The Role Of Paraprofessionals And Teachers

An easy and not so problematic way of getting a better learning process is more one on one tutoring. Kids are being placed in classes together and not all of them learn at the same rate. One child might understand something without complications. Yet, the other might not understand a simple step. With classes with various amounts of kids, not all of them are able to get the attention needed to figure out that one step. If each of them were walked through the process of things individually, there would obviously be a better chance of understanding the content. Arun Alagappan properly stated

I believe that each child is unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as an educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invite a sharing of ideas. There are three elements that I believe are conducive to establishing such an environment namely, the teacher acting guide, allowing the child’s natural curiosity to direct his/her learning, promoting respect for all the things and all the people.

Some of the methods which I can be seamlessly incorporate into my classroom include: (A) provide intentional reflection time for the process of learning to discover the growth which comes from effort, (B) offer specific and purposeful feedback along with constructive criticism , (C) praise students wisely and purposely, (D) teach for the future of yet by demystifying talent and providing tools to bridge gaps, and (E) always celebrate effort and progress. Through intentional incorporation and daily delivery of these practices, I plan to create a classroom blooming with effort and expansion and thus transform the character of all my

Patty McVay stated seven roles paraprofessionals play in a classroom which include: leading small groups designed by the teachers, gathering materials, providing assistance for personal care and other physical needs, assisting students to complete directions given by the teacher, facilitating interactions between students, adapting lessons under the teacher’s guidance and executing other, often unseen, but very important tasks for the classroom community (McVay, 1998).

I appreciate the opportunity to apply for the K-8 Para Educator position. I am a young, motivated educator with a contagious passion for teaching and learning. I hold a Washington State Secondary Education Teaching Certificate and a Bachelor's Degree in English Language Arts from Western Washington University. I believe you will find that my experience and skills meet the qualifications you are seeking.

Paraprofessionals have become commonplace in the modern school system. Due to an increased emphasis on the inclusion of students with disabilities in the general education classroom, the use of paraprofessionals has concurrently increased (Douglas, Chapin, & Nolan, 2016). The glaring question is whether these teacher assistants provide a necessary service for students with disabilities or if they are inadvertently hindering their success. While some educators claim paraprofessionals are an essential aspect of student services, others argue the potentially adverse academic and social consequences. Despite their increased prominence, paraprofessional’s lack of training, role confusion, extensive responsibility, and intrusion on student-peer

The purpose of this particular section of this web page is to provide teachers and administration with options for adequately preparing their classrooms with qualified paraprofessionals to assist formal pedagogues. It strongly appears that these aforementioned qualifications that paraprofessionals must fulfill in order to work in this position are exceedingly fair, and are no less than the children within America's public school systems require.

After taking time to reflect on working with paraprofessionals, there seems to be a few things that both teachers and paras should keep in mind. First, organization is key; however, organization has to branch out to more than just what assignments the students are doing. The whole day has to be well organized. However, both the para and the teachers do still have to work together when developing and planning students’ curriculum on an individual basis. Each student is different, and as such, teachers and paras need to know how to work with each of them (Hardman, Drew, and Egan, 2013; Heller, Forney, Alberto, Best, and Schwartzman, 2009; Polloway, Patton, and Serna, 2013). Moreover, the teachers and paras have to be able to work with each student’s related service providers, in order to help the student build progress. It is important know what other goals the student has, so that supports for them can be implemented throughout the day. However, working with all of these individuals can have its conflicts, and it is vital for everyone to have the skills needed to find respectful resolutions (Hardman et al., 2013; Heller et al., 2009; Polloway, Patton, and Serna, 2013). Finally, educators need to be aware that miscommunications happen, and they need to able to calmly, and correctly explain how strategies or classroom protocols should be carried out to ensure that everyone is on the same page (Hardman et al., 2013; Heller et al., 2009; Polloway, Patton, and Serna, 2013;

Additionally, identify any effective classroom practices being used. Describe how each helps to build conceptual understanding of the topic being taught.

The strategies used by classroom teachers are based on the individual child, there is no golden ticket that works for every child. There are general guidelines to develop strategies that have proven effective for many. To start it suggested that well establish routines are important, the use of graphic organizers to aid in the gathering and odering of information, limit outside stimuli that may distract and consistent clear expectations are all highly recommended.

Successful classroom teachers need to have a lot of stored knowledge in order to have a classroom that prepares students for the future and teaches them what they need to know. There are certain methods and practices that are more important for teachers to keep in mind. These things include growth and fixed mindsets, along with cognitive and social constructivism. These learning methods are important to incorporate in the everyday classroom, for the environmental changes are positive.

Working as Paraeducator can have its ups and downs. It is great to see children grow, learn, and understand what is being taught, but there are always challenges that come along the way. In my life I found that are many stresses that occur on a daily basis at my job, and I have to combat them to stay sane. Throughout an ordinary day there are the typical stress related symptoms, reaction patterns, and coping techniques that I need to do to help me alleviate stress. In order to understand the different stresses in my workplace it is best to look at the various symptoms signs that may occur.

The first strategy is, teach to developmental needs. Even if teachers teach to different student’s needs it will all be for not if they do not create a positive environment that is beneficial to all students. Students need to move

I agree with you with paraeducators are very important roles in a school setting. Unfortunately, they are paid very low compared to other positions in an education. Most recently, Kankakee School District has their parent/teacher conferences. I happen to witness a teacher who fell very behind on her schedule that in order to get back on track, the teacher asked the paraprofessional to help her meet with some parents and to provide the report card. The teacher was very organized with having everything with notes and folders to provide to parents; therefore, the paraeducator was able to provide a very informative parent/teacher conference with a parent with an easy. Although the paraeducator was not the actual teacher, the paraeducator was able

They found a gap in previous research results. “Is it possible that the classroom climate in the middle school influences student motivation which then impacts achievement?” (Mucherah, Finch, Smith & Ambrose-Stahl, 2014, p.97). Through the literacy review, some of research has shown the relationship between classroom climate and achievement. There were three points from different research. Firstly, teachers effect on their students. Teachers can establish classroom climates by themselves, and they follow their own rules in the classrooms. An organized classroom climate helps students improve their academic achievement. Students’ perceptions of classroom climate also impact on their achievement, and a positive classroom climate can increase student’s grade. The last one is the relationship between students and