FAQ - I have many parents and support staff coming in and out of my room to help. How can I make their time with students successful and not disturb the cadence and the flow of the learning that is already happening?
I have many parents and support staff coming in and out of my room to help. How can I make their time with students successful and not disturb the cadence and the flow of the learning that is already happening? While we are delighted to have another set of hands in our classrooms, at times it can feel a bit like we are the unskilled clown a child's birthday party, who is orchestrating the fun that is to be had by all the participants. We hand parents the balloon-making kit, crossing our fingers that they have a clue as to how to blow them up and twist them into the perfect animal. We give our paraeducator an easy magic trick we are sure they can do, only to find they have never pulled a rabbit out of the hat. We laugh at the analogy, but when we think about it, the task we find easy and second nature may be ones that others have had no experience with or training for.
If we really want these support people to be successful and our children to benefit from their efforts, we have to commit to training them. We need to build a positive relationship that carries through the year. For us, that is accomplished by the following:
1. Invite the adult to observe the set up and launching of read to self so they can see, hear, feel and be part of the building of independence. When the students are out practicing, converse with the adult and explain what the students are doing, why they are doing what they are doing and the part he or she will play.
2. Create a sense of urgency for the adults. Convey that you want them to follow a few of the same protocols you abide by in the room
a. "Stay out of the way" so the class can build stamina
b. Enter the class quietly- we don't want learning interrupted by grand entrances
c. Keep voice level low so learning can continue around you (make sure you model this consistently) 3. Model, Discuss or provide materials regarding the following
a. Classroom management strategies
b. Copy of Daily 5™ book
c. Time to observe your work with small groups and individual conferring
d. Copy of Choice Words by Peter Johnston This is a perfect time for training adults, while independence and the act of the learning are happening. You won't have to schedule time for the training before school or after school and the adult will understand more clearing why they are doing what you want.
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