Watch the video to get a sense of a paraprofessional's job. Often the assumption is that paraprofessionals only work with special ed students. But within ETHS, we are lucky to have paraprofessionals in the Bilingual Program too.
Cluster all-same language students at the lower-English proficiency level together with the bilingual paraprofessional nearby. This is especially important at the beginning of the year when the students feel most vulnerable. Once they ease into the year, students can be moved around.
Pair English Learners with a native-speaker of English who is patient and willing to work with the EL students.
Provide the paraprofessional with a seating chart.
Assign EL students to semi-permanent groups so they become used to routines.
Seat ELs closest to the instructor
Seat ELs closest to a particular classroom resource
Students' proficiency level in English
Students' literacy level in their first language
Students' school history:
number of years of education in home country,
basic description of school system in home country,
history of education in the U.S. and in particular in Evanston,
how many years of English either in home country or in the U.S.
Other students or adults in the building who might speak students' first language
How and when should the paraprofessional assist in the classroom:
One on one?
Helping all students in the class?
While the teacher is instructing
should the paraprofessional keep silent and speak to the student during a pause,
whisper while the teacher is talking,
take notes to be shared with the student later,
or a different scenario?
Does the teacher prefer the paraprofessional to
wait until there is a break in instruction before making clarifications or explanations
or quietly clarify or explain to the student in need at the moment?
Helping English Language Learners in the Classroom
Effective teachers use a variety of methods to help students understand detailed, often complicated processes. Teaching English Learners requires a similar approach. Consider the following strategies as you plan your lessons.
Conveying Subject Matter
Utilize and share lecture outlines. Outlines can help ELs remain focused and in step with the lesson.
Communicate using many formats. Graphs, charts, and figures that do not rely primarily on written or spoken language to convey information can be extremely helpful. Layout of visual aids should be clear and uncluttered.
Focus on key terms. Use short, less complex sentences to teach and reinforce important vocabulary before, during, and after the lesson.
Make use of students' background knowledge of concepts. Attempt to discover what ELs already know about a given topic and build upon it.
Have students identify familiar terminology. For example, many science and terms are used internationally. Ask students to inform you when they recognize this type of vocabulary.
Assign group projects to help ELs master concepts. Project work provides opportunities for exchanging ideas, researching, writing, and presenting. Using a variety of skills can increase understanding and retention.
Creating a Positive Environment
Establish consistent classroom routines. When specific activities proceed in similar ways each time they occur, students are freed to concentrate on content rather than trying to determine what will happen next.
Increase peer interaction. Compose groups with care. A student who is learning English might benefit from being partnered only with strong English speakers. Based on the skill and confidence of the individual student, adding someone to the group who could assist with translation might be appropriate.
Develop meaningful, relevant tasks in which students utilize manipulatives and tools. Hands-on activities provide a forum for success for all students, regardless of language ability.
Increasing Opportunities for Communication
View group time as an opportunity for one-on-one communication. As you move about the room, speak individually with students. Ask questions about what they are doing and learning in the activity, and devote time to listening to their responses.
Increase opportunities for one-on-one communication. The more opportunities an English Learner have for informal conversation, the more quickly s/he will master the language.
Allow adequate wait time. While the correct answer to a question may quickly occur to an English Learner, translating thoughts to English and formulating a reply will take longer. Be patient. Resist the temptation to finish a sentence or supply a word for a student who is making an earnest attempt.
Model academic language When a student uses a term incorrectly, incorporate it into a sentence to demonstrate appropriate usage. Provide positive reinforcement when a term is used correctly.
Use normal volume and pace of speech. Speaking loudly does not increase comprehension for English Learners. Measure speech, particularly when introducing new vocabulary or concepts.
Do not insist that ELs speak in front of the class. A student will speak up in class when he or she is ready. Allow for other modes of participation.
In the Science Classroom
Managing Safe and Productive Laboratory Exercises
Develop clear procedural steps. Consider flow charts and pictures to outline steps of the procedure. If written, use consistent terminology, introducing as little new vocabulary as possible.
Begin lab activities as teacher demonstrations. Model procedures that are new for students or may cause confusion.
Provide a pictorial guide on the materials table. A visual reference will help ELs successfully manage chemicals and equipment.
Teach safe laboratory procedures using a variety of formats. Demonstration, multimedia, and graphics can be used to communicate information about lab safety.
Display safety symbols. Safety symbols should be posted throughout out the labs, as well as in appropriate locations on lab handouts.
Science is an International Language
Teachers of limited English proficiency students must keep in mind that true science is not any specific content or terminology, but an approach that can be taken to solving any problem encountered. Help students understand that science involves questioning, gathering, and analyzing data, and communicating findings. This is as important as helping them acquire content. As students master the intricacies of the English language, their confidence in mastering the language of science will also grow.
Some teachers may give a bilingual paraprofessional complete responsibility for their EL students. This may be tempting, as the teacher has many other students to work with, but the paraprofessional should not act in the role of a teacher. The paraprofessional is there to complement the teacher's role, not take over all responsibility for EL students. The teacher must be the driving force and role model, give clear directions, set expectations and parameters, and work with the paraprofessional to the class's advantage, capitalizing on his or her strengths and personality.
