Copyright 2011 Copyright 2011

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Presenter: Dr. Ashleigh MolloyPresenter: Dr. Ashleigh MolloyDirectorDirector

Transformation Education Transformation Education InstituteInstitute

Paras are in good company

Wyoming State Para Conference Committee

• Great gift of giving of themselves to others is priceless

Albert Einstein

“How wonderful it is that nobody need wait a single moment before starting to improve the world.”

Anne Frank

“Only a life lived for others is worthwhile.”

“The best and most beautiful things in lifecannot be seen, not touched, but are felt in the heart.”

Helen Keller

If I can stop one heart from breaking,I shall not live in vain;If I can ease one life from aching,Or cool one pain,Or help one fainting robinUnto his nest again,I shall not live in vain.

Emily Dickinson

“ UP CLOSE AND PERSONAL” GETTING TO KNOW YOU

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Paras Must Think Outside the Box

To say this lady made a difference in my daughter’s life is an understatement. This para was compassionate, caring, patient, loving and very much the advocate for Lindsey. Yet she was firm and did chastise when the need arose. They understood each other. When Lindsey started school, she was well on her way to read. She loved books. Elizabeth continued the reading, taught manners, and helped Lindsey with peer-interactions. Our little girl became very sociableAt school with most of the other students. Thank you Elizabeth!

Experiences/ InterestsYour lived experiential roles as mother, father,

husband, wife, sister, brother, aunt, uncle, friend.

•Confidante •Work partner

•Problem solver •Nurturer

Life ExperiencesThey include other

employment experiences, hobbies, interests and community service

Fishing

TravelingChurch Service

Cooking

ArtSwimming

Playing an instrument Singing

The Wisdom of Mom!

You are the “You are the “CHEERLEADERCHEERLEADER” ” that encourages students to that encourages students to be the best that they can bebe the best that they can be

You are the COMFORTER when life exposes students to hurtful experiences

You are the PARTNER who teams up with the teachers to form a dynamic duo that assists with their learning

Role Model

Transformation Education InstituteCopyright 2011Copyright 2011

You are the You are the SUPPORTERSUPPORTER as as students navigate their daily students navigate their daily living challenges living challenges

You are the ADVOCATE and thus a “voice” for students

You are the PROMOTER for

students’ independence as you work to prepare them to be as self

sufficient as they can possibly

be given their different abilities

Role Model

Transformation Education InstituteCopyright 2011Copyright 2011

Role Modelling in Action

Activity: “Wright Family”

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Para Personal Reflection:

Throughout the course of a day, I am called upon to take on my roles: friend, nurse, coach, finder of lost articles, psychologist and substitute parent.

I am thankful for this wonderful career. Parents have done me the great honor of entrusting me with their most precious gift, their children. I am allowed to spend my days with the future.

Diona Copsey Wyoming

Partnership Goals

• Lifelong learners

• Effective service to students

• Collaborative team members

• Supporter of inclusion

• Proud engaged partner in education

• Adaptors for paradigm shift

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A parent’s perspective from Dr.Ash

“GIFT” Definition:A special ability, capacity, or talent

Paradigm Shift: You move the perspective from deficiency to

giftedness

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Being included feels so good!

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Classroom Team Environment

Respect through Respect through People First LanguagePeople First Language

• The way a society refers to persons with disabilities The way a society refers to persons with disabilities shapes its beliefs and ideas about themshapes its beliefs and ideas about them

• Using appropriate terms can foster positive Using appropriate terms can foster positive attitudes about persons that are deemed attitudes about persons that are deemed exceptionalexceptional

• People-first language emphasizes the person, not People-first language emphasizes the person, not the identification.the identification.

Transformation Education InstituteCopyright 2010Copyright 2010

Respect through Respect through People First LanguagePeople First Language

• Placing the person first ensures that the Placing the person first ensures that the “label” is no longer the defining characteristic “label” is no longer the defining characteristic describing the person.describing the person.

• It encourages society to focus on the person It encourages society to focus on the person as a unique individual.as a unique individual.

Transformation Education InstituteCopyright 2010Copyright 2010

Respect through Respect through People First LanguagePeople First Language

Respectful Sample Language:

Instead of:• Handicapped• Mentally Disabled• She is a Down syndrome

child• He is in special Ed

Use:• Persons with a disability• Developmental disability• She has Down syndrome

He receives Sp. Ed

services / He receives

additional services

Persons With Down Syndrome

• I am proud of the things I know and can do. I like to I am proud of the things I know and can do. I like to be treated with respect and dignity.be treated with respect and dignity.

