Jessica Yoakum
Education Specialist
Coaching Conversation
Scenario One
As you travel from your classroom to take a needed restroom break, you pass the kindergarten classroom. What you see as you glance into the classroom concerns you. So, when you return to your own classroom you take the time to complete a 5-minute observation of what is currently occurring in this kindergarten classroom. The classroom teacher is leading large-group instruction on the learning carpet. The students are sitting, listening, and responding to the phoneme lesson of the day; the form and sound of the letter ‘d’ is being presented with motions, verbal responses, and even song. The paraeducator assigned to this classroom is sitting on the floor at the back of the carpeted area, and sitting in her lap is Susie. Susie does not appear engaged in the lesson but instead appears to be snuggling in the paraeducator’s lap, relaxing.
During orientation, this paraeducator participated in a brief overview of the mandate concerning the privacy act and its application for all students, as well as the rights of students to be included with their peers at all time. But due to the limited time allotted to the initial professional development session, the majority of time was spent on an overview of specific disabilities of three students in this class (including Susie) and how to accommodate their needs to enhance their learning.
A loving paraeducator is a good thing, but Susie’s right to privacy and inclusion are being violated. Sitting in an adult’s lap is not a "cool thing" from the perspective of her peers; therefore, Susie will be considered different and babyish by these peers. Lap sitting is also not an adaptation that enhances Susie’s learning potential because she was not attending to the lesson.
What will you offer this loving paraeducator to improve both her knowledge and skill level? How and where will you address your concerns?
Remediation of Scenario
Setting of Conversation: Empty special education classroom, before or after school
Conversation:
Me (happily): Good Morning. How are you?
Paraeducator (happily): I’m ok, how are you?
Me: I’m good thanks. How do you think this year has been going?
Paraeducator: Well, I am very excited about working with Susie this year. We really enjoy
spending our days together.
Me: I am very happy you two have built a great relationship because it is very important in
Susie’s learning for her to trust you.
Paraeducator: I think I have gotten to know her well because we spend so much time together. I feel happy when she learns new things because I know I am doing my job well.
Me: I wanted to talk about a few things which were not covered in your training at the beginning of the year. It is my responsibility to help you learn and grow as a paraeducator and I want us to be a strong team. (sit down at table)
Paraeducator: Thank you for wanting to work together. What is it you are wanting to talk about? (sit down next to me)
Me (professional tone): I know you participated in a brief overview of the mandate concerning the privacy act and its application for all students, as well as the rights of students to be included with their peers at all time. I am wanting to add to this overview lesson because there are a few important details which I feel weren’t addressed properly and I want us both to be on the same page. I have noticed that Susie’s right to privacy and inclusion are being violated when she sits in your lap during class. I know you have good intentions, but I would like to see Susie be more independently engaged in the lesson. You have done a great deal of relationship building and I would like for you to expand this relationship and show Susie she can be on her own through a gradual release of responsibility.
Paraeducator (reflective tone): I didn’t know I was doing anything wrong. I thought I was helping Susie. This is the way things have always been done.
Me (empathetic): I understand your intentions. I wanted to let you know so we can start new, good and productive habits which promote student learning. I also do not want to be in violation of Susie’s rights.
Me (professional tone): Please assist Susie in the classroom and help provide her with her accommodations and modifications which are listed on her Form F and in our reference binder. We can go over them right now. (walk over to retrieve binder). After we look over her accommodations and modifications we can go to the classroom and make sure you have everything needed.
Paraeducator: This sounds great. Thank you for helping me.
Scenario Two
How does the illustration show that Fred’s rights as a student are not being protected in this
environment? How do you coach both the general educator and the team of paraeducators to
change this environmental challenge?
Remediation of Scenario
Setting of Conversation: Empty general education classroom, plan time, before or afterschool
Conversation:
Me (happily): Hi Mrs.________. How are you?
Teacher (content): I am going well.
Me (happily): I wanted to check in to make sure the students on my caseload are doing well in the classroom.
Teacher (stressed): I think they are learning. I am still trying to figure out what to do with Jimmy.
Me: Is Jimmy having problems?
Teacher (problematic): Jimmy doesn’t feel like he is part of the class. I want him to feel included, but I do not know how.
Me (professional tone): What would be your main concern with Jimmy?
Teacher (empathetic and naive): Since he is a special education student, I feel it takes too much time to stop and help Jimmy in class. He works at the back of the room on his assignment, but I do not have time to work with him before my next lessons.
Me (professional tone): Let’s look over Jimmy’s accommodations and modifications which are on his Form F and see if we need to think about adding anything or to see if there is anything, we have missed which could help Jimmy in class.
Teacher (reflecting): I never thought to look at it.
Me (professional tone): Due to Jimmy’s disability he benefits from proximity and frequent check-ins. Maybe we can move his area closer to you and his peers, so he can feel more involved. He then can listen to your teaching and the other student’s questions. You can also gauge Jimmy’s learning by using a check for understanding.
Teacher (surprised): I can use a check for understanding to formally assess Jimmy’s learning?
Me (happily): Yes, you can because you are then testing Jimmy on the concept and not the way he produces his answer. I think this will help save time and allow Jimmy to participate more in the classroom. I can also meet with you during your plan to help with modifying assignments.
Teacher (happily): That sounds great and could be a real help in including Jimmy in more classroom learning.
Me (excited): Great! Would Wednesdays work? I can then use the extra days to modify Jimmy’s assignments.
Teacher (excited): Yes, it does. I look forward to your help in learning about this, so I can help other students.
