12 leonard edmonds-para and teacher


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12 leonard edmonds-para and teacher

  1. 1. Para/Teacher Team • And the two shall become one!NRCP Conference San Antonio, TX Leonard Edmonds, AFT PSRP Dept., presenter 1
  2. 2. What is a team?A “Team” is two or more people who mustcoordinate their activities to accomplish acommon goal. 2
  3. 3. Who are some famous teams? 3
  4. 4. QuestionWhat kind of team member wouldyou want to work with? 4
  5. 5. Successful Team Characteristics• Open communication • Commitment• Cooperative climate • Conflict• Trust • Focus• Respect • Feedback• Clear roles • Competence• Clear expectations • Cohesion: “We”- ness• Planning • Teamwork 5
  6. 6. Stages of Team Development (Tuckman and Jensen)• 1. Forming—Getting to know you!• 2. Storming—We can work it out?• 3. Norming—The way we do the things we do!• 4. Performing— And the two became one!• 5. Adjournment—The party’s over! 6
  7. 7. Forming:Getting to know you!• Name• What do you want to be called?• How long have you worked in the teaching profession?• What type of students have you worked with?• In what areas do you have training?• In what area(s) do you have special skill(s)?• Do you have any relationship with community groups? (Boys/girls club, youth groups, etc.)• How do you see your role?• What are your expectations of me?• Is there any other information that you would like to share? 7
  8. 8. Storming: We can work it out! 8
  9. 9. Norming:The way we do the things we do! 9
  10. 10. Team Norms• Rules that the team agrees to follow as it conducts its work• May be written or evolve as unwritten understandings over time• Helps build team discipline and trust between team members• Can be good or bad 10
  11. 11. Performing: And the two became one! 11
  12. 12. Adjournment: The party’s over! 12
  13. 13. Trust: Cornerstone of successful teams • Total confidence in the integrity, ability and good character of another Five key components of trustworthiness:1.Benevolence2.Reliability3.Competence4.Honesty5.Openess 13
  14. 14. Trust 14
  15. 15. The Players: Roles and Responsibilities• Teacher• Paraeducator 15
  16. 16. Clear Roles• The role and function of adults in the classroom must be well defined in order for coordinated instruction to occur. 16
  17. 17. Role and Responsibilities• Role = A position or function• Responsibilities = Things for which you are accountable in fulfilling your role. 17
  18. 18. Appropriate RolesWhat does it mean to assist and support theteacher in providing services to students?What are appropriate roles for paraeducators? 18
  19. 19. Appropriate Roles?Some paraprofessionals report that they are fullyresponsible for the instructional program of astudent. Still others report making instructionaldecisions, writing IEPs, and more. Are these appropriate roles? 19
  20. 20. The Role of the ParaprofessionalThe role of the paraprofessional is to assist andsupport teacher(s), students, classrooms and school. 20
  21. 21. Teacher/Paraeducator Roles & Responsibilities • Assist with instruction• Design, implement, • Assist with behavior evaluate instruction • Monitor playgrounds,• Collaborate with lunchrooms, etc. families • Job coach• Plan programs • Observe/record• Assign final grades information of student• Make formal contact performance with parents • Facilitate inclusion 21
  22. 22. Two Ethical and Legal Problems• Confidentiality• Working outside of role: Paras working as teachers. 22
  23. 23. Communication Questions• That’s not what I meant!• What does that word mean?• Meta-messages: what are you saying really?• Are emotions part of the message?• Is it important how you say what you say?• Why is someone’s perception of you important?• Why is your communication style important? (Do you know what it is?) 23
  24. 24. Communication Answers• What we say can be misinterpreted• Words can mean different things to different people• Say what you mean and mean what you say• Don’t ignore speaker’s emotion• People treat you as they perceive you• Your communication style can cause problems 24
  25. 25. Abbott & Costello 25
  26. 26. Nonverbal Communication• Intentional• Unintentional• Universal• Cultural• Sometimes ambiguous 26
  27. 27. Listening 27
  28. 28. • The Listening Test 28
  29. 29. Active Listening• Verify responses Ask questions about veracity of response• Clarify responses Ask questions to clear up ambiguities• Paraphrase responses Restating speaker’s comments in your own words• Summarize responses Review the speaker’s main points 29
  30. 30. Feedback 30
  31. 31. I-MessagesThe four parts of an I-message:Specific behavior: (“When you….”)“When you cut me off….”Resulting feeling: (“It…”“It hurts my feeling……”Effect: (I feel…”)“I feel as though you don’t value my opinion.”Resolution: (“so, would you…”)“So, would youplease hear me out.” 31
  32. 32. Conflict Resolution 32
  33. 33. Conflict = Differences• Information: different points of view• Process: difference of how something should be done• Values: difference in basic beliefs and views• Styles: difference in their personality, communication and/or work styles Deal with conflict quickly! 33
  34. 34. Why deal with conflict quickly? Many a mountain is merely the unresolved consequencesof a molehill left unattended 34
  35. 35. Conflict Resolution Steps• Attack the problem, not the person• Focus on what can be done, not on what can’t be done• Encourage different points of view and honest dialogue.• Express your feelings in a way that doe not blame: Use I messages.• Accept ownership for your part of the problem.• Listen to understand the other person’s point of view before giving yours.• Show respect for the other person’s point of view.• Solve the problem while building the relationship. 35
  36. 36. What’s the issue(s)1. How can I get my para more involved? I could do more if she had a bigger role?2. Mr. Jones never explains how he wants anything. Then he’s on my back because it’s not done the way he wants.3. Five playground duties a week is a little much! When I try to talk about it with the teacher, she shrugs it off and says, “That’s your job.”4. The para in my room never comes back from lunch on time. We have several activities planned for that time and I need her, but she always has some lame excuse for being late.5. My teacher gives me only the boring work to do. I never get to work with the kids. I just run off papers and run errands. I have some skills that I sure would like to use if I just had the chance. 36
  37. 37. And they ride off into the sunset! The End 37