Jennifer Hartman: Paraprofessional Aide for Special Education 1 Jennifer Hartman: Paraprofessional Aide for Special Education 1 Leadership Evidenced by Managing, Listening Effectively, and Empathizing Leadership is the process of social influence, which maximizes the efforts of others towards the achievement of a goal. I have been a paraprofessional in a self-contained special education classroom for the past four years in Texarkana Independent School District. I have learned that in order to be an effective leader one must acquire a great understanding of active listening, managing others in regards to safety, and empathizing with both students and staff, respectively. Thanks to this learning process, I am more knowledgeable in the classroom where my leadership skills are put to use on a continual basis. This knowledge is evidenced daily by managing student behaviors to ensure safety, listening effectively to other staff members, learning how to empathize with coworkers, and modeling for others the importance of leadership in and around the school. LEADERSHIP: MANAGING CONCRETE EXPERIENCE It has been my experience that others often do not interject because they know I am capable and consistent with my students’ behavior expectations. If there are comments, others are usually asking if I require any assistance. I can often be heard saying routine behavior expectation statements, “hands down”, “walking feet”, and/or “finish”. The actions taken by me is one of an active observer. I will always try and give my students ample response time when given a directive to ensure they are successful but there are times when I must implement the desired behavior on the student’s behalf. In my current role as a special education paraprofessional, I am able to utilize leadership and management techniques in regards to student behavior on a daily, sometimes hourly, basis. Specific leadership and behavior management techniques include cueing the students to perform different tasks that are assigned in the classroom. I accomplish this by providing varying degrees of prompting (physical, gestural, and verbal), and also redirecting the student back to the desired behavior or activity. Most, if not all of these take place within the classroom walls, but can also occur anywhere within the building at any given time. My role is often viewed of that as support to the classroom teacher, but a lot of the times I am in a one-on-one situation with a student during a difficult time, behaviorally speaking. REFLECTIVE OBSERVATION The effects of leadership in regards to the management of behaviors can be described and analyzed in several examples. First, is the aspect of safety; I can only imagine how chaotic our classroom would run if I were not able to actively implement behavior accommodations in my classroom. The use of the pictures and verbal/physical prompts provide the necessary scaffolding to ensure my students’ successes, whatever those might be. .

1. Jennifer Hartman: Paraprofessional Aide for Special Education
1
Jennifer Hartman: Paraprofessional Aide for Special Education
1
Leadership
Evidenced by Managing, Listening Effectively, and
Empathizing
Leadership is the process of social influence, which maximizes
the efforts of others towards the achievement of a goal. I have
been a paraprofessional in a self-contained special education
classroom for the past four years in Texarkana Independent
School District. I have learned that in order to be an effective
leader one must acquire a great understanding of active
listening, managing others in regards to safety, and empathizing
with both students and staff, respectively. Thanks to this
learning process, I am more knowledgeable in the classroom
where my leadership skills are put to use on a continual basis.
This knowledge is evidenced daily by managing student
behaviors to ensure safety, listening effectively to other staff
members, learning how to empathize with coworkers, and
modeling for others the importance of leadership in and around
the school.
LEADERSHIP: MANAGING
CONCRETE EXPERIENCE
It has been my experience that others often do not interject
because they know I am capable and consistent with my
students’ behavior expectations. If there are comments, others
are usually asking if I require any assistance. I can often be
heard saying routine behavior expectation statements, “hands
down”, “walking feet”, and/or “finish”. The actions taken by
me is one of an active observer. I will always try and give my
students ample response time when given a directive to ensure
they are successful but there are times when I must implement

2. the desired behavior on the student’s behalf. In my current role
as a special education paraprofessional, I am able to utilize
leadership and management techniques in regards to student
behavior on a daily, sometimes hourly, basis. Specific
leadership and behavior management techniques include cueing
the students to perform different tasks that are assigned in the
classroom. I accomplish this by providing varying degrees of
prompting (physical, gestural, and verbal), and also redirecting
the student back to the desired behavior or activity. Most, if
not all of these take place within the classroom walls, but can
also occur anywhere within the building at any given time. My
role is often viewed of that as support to the classroom teacher,
but a lot of the times I am in a one-on-one situation with a
student during a difficult time, behaviorally speaking.
REFLECTIVE OBSERVATION
The effects of leadership in regards to the management of
behaviors can be described and analyzed in several examples.
First, is the aspect of safety; I can only imagine how chaotic our
classroom would run if I were not able to actively implement
behavior accommodations in my classroom. The use of the
pictures and verbal/physical prompts provide the necessary
scaffolding to ensure my students’ successes, whatever those
might be. Secondly, is the ability for the students to
communicate more effectively when their behaviors are
controlled. When I provide a challenging student the
opportunity to express his wants and needs I notice a significant
decrease in problematic behaviors. If I can effectively utilize
the visuals and behavior modifications I have found that my
students are calmer and overall more engaged. These situations
are similar to what I have observed with my own child. He
sometimes struggles to communicate effectively and I have
noticed when I utilize some of the same techniques he exhibits
less distressed behaviors and clearly defined thoughts. I will
continue to utilize this behavior management technique to instill
confidence and effective communication skills.