• I want to have friends and be a part of the school and I want to have friends and be a part of the school and neighbourhood communities.neighbourhood communities.

• I take pride in my work and my achievements.I take pride in my work and my achievements.• I need time to practice and process new things.I need time to practice and process new things.• I am much more that a person with Down syndromeI am much more that a person with Down syndrome• I am a person FIRST.I am a person FIRST.

Different perspectives:Lindsey’s Stories

• Oil of Olay story

• Driving to school meeting

• Birthday Invite

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Ineffective Partner Communication

• T ogether

• E ach

• A chieves

• M ore

Teamwork

Collaboration

Teamwork is Essential

CollaborationEssential for Team Building

CollaborationWorking with, not for, against, or

around others

• Working with others, isn’t easy. Nor is it necessarily, time-efficient, cost effective, or user friendly!

• Working with others is about communication, relationships, ownership and process. It is at least as much about an attitude as it is about behaviour.

“Everything is created out of relatedness sustained through relationships, and thrives on interdependence”

~ Diarmuid O’Murchu in Quantum Theology

Collaboration Activity

Partners in Education

• Working in collaborative Partnership to ensure student success

ParaprofessionalSTUDENT Teacher

Not always smooth!

Dynamic Duos• Batman and Robin

• Mario and Luigi

• Han Solo and Luke Skywalker

• Bert and Ernie

•PARA AND TEACHER

Common TEAM Goals

• Collaborative team member• Lifelong learner

• Effective service to students• Empowered contributor• Supporter of inclusion

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Roles & Responsibilities

Communication

Effective Communication =Message Conveyed

Creating A Classroom Team

Roles and ResponsibilitiesClear and open communication can prevent confusion and conflict

• It is the teacher’s role to communicate information clearly, both colleagues can move the process along by asking questions.

• Feedback Builds a Working Team • While the teacher takes the lead in the classroom, both teacher and

paraprofessional should have the chance to share feedback. Feedback cuts down the confusion, duplicating tasks, and resentment between paraprofessional and teacher.

• Sample Tune-Up Checklist; – Are we meeting frequently enough? – Are we sharing information about student performance, behaviour and

growth?

“The single biggest problem in communication is the illusion that it has taken place.” – George Bernard Shaw

Creating A Classroom Team

Respecting Others• Respect and communication. That’s what teachers and parents say

makes an effective classroom team. • A core quality of the collaborative person is respect for others, for

their opinions, experience, feelings, and needs. Underlying that respect must be openness to the ways of thinking, manner of expression, intensity of emotion.

• Active listening demands focused attention. We know that we are listening well if we could repeat not only the ideas the other person presented but also the underlying feeling expressed by his/her non-verbal communication. The test of our listening skill is whether or not the other person feels understood.

Making decisions• Learn new listening skills. Dialogue requires attentive listening to

what the other is saying without focusing on winning an argument.

Creating A Classroom Team

Create a healthy, open relationship between teacher and paraprofessional

• Set aside time to get to know each other. That could include discussing each others background, experience, special interests, and strengths and needs. It also includes setting goals together for your class. The better you understand your co-worker, the easier your day to day life together will be.

Active Listening is the key to true communication.

• Active listening is a way to really get to know another person and to understand their side of a problem or issue. Active listening helps the person you’re talking with speak freely, explain his/her side of a problem, and work out a solution. It includes the following elements:

Partner Listening Activity

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Active Listening Strategies

Reflecting: Reflecting shows you understand how the other person feels and brings those feelings out into the open.

Example: In reflecting, you describe the other person’s feelings: “You seem very upset about what happened today”, or “You sound angry about playground duty.

Summarizing: Summing up pulls together your entire conversation and sets the stage for further discussions.

Example: Review the problem or issue you have discussed and how you will handle it: “I’m glad you’re willing to offer me more input in what we do in the classroom. It will make me more excited and productive. We’ve agreed to coordinate our planning periods so that we can sit down together and exchange ideas.”

Validating: Validating recognizes the other persons dignity, efforts and opinions.

Example: Validating phrases include: “I really appreciate your willingness to help solve this problem,” or “I know it took courage for you to bring this up, I’m glad we talked about it.”

Active Listening Strategies

Encouraging: being encouraging shows you’re interested in what the other person is saying and keeps the other person talking when he or she might be shy or reluctant. It helps to use neutral, non-judgmental words to keep your voice free from anger or ridicule.

Example: “Can you tell me more?” or “Could you give me more detail about this problem?”