The teacher's main role with regards to the paraprofessional is to offer guidance and supervision, as well as to provide an environment that is conducive to rapport and open communication among the teacher, the assistant, and the students. Here are some suggestions:
Find out the strengths and weaknesses of the paraprofessional and what s/he feels most comfortable doing.
Clarify the expectations of the assistant. The teacher and the paraprofessional could discuss the following four-part question:
What do you see as each person's responsibilities in the following relationships?
Teacher's responsibility to the bilingual paraprofessional
Teacher's responsibility to the students
Bilingual paraprofessional's responsibility to the teacher
Bilingual paraprofessional's responsibility to the students
Some of these questions may be difficult to answer in the early stages of the teacher-paraprofessional relationship. The answers can evolve over time, but it is useful to keep in mind that both the teacher and the paraprofessional should both be aware of each other's answers to these questions. The questions should be re-visited every so often.
The answers to these questions will alert the teacher to the assistant's expectations of the teacher and to possible differences between the two sets of expectations. It will also help the teacher define his/her perception of his/her own role and responsibilities. There is nothing as destructive to a good working relationship as two people operating under different assumptions about their roles. If these aren't spelled out and clarified at the beginning, frustration and resentment can lead to job dissatisfaction, unhappiness, or an inability to work together.
Make sure the paraprofessional knows the jargon of both the school and the class: ETHS, AVID, STAE, BCC, The Hub, ELL, EL, ESL, IEP, etc.
Introduce the paraprofessional to the students.
Below from Law, Barbara and Mary Eckes. The More-than-just-surviving Handbook: ESL for Every Classroom Teacher. 3rd ed. Winnipeg: Portage & Main. 2010.
Make sure the paraprofessional knows the philosophy of North American education as well as your philosophy. Many assistants come from countries that have philosophies much different from our own. To an immigrant from Japan, for example, American classrooms can seem overly noisy and chaotic, children rude and disrespectful, and discipline non-existent. Below are some website and documents that might help the paraprofessional understand the U.S. philosophy of education and its many aspects:
Effective teacher-paraprofessional collaboration requires communication and shared classroom expectations. Below are several important elements of collaboration that teams should consider:
§ Define roles – Ensure that each team member’s role in the classroom is clear to everyone, including the students. Clearly define and articulate the paraprofessional’s role in supporting instruction and behavior management. When deciding what the paraprofessional’s role will be, teachers should balance their own work style preferences with those of the paraprofessional. Teachers should also take into consideration specific skills with which the paraprofessional feels comfortable.
§ Develop a schedule – Ensure that both team members have a schedule of all of the activities that will occur during a class period or day. The paraprofessional should know his or her role in and the teacher’s expectations of those activities.
§ Know instructional methods – Make sure that both the teacher and paraprofessional have a clear understanding of the instructional methods being used. If the paraprofessional is expected to provide support in a specific way, the teacher should ensure that the paraprofessional is familiar with the method required and is comfortable in its use. Paraprofessionals may need professional development to effectively carry out their roles. Teachers should be aware of training that paraprofessionals need and provide them with information about necessary skills and resources.
§ Be aware of student characteristics – Ensure that both team members are aware of the academic and social needs of the students with whom they work.
§ Share Classroom Experiences – Ensure that teachers and paraprofessionals regularly and consistently share with one another observations and experiences they have had with students during the day or class period.
§ Share Responsibility for Students – Make sure that both team members are working with all students equally. No students should spend a majority of their time working with only the paraprofessional.
Teachers and paraprofessionals should set a time to meet on a regular basis. This time can be used to discuss students and classroom activities. Meeting regularly also provides paraprofessionals with an opportunity to ask questions, state concerns, and clarify issues. If one paraprofessioanal is assigned to several teachers, it is beneficial to meet as a group, particularly if all teachers serve the same students.
Communication and Collaboration Classroom Application Tips
The strategies below can assist in building productive relationships with paraprofessionals.
Be sure you have a clear idea of what is to be accomplished with students before sharing ideas and asking for suggestions from the other adults with whom you work, but keep an open mind. The paraprofessional's suggestions may warrant changes in original plans.
• Set aside regular time to meet and plan. Situations change, so the planning that was done and
the roles that were assigned at the beginning of the school year may need to be adapted to
new student needs, changes in schedule, etc.
• Do not neglect to identify the legal limits of roles and responsibilities.
• Know what to do, how to do it, and why it is being done.
• Be honest with the paraprofessional. If you have concerns with the way something was done,
then discuss it. Remember, also, to let the paraprofessional know when something is done that
you like.
• Remember that the students' best interests come first. All of the decisions made with and in
regard to paraprofessional work should be based on whether or not they will generate student
success.
• Keep a binder or an electronic folder (with papers, documents, and information relating to the student) in a place that is
accessible for everyone concerned.
Some quick tips that a paraprofessional or teacher can use.