Mary hull handout nrcp2012

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  • The valuable skills that you cannot measure easily in a multiple choice, pencil and paper (or computer) test. What administrators should interview for….the characteristics they usually ask references forOverview:The valuable skills that you cannot measure easily in a multiple choice, pencil and paper (or computer) test. What administrators should interview for….the characteristics they usually ask references forI developed this seminar from results of research I did through Rutgers UniversityGive you the organization for the presentation:
  • What do you know about you?
  • Give a surprise birthday party for your best friend? Do, share.
  • Has implications for students—students who have difficulty in school often are rigid in their thinking/learning patterns and school methods which favor some patterns over others, may be difficult for them. See web site at end of packet if you would like to explore further.
  • Has implications for students—students who have difficulty in school often are rigid in their thinking/learning patterns and school methods which favor some patterns over others, may be difficult for them. See web site at end of packet if you would like to explore further.most teachers have their strength in sequential and precise. Any questions?
  • Analyze video using check list
  • Any questions?
  • Observation is not a passive activity
  • Partner introductions: find out two ways you and your partner can connect.You are going to be working together in a classroom—your teacher is going to have a student who needs a one-to-one and a class who has 5 other students eligible for special education and related services for science, math and social studies. You are going to be the classroom support para, but you will need to cover for the one-to-one while she has lunch during the student’s lunch and recess period. Your teacher has asked you both to “set up a schedule” and “work it out.”
  • Review typical Para schedules—perhaps review their own. Look at opportunities before, during and after school hours.
  • setting boundaries and creating procedures:determining roleThe strength of the role—you can perform a wide range of tasks in a wide range of ways—is its problem. Which task? Which manner? And it changes from day to day and from month to month and from child to child.Problem solve with partner: what needs to be decided? Discipline, class routines
  • Problem solve with partner: what needs to be decided? Discipline, class routines
  • Problem solve with partner: what needs to be decided? Discipline, class routines
  • Problem solve with partner: what needs to be decided? Discipline, class routines
  • Questions?
  • Send yourself a letter—envelop and card: What positive piece of informationdo you want to remember from this seminar?
  • Questions..
  • Mary hull handout nrcp2012