Clarifying: Clarifying helps you get clear information from the other person and understand his or her point of view so you can find a solution that works for both of you. Ask questions if you don’t understand what the other person is saying or if you need more details.

Example: clarifying includes asking who, what, why, when and where question, such as “When did this happened?” “Can you tell me exactly what the student said to you?” ”How did you feel about the principals comments in front of the class?”

Restating the Facts: This technique shows you’ve been listening to the other person

Example: “So you ‘d like a larger role in planning small group activities?” or “I guess you’re saying you need more backup in dealing with the problem kids.” By repeating the basic ideas and facts you’ve just heard the other person express, you make sure you’ve been understood.

Creative Para Problem Solving

The Process for SuccessfulTeam Planning

• What is to be done?– Teacher will plan lesson framework, the

paraprofessional will work within this framework to create a successful learning experience for the

students).

• Who offers the support?– Plan on giving support when it is needed: no

student needs support all of the time (e.g., give choice, from afar)

– Sometimes working with peers, sometimes working with teachers, sometimes working alone

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The Process for Successful Team Planning

• When do you need to offer support?– Some support at critical times is better than constant

support– Reinforce asking for support properly instead of giving

support when student “acts out”

• When to talk and when to listen?– Learning how to participate in conversations may be more

important than academic learning!– The team should model excellent listening skills

• What is expected of the student?– Realistic expectations must be established

– Task specific goals and behavioral goals should be planned in advance

– Criteria need to be skill-based and observable

• What is recorded?– Focus on established goals

– Communication book to share with parents

– Confidentiality

The Process for Successful Team Planning

Serving different Ability Students

• What is the Para to do if the student does not cooperate? Is there a behaviour program in place?

• The Para should be able to give information to the teacher about the student’s response to accommodations and other supports.

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Student Support

Paradigm Shift:Prepare for the Future

Dr. Ash’s Para Kit Lifesaver

To keep you from drowning in everyday chores.

Candy KissTo remind you that everyone needs a kiss or a hug

everyday.

ToothpickTo remind you to pick out the good qualities in others

Chewing GumTo remind you to stick with it, and you can accomplish

anything.

Sweet TartTo help you accept and appreciate the differences in

others.

EraserTo remind you that everyone makes mistakes, and it’s okay.

Dr. Ash’s Para KitTea Bag

To remind you to relax daily and go over your list of blessings.

NailTo help you remember that suffering is part of life.

ButtonTo remember to button your lip when needed.

Band AidTo remind you to heal hurt feelings, yours or someone

else’s.

Rubber Band To remind you to be flexible, things might not always go

the way you want, but it will work out.

MintTo remind you that you are worth a mint.

Our Mutual Hope

I wish for a partner who will see me as a colleague with contributions to make.

I wish for a partner who will ask for my ideas.

I wish for a partner who will see me as a person, but feel free to guide me as a tool to

benefit students.

I wish for a partner who will challenge me to do my best.

I wish for a partner in whom I can see a role model.

Gary Bunch, York University

Song : This Little Light of Mine

This little light of mineI’m gonna let it shine

(Repeat 3 times)Let it shine, let it shine,

let it shine

All among our teachers I’m gonna let it shine

All among our partners I’m gonna let it shine

All among our students I’m gonna let it shine

Let it shine, let it shine, let it shine

This little light of mineI’m gonna let it shine

(Repeat 3 times)Let it shine, let it shine,

shine through us

Resources

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•Bunch, Gary. Inclusion: How To. Toronto: Inclusion Press, 1999/2002.•Bunch, Gary. The Basics: Supporting Learners with Intellectual Disabilities in Regular Classrooms. Toronto: Inclusion Press, 2006.•Gerlach, K. (2001). Let’s team up! A checklist for paraeducators, teachers,and principals, Washington, DC: National Education Association•Giangreco, M.F., & Doyle, M.B. (2002) Students with disabilities and parapofessional support: Benefits, balance, and band-aids, Focus on Exceptional Children, 34(7), 1-12.•Giangreco, M.F., Edelman, S.W., Broer, S.M., Doyle, M.B., (2001) ParaProfessional support of Students with disabilities: Literature from the pastDecade:Exceptional Children, 68, 45-64•Jones, K.H., & Bender, W.N. (1993). Utilization of paraprofessional in special education: A review of literature. Remedial and Special Education, 14, 7-14

BOOKS

Thank You And God Bless

Contact Information for Dr. Ashleigh Molloy

Website: www. transedinstitute.org

Email: amolloy@transedinstitute.org

Phone: 866-634-8789