Part 2: Paraeducator Action Plan
Teaching Philosophy and Vision of the Classroom Setting
My teaching philosophy is that all the children in the classroom are unique, and they should have equal opportunities. The paraeducator and I will work in tandem to ensure the student’s educational environment will be stimulating enough for them to grow physically, emotionally, mentally, and socially. Our role as teachers will be to allow these children to develop their learning styles that will enable them to grow into their full potential.
Rules and Expectations
Every classroom is different, but specific rules are expected to be upheld in this one. The paraeducator and teacher, to ensure order in the classroom, must ensure the learners understand these rules. Respect is one of the rules that must be maintained at all costs. The students should respect their classroom, teachers, and peers. One of the ways this can be shown is by not getting into other people’s personal space and showing deference for their property. Materials in the classroom should be kept neat and well-ordered at all times. Another rule in the classroom is that students should raise their hands if they want to ask or answer a question. It will maintain order in the class, which will allow for learning to take place. The students are also held accountable for the work they are given. They should turn in their assignments when completed and work as a team. They are encouraged to do their best at all times and not give up when things seem difficult.
Collaboration Model Outline
The collaboration method that would work best, especially for individuals with disabilities, would be the one teaching, one assisting method. The paraeducator has also never worked as a teacher before, so this method would be something she would be comfortable with. There are certain advantages to this mode of teaching. Children who need assistance could get it at any moment form a person dedicated to helping them understand what they are learning. There will be no shame in asking for assistance in the classroom. It will be encouraged. The teachers would also be able to monitor the academic and social behavior of the students closely. There is little joint planning required in this method, which makes teaching easier. However, it can result in the paraeducator being viewed only as an assistant which is untrue.
Roles and Responsibilities of the Teacher and Paraeducator
The teacher does the formal planning of what is to be taught with the paraeducator’s input. They both monitor the performance of the students, reinforce discipline, and collect information. The teacher is the one who will diagnose the educational needs of the students since the paraeducator has no training in that area. The teacher is also the bridge between the school and the parents and passes on information about the students. On the other hand, the paraeducator is tasked with the responsibility of keeping records and supporting the classroom management plan established by the teacher. To ensure confidentiality, the paraeducator should ensure all concerns they have about the students are discussed with the teacher only.
Collaboration Time
The teacher and the paraeducator meet for eight hours a week to go over activities in the classroom. The teacher should orient the paraeducator on their roles and responsibilities so that learning happens without a hitch.