    1. 1. IN-STEP AND IN-SYNCH6 SOCIAL SKILLS FOR EFFECTIVEPARAEDUCATOR/TEACHER PARTNERSHIP National Resource Center for Paraeducators Conference 2012 MARY HULL
    2. 2. SIX SOCIAL SKILLS Observe Commit Adapt Communicate Create time Self knowledge
    3. 3. Self knowledg e You, the expert on you Why are you a member of this occupation?What talents, focus, and goals do you bring to the classroom? National Resource Center for Paraeducators Conference 2012 MARY HULL
    4. 4. Selfknowledg e Know Yourself Activity 1 My skills My further No thank you interests National Resource Center for Paraeducators Conference 2012 MARY HULL
    5. 5. Self knowledgeIdentify and understand learning/teaching styles and how they can complement, mesh or clash with students and teachersWhat thinking style do you bring to the classroom? National Resource Center for Paraeducators Conference 2012 MARY HULL
    6. 6. Selfknowledg e Know Yourself Activity How would you……… National Resource Center for Paraeducators Conference 2012 MARY HULL
    7. 7. Self knowledg eSequentialPrecise National Resource Center for Paraeducators Conference 2012 MARY HULL .
    8. 8. Self knowledg eTechnicalConfluent . Freely adapted from Let Me Learn, website at end of presentation. Resource Center for Paraeducators Conference National 2012 MARY HULL
    9. 9. ObserveLearn how and what to observe in classrooms National Resource Center for Paraeducators Conference 2012 MARY HULL
    10. 10. Classroom observation exercise How Could You Help?ObserveIn Class rooms:Where is …………?What is …………..? National Resource Center for Paraeducators Conference 2012 MARY HULL
    11. 11. CLASSROOM OBSERVATION ACTIVITYObserve National Resource Center for Paraeducators Conference 2012 MARY HULL
    12. 12. Classroom observation ACTIVITYObserve National Resource Center for Paraeducators Conference 2012 MARY HULL
    13. 13. Classroom observation ACTIVITYObserve National Resource Center for Paraeducators Conference 2012 MARY HULL
    14. 14. Classroom observation ACTIVITYObserve National Resource Center for Paraeducators Conference 2012 MARY HULL
    15. 15. Classroom Observation ChecklistWhat do seasoned professionals look for when initially entering a classroom tounderstand the people in the group? How do they complete ordinary classroomtasks and how do they fit into the group? ObserveTeaching Space Adult Workspace:Materials Student Characteristics National Resource Center for Paraeducators Conference 2012 MARY HULL
    16. 16. Classroom observation Checklist Procedures ObserveDaily Organization Daily Organization Teaching Style Behavior System National Resource Center for Paraeducators Conference 2012 MARY HULL
    17. 17. CommunicateHow to find informal social connections to enhance working relationships Creating connections: National Resource Center for Paraeducators Conference 2012 MARY HULL
    18. 18. Speed Sped Meeting Form 1st potential partner: 2nd potential partner: National Resource Center for Paraeducators Conference 2012 MARY HULL
    19. 19. Comm WAYS TO ESTABLISH A ROUTINE FOR ON-GOING COMMUNICATIONCommunicate ….. LEARN HOW TO CARVE OUT TIME AND OPPORTUNITIES FOR THESE SOCIAL BEHAVIORS. Create time National Resource Center for Paraeducators Conference 2012 MARY HULL
    20. 20. SAMPLE PARAPROFESSIONAL SCHEDULE Create timeNational Resource Center for Paraeducators Conference 2012 MARY HULL
    21. 21. ada Commit Adapt CommunicateProblem solving before there are problems by 1) 2) To determine role What are the possibilities? National Resource Center for Paraeducators Conference 2012 MARY HULL
    22. 22. Co-working roles Adapt In the classroomTypes of support Teacher’s role paraprofessional’s roleCoach Teacher instructs entire class Encourages one or more students to participate in the large group instructionScan Teacher instructs entire class Watches forstudents who seem to needhelp in clarifying directions, getting materials, etc.Tutor Teacher instructs some of the Instructs a small group in parallel students with teacher:.Substitute teach Teacher is not available to teach Teaches entire class.Organize Teacher instructs entire class Locates materials ,equipment; sets up the materials and puts them away at end of lesson. National Resource Center for Paraeducators Conference 2012 MARY HULL
    23. 23. Co-working roles Adapt In the classroomTypes of support Teacher’s role paraprofessional’s roleClerk Teacher instructs entire class.Monitor behavior Teacher instructs entire class.Report behavior Another teacher is teaching or in charge of class (PE, art, substitute, etc.).Model Teacher instructs entire class.Attend Personal Needs Teacher instructs entire class National Resource Center for Paraeducators Conference 2012 MARY HULL
    24. 24. Co-working roles Adapt In the classroomTypes of support Teacher’s role paraprofessional’s roleSounding board Teacher considers possible actions.Confident Teacher or student tells para a problem.Bridge Teacher, parents, student, try to understand each other’s point of view.Translator Teacher would like to speak to . parent who does not speak English.Community Liaison Teacher wants to use community resources. National Resource Center for Paraeducators Conference 2012 MARY HULL
    25. 25. Establish parameters for partnership CollaborationCommit Adapt☐To be determined with teacher ☐ Co-working system: 1) Discipline 2) How students should refer to paraprofessional 3) Extent of parent contact 4) Support process: Ask three and then me Communicate ☐ Enabling versus support ☐Etc. National Resource Center for Paraeducators Conference 2012 MARY HULL
    26. 26. PATHWAYS TO TEACHER AND STUDENT SUPPORT Social Behaviors:Paraprofessional 1) s are the most 2)commonly usedspecial education 3) intervention in 4)the United States 5) 6) National Resource Center for Paraeducators Conference 2012 MARY HULL
    27. 27. websites:http://test.letmelearn.org/about-2/four_patterns/http://marywhull.org/ FOR FURTHER CONSIDERATION National Resource Center for Paraeducators Conference 2012 MARY HULL
    28. 28. Books by Mary HullConversations With Paraeducators: Optimizing Your WorkAs The Other Grown-Up In The ClassroomThe Paraeducator: The Other Grown-Up in the ElementaryClassroom FOR FURTHER CONSIDERATION MaryWHull@gmail.com National Resource Center for Paraeducators Conference 2012 MARY HULL

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