3. LEADERSHIP: LISTENING EFFECTIVELY
CONCRETE EXPERIENCE
Secondly, my experience with listening effectively first came to
me during my first day of work and has not since left me. I
knew I would have to listen to each and every directive from my
principal in regards to what she would be expecting of me on a
daily basis. This could change on a daily basis until I was
placed permanently in the special education classroom so I
needed to make sure I took my role as active listener seriously.
I carried that skill over to the classroom when actively listening
to my classroom teacher’s expectations. My teacher would go
over the daily schedule which could change by the minute. The
teacher and I had to be able to understand what the other was
saying, sometimes with no words at all. My actions were that of
a listener. I would respond when necessary to demonstrate my
understanding of the directives, but most of the time would
remain in a state of listening. This skill also transferred over to
the students. I would have to listen to their needs, and that can
be difficult with non-verbal students. Just because the majority
of my students are non-verbal, it does not mean they are non-
vocal. I was able to listen to their sounds and observe their
body language. This would tell me their current state or mood
and I was able to respond accordingly.
REFLECTIVE OBSERVATION
The effects of leadership in regards to listening effectively can
be described and analyzed in several examples. First, is the
aspect of respect; imagine feeling passionately about something
and how excited you are to share your ideas and experiences
only to have someone not give you a listening ear. I am always
very mindful to give the respect I would want in return when
someone is speaking to me. This is most important when we are
dealing with parents. Parents want to know that their concerns
are being heard and solutions are being created. Additionally,
when I am conversing with my classroom teacher, I make sure
to listen effectively to her suggestions for the day’s activities.
When I listen effectively, I can ensure that the person speaking

4. feels respected and that their opinions are meaningful to me.
These situations are similar to what I have observed with my
youngest child who is hearing impaired. He sometimes struggles
to communicate effectively and I have noticed when I listen to
his needs, again he exhibits less distressed behaviors. I have to
make sure he is looking at me when I am speaking and I make
sure to do the same when he speaks to me. I will continue to
utilize this technique to instill confidence and effective
listening skills.
LEADERSHIP: EMPATHIZING
CONCRETE EXPERIENCE
The third and final skill is empathizing. I am able to use
calming strategies because I am familiar with their behaviors
and I know what works best for the individual student. In the
classroom, there are many transitions between activities and this
can often be upsetting to the students. I am often observed
saying “first you, then you” to activate the students’ working
memory of the daily schedule. The students are often receptive
to this as many students on the Autism spectrum thrive when
visuals are presented. Others can be heard mimicking my
language because consistency is just as important as visuals.
The actions taken could be identified as getting down on the
students’ physical level, rubbing their hand, applying pressure
to the shoulders, tops of arms, or back and also, presenting the
visual and placing the students hand on the picture to help
promote awareness. Empathizing is not something that can be
taught; one can either empathize for or with another
person/thing or not. When I hear a student in distress or they
are visibly upset I am able to immediately empathize with them
because I know what it feels like to be upset. By utilizing a
picture schedule, I am able to give my most anxious students a
clue as to what’s coming next and hopefully decrease some of
the tension.
REFLECTIVE OBSERVATION
The effects of leadership in regards to empathizing can be
described and analyzed in several examples. First, is the aspect

5. of human nature; empathy is a crucial social component that
many people do not possess and I am grateful that I have this
understanding in regards to others. Relative to Autism, I have
noticed a disconnection with my students in regards to this skill
because many of my students are still learning how to relate to
others and it is something we address daily in the classroom.
My skill for empathy is most notable when my students come in
upset or distressed first thing in the morning. From my
experience it is best if I allow them some time to self-regulate
so we can move on with our daily routine and activities. I can
compare this situation to myself and my children. If I wake up
not feeling well, my children know to give me some time to
gather myself before engaging me in conversation or asking me
a lot of questions.
ABSTRACT CONCEPTUALIZATION
As a result of this Domain of Knowledge (Leadership) I was
able to gain a better understanding of the concepts related to
Conscious Discipline. Becky Bailey, the creator of Conscious
Discipline, has made it her mission to creating positive
environments for children, families and schools. Conscious
Discipline can best be described as a “comprehensive
management program and a social/emotional curriculum. It is
based on current brain research, child development information,
and developmentally appropriate practices” (Bailey, 2001).
Universally, my campus incorporates this strategy throughout
the school day. The students are taught proper breathing
techniques, self-awareness, self-control and appropriate
interaction with others. It is my belief that the use of Conscious
Discipline has been one of the most effective strategies to date
in regards to maintaining student behaviors and it has been a
positive addition to the overall campus morale. It is important
to note the autonomy this creates within the students; when a
student notices themselves becoming upset or needing a moment
to self-regulate they are taught to go to the “safe place” in the
classroom. Taking this type of initiative is a skill that will
benefit them throughout their lives (Bailey, 2001).

