Working together in a Special Education classroom takes organization, cooperation, and heart.
These guidelines show the basic structure of a classroom for Special Education students. The classroom is for the students, supporting the instruction for the best benefit of the students.
Punctuality
Attentiveness
Collaboration
Punctuality
Beginning activities on a regular schedule gives order and anticipation to the class. Using instructional minutes in a familiar and well-paced manner brings effectiveness and calm to the students and staff. A regular schedule brings stability to class.
- arrive on time to begin class
- take only time allotted for breaks and lunch. Leave and return on time.
- begin activities prepared and on-time
Paraeducators relate to the students through instruction, conversation, and observation. During transitions between activities, paraeducators have the chance to chat with the students or help them organize for the next activity.
- cell phone or personal business is only during scheduled breaks outside of class
- paraeducators interact with students according to the IEP s and Behavior Plans, as well as teacher instruction; kindness is primary
- paraeducators encourage students to work using Growth Mindset* principles
- paraeducators observe students to support wellness, comraderie, behavior improvement, and documentation for reports
- during transitions, paraeducators will attend to students using proximity
Collaboration
Teachers and paraeducators model respect, enthusiasm, and kindness for the students. Instruction and creation of a learning environment is a team effort.
- the teacher designs instruction and activities for the class; paraeducators implement the instruction under the direction of the teacher
- teacher and paraeducators share student observations and ideas for activities
- paraeducators assist the teacher in preparation of materials for instruction in a timely manner
- paraeducators assist the teacher in organization of the classroom
*Growth Mindset
In a theory developed by Carol Dweck, she writes, "In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don't necessarily think everyone's the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it."
Growth Mindset vs. Fixed Mindset
