Fostering Positive Relationships with Paraprofessionals - Maureen Butler

Fostering Positive Relationships with Paraprofessionals

Maureen Butler maureenbutlermusic[at]gmail.com

Each year our state Special Learners committee presents a roundtable discussion at our February conference. It’s a wonderful opportunity for music teachers to bring their concerns and questions to a panel of educators who have expertise in special education. Without fail, each time we convene, at least one teacher will share their frustration in effectively working with paraprofessionals (also called paras, teacher aides, aides.)

Some teachers might be in a regular education setting, and work with a couple of paras throughout the year. Others may be in a program comprised solely of special education students, and their work may include paras in every class they see. Depending on the students’ needs, teachers may have several individual paras in a class, and perhaps a classroom aide as well.

Let’s see what we can learn from the questions our panelists typically see at our roundtable discussions; maybe you’ve experienced these concerns as well:

• Some paraprofessionals sit in the back of the room looking at their phone during music class, and don’t do anything. What can I do to get them more involved? • A one-on-one para discourages me from attempting something she thinks is too difficult for her student.

What can I say to her? • A para’s negative attitude is getting to me and is affecting overall morale. How do I handle this? • My paras are older and more experienced than me, and

I’m a bit intimidated. How do I tell them what to do?

Our music education preparation taught us philosophies of education, as well as various methodologies for teaching general music as well as vocal and instrumental music. We may feel certain of our musical abilities and our strengths as teachers. But many of us were not prepared for sharing our classroom and our work with other adults, and like all human relationships, this collaboration requires sensitivity, respect and communication to succeed - all of which requires planning and forethought.

First, let’s give everyone the benefit of the doubt and assume that those who work with our students have the children’s best interest at heart. They may have different backgrounds than us, may or may not have college-level education, may or may not have had experience with special learners, might have years of experience or are new to the classroom. Whatever the case may be, treating everyone with sensitivity and respect will go a long way towards transforming your classroom environment into one where students are more likely to develop and grow. Sadly, there are some teachers who do not treat their paras with respect, and are rude, demanding or unkind. We don’t want to be responsible for someone dreading coming to our class! Foster a sense of relationship with your paras that includes concern for them. Recognize, too, that everyone has an off day occasionally (family problems, not feeling well, for example), and may not always be at their best. However, paras who work with their students on a daily basis become experts in understanding their special needs, learning styles and emotional states. Respect them for the valuable resource that they are.

If you are a younger teacher working with older paraprofessionals, recognize that you were placed in a position of authority and are in charge of your classroom. Create an environment that respects and appreciates all who enter. Follow your well-designed lesson plans that consider the special needs of your students, but be open to accepting the guidance and advice that some paras are willing to give you.

Secondly, be sure that your paraprofessionals understand what you require of them. Often a para will be just sitting or looking at their phone because they sincerely don’t know what they are supposed to be doing. Being clear about what you want will help: “Today we’re going to work on drumming rhythms and I need you to help Zach learn to manipulate the drumstick.” “Please sit next to Maria and point out the words in the song as we sing them.” “Angel is having trouble with this sequence of steps; can you please model the steps for them?”

Some teachers have found that a written Individual Paraprofessional Plan helps communicate basic expectations in a general way. (See sample at the end of this article.) If you hand this out in September, everyone who works with you will understand what you want them to do. This prevents any miscommunication right from the beginning of the school year, and helps avoid the build-up of misunderstanding and resentment. Notice that if your needs change throughout the year, it will then be easier to discuss them since you’ve developed a good working relationship. Try to keep the focus on the child, and what can be done to help the child participate successfully. Encouraging everyone to feel that you are all part of a team will ensure that the students will have their best opportunity to learn. (You might want to suggest that all special subject teachers in your building create their own plan, as well.)

What to do about the para who discourages you from trying something new? First of all, discourage negative comments being expressed in front of the child. If you are offended by a statement such as “This won’t work, she can’t do that,” imagine how the student feels!

A positive statement such as this may help: “I appreciate your concerns. However, let’s give it a try and see how Katie does today. It’s something we’ll work on for several weeks, and I think she may improve as the weeks go on.”

Lastly, remember to express appreciation and give positive feedback to adults. We’re accustomed to doing this with our students, but feedback can help clarify things for paras, as well: “That worked really well today, thank you. Next time let’s build on that.” “You really made a difference with Billy today, thank you so much!” “Thanks for letting me know that Juan has been having a hard time all day, so I could modify my plans for him.”

Collaborating positively with the adults in our classrooms will benefit all of us, especially our students as they continue to thrive and flourish in our classroom. Moreover, as our Special Learners roundtable discussions have proved, networking with other music teachers will benefit us as well. Be sure to look out for our sessions in future conferences!

Sample Individual Paraprofessional Plan

Welcome to Mrs. Butler’s Music Class!

As a paraprofessional, your work with our student will help them succeed in my class. Here are some ways you can help:

• Redirecting your student as needed to remain on task. • Helping your student learn to function as a member of a group, reminding the student of relevant directions, and helping the student wait their turn when needed. • Assisting your student whose mobility issues present a challenge in movement and dance activities. • Helping the student who may be having difficulty with individual reading and writing activities. • Helping to enforce a student’s behavior management plan. • Setting an example by modeling good music class behavior.

Thank you for all you do. I would appreciate any insight you give me as we go through the school year.

I look forward to working with you!