6. ACTIVE EXPERIMENTATION
After receiving several training sessions, I significantly
changed the way I deal with situations. I have used the training
that has been provided to me at home. As I stated previously, I
am the single mother of two young boys. It can be difficult
communicating with them but I have learned that being a good
listener helps build those positive relationships. Listening is a
communication skill that also promotes successful
understanding, evaluation of discussions, and interpretation. As
a young mother, I tend to fail at times listening to my children’s
needs, this in turn, made them frustrated which made it difficult
to effectively communicate. With my Conscious Discipline
training, I have been able to help my children and my students
become more independent and self – reliant; they are now
successful in developing the skills to express their thoughts and
cope with challenging situations. I have been able to listen more
and have open communication that assures them that their
opinions are valid and significant. Being a good listener, helps
build positive relationships. I want the positive relationships
with my family and school. In school, we have to make choices;
giving children choices is one way that I am able to be
assertive. When I provide two options and allow the child to
choose, I am still able to control the outcome since the original
two choices were mine to begin with. It also empowers my own
children and I have learned that giving choices to my young
boys at home makes a difference. Whenever I give a verbal
command, I usually include two positive choices. I have found
that children are sometimes defiant towards assertive commands
and respond better when choices are given; at times it can even
make the child feel secure. Being empowered to make choices
fosters autonomy in children, while promoting the desired
behavioral result as well.

7. References
Bailey, R. A. (2001). Conscious discipline: 7 basic skills for
brain smart classroom management. Oviedo, FL: Conscious
Discipline.
Running head: SOC TITLE – DOMAN OF KNOWLEDGE 1
SOC TITLE – DOMAN OF KNOWLEDGE 2
Customer Service Representative
Communication & Interpersonal Skills
Jane Doe
Texas A&M University - Texarkana

8. Customer Service Representative
Communication & Interpersonal Skills (Domain of Knowledge)
Evidenced by Active Listening, Professional Writing, and
Professional Speaking (3 Skills)
(Provide context and some background for your experience in
the field where the skills were learned) I have been a Customer
Service Representative (SOC title) for the past five years (time
frame) at Superior Banking Services (place or places of
experience). From my experience in that role, as well as in other
life roles, I have learned (be sure to include this phrase as
learning because learning - not experience - receives credit) that
effective customer and personal service (a descriptive term –
effective, demonstrated, superior, practiced, friendly, etc.
followed by the Domain of Knowledge this essay covers)
requires a firm understanding and practice of active listening,
professional writing, and professional speaking (three skills
with descriptive word preceding each). ATTENTION: Please
do not use these exact words. This is a model for formatting
purposes only.
Active Listening (First Listed Skill)
Concrete Experience
· Describe an event that initially led you to learning the first
listed skill. Be descriptive and provide enough detail to fully
reflect on the event.
· Where did the experience take place, and what was your role?
· What did you and others say?
· What actions did you and others take?
· Length: be thorough without padding unnecessarily this
section should end up being about a page long.
Reflective Observation
· Describe and analyze the effects of your learning event
(concrete experience) filtered through the first listed skill.
· What did you observe in yourself and others and in the
interactions between all involved? What patterns of behavior
emerged?
· How would you compare this situation to similar situations?

9. · NOT a continuation of your experience
· Length: be thorough without padding unnecessarily this
section should end up being about a page long.
REPEAT THE PROCESS ABOVE FOR EACH SKILL
LISTED IN THE LEARNING OUTLINE
Abstract Conceptualization
· What general ideas, theories, or knowledge about people,
work, behavior, etc. did you gain as a result of learning about
this Domain of Knowledge?
· Articulate the generalized idea. For example, you have noticed
that people respond better to criticism if authentic praise is also
included.
· Include academic resource(s) to support your generalizations.
At least one outside source must be used per skill/task. You
may consult your textbook or the library databases for support.
· Be sure to follow APA guidelines and cite all your sources.
· Length: be thorough without padding unnecessarily this
section should end up being about a page long.
Active Experimentation
· Describe how you have applied or will apply your skill within
this Domain of Knowledge in a new/different setting(s).
· How did you or will you evaluate the success, usefulness,
limitation, etc. of your skills into new/different setting(s)?
Length: be thorough without padding unnecessarily. The whole
essay will end up being about 10 pages in length.
References [New Page]