning, this can be done through interview, communicating with others and assessing learner progress.

It helped me to take a step back and get to know each individual student and have a relationship with each of my students. It also helped me to understand that I need to arrange my lessons around my students needs and what makes sense to them and what they can relate to on a personal level. Each student is different and each student learns and understands materials in a differnent way and each student needs to be

It allows groups to use the situation in the learning environment to develop their social interaction skills e.g. meeting new people, and share ideas. This enhances the group’s experiences, promotes collaboration, can develop their social relationships skills and allows opportunity for peer

The use of volunteers like parents or community members can help relieve some responsibilities that are on many teachers or administrators plates. This can allow teachers and administrators to focus on student learning.

I had many responsibilities and duties as a teacher assistant/chaperone. Such as arriving at the assigned school for bus and student pick-up at 8:00 a.m. assisting teachers and counselors with Daily Opening Activity, with Math and Reading as well as Arts/Folklore classes. Escorting students to and from the bathroom. Supervising students during breakfast and lunch and assisting with clean up. Being responsible for picking up and returning materials to the GEAR UP office. Attending weekly Staff and Team meetings to discuss the past week and plan for the weeks ahead.

The need for tutors is overwhelming. Tutors help fill the gap between the teachers and the students. With so many students in each classroom, the teacher can't give each student the one-on-one attention that some students need. This is where tutors come in to play. Tutors have been a key instrument ineducation since as far back as the 1500's (Gordon 9). Tutoring is almost as old as educating children. Tutoring younger students is also still going strong in the twentieth century. Today it is more~important than ever due to the increase in students and low budgets that some schools have. As stated by Edward E. Gordon in his book, Centuries of Tutoring" Schoolinghas dominated the twentieth century, but tutoring still holds an important