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Mary hull handout nrcp2012
- 1. IN-STEP AND IN-SYNCH 6 SOCIAL SKILLS FOR EFFECTIVE PARAEDUCATOR/TEACHER PARTNERSHIP National Resource Center for Paraeducators Conference 2012 MARY HULL
- 2. SIX SOCIAL SKILLS Observe Commit Adapt Communicate Create time Self knowledge
- 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. Self knowledg e Know Yourself Activity 1 My skills My further No thank you interests National Resource Center for Paraeducators Conference 2012 MARY HULL
- 5. Self knowledge Identify and understand learning/teaching styles and how they can complement, mesh or clash with students and teachers What thinking style do you bring to the classroom? National Resource Center for Paraeducators Conference 2012 MARY HULL
- 6. Self knowledg e Know Yourself Activity How would you……… National Resource Center for Paraeducators Conference 2012 MARY HULL
- 7. Self knowledg e Sequential Precise National Resource Center for Paraeducators Conference 2012 MARY HULL .
- 8. Self knowledg e Technical Confluent . Freely adapted from Let Me Learn, website at end of presentation. Resource Center for Paraeducators Conference National 2012 MARY HULL
- 9. Observe Learn how and what to observe in classrooms National Resource Center for Paraeducators Conference 2012 MARY HULL
- 10. Classroom observation exercise How Could You Help? Observe In Class rooms: Where is …………? What is …………..? National Resource Center for Paraeducators Conference 2012 MARY HULL
- 11. CLASSROOM OBSERVATION ACTIVITY Observe National Resource Center for Paraeducators Conference 2012 MARY HULL
- 12. Classroom observation ACTIVITY Observe National Resource Center for Paraeducators Conference 2012 MARY HULL
- 13. Classroom observation ACTIVITY Observe National Resource Center for Paraeducators Conference 2012 MARY HULL
- 14. Classroom observation ACTIVITY Observe National Resource Center for Paraeducators Conference 2012 MARY HULL
- 15. Classroom Observation Checklist What do seasoned professionals look for when initially entering a classroom to understand the people in the group? How do they complete ordinary classroom tasks and how do they fit into the group? Observe Teaching Space Adult Workspace: Materials Student Characteristics National Resource Center for Paraeducators Conference 2012 MARY HULL
- 16. Classroom observation Checklist Procedures Observe Daily Organization Daily Organization Teaching Style Behavior System National Resource Center for Paraeducators Conference 2012 MARY HULL
- 17. Communicate How to find informal social connections to enhance working relationships Creating connections: National Resource Center for Paraeducators Conference 2012 MARY HULL
- 18. Speed Sped Meeting Form 1st potential partner: 2nd potential partner: National Resource Center for Paraeducators Conference 2012 MARY HULL
- 19. Comm WAYS TO ESTABLISH A ROUTINE FOR ON-GOING COMMUNICATION Communicate ….. LEARN HOW TO CARVE OUT TIME AND OPPORTUNITIES FOR THESE SOCIAL BEHAVIORS. Create time National Resource Center for Paraeducators Conference 2012 MARY HULL
- 20. SAMPLE PARAPROFESSIONAL SCHEDULE Create time National Resource Center for Paraeducators Conference 2012 MARY HULL
- 21. ada Commit Adapt Communicate Problem 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. Co-working roles Adapt In the classroom Types of support Teacher’s role paraprofessional’s role Coach Teacher instructs entire class Encourages one or more students to participate in the large group instruction Scan 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. Co-working roles Adapt In the classroom Types of support Teacher’s role paraprofessional’s role Clerk 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. Co-working roles Adapt In the classroom Types of support Teacher’s role paraprofessional’s role Sounding 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. Establish parameters for partnership Collaboration Commit 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. PATHWAYS TO TEACHER AND STUDENT SUPPORT Social Behaviors: Paraprofessional 1) s are the most 2) commonly used special education 3) intervention in 4) the United States 5) 6) National Resource Center for Paraeducators Conference 2012 MARY HULL
- 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. Books by Mary Hull Conversations With Paraeducators: Optimizing Your Work As The Other Grown-Up In The Classroom The Paraeducator: The Other Grown-Up in the Elementary Classroom FOR FURTHER CONSIDERATION MaryWHull@gmail.com National Resource Center for Paraeducators Conference 2012 MARY HULL
Hinweis der Redaktion
- 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..