2. 1 PLANFUL

3. 2 A. The para’s job is to support instruction and the supervising teacher’s job is to make decisions about:  Placement  Materials  Problems  Know the procedures, materials and what is expected of you.  Know the behavioral expectations for students.  Teach the behavioral expectations to students.  Manage student behavior effectively. NOTES Specific tasks:

4. 3 1. Find out the time schedule and your responsibilities for getting students to and from the group. 2. Start and stop on time.  Check your schedule and make sure there is time for you to transition from one assignment to another.  Starting on time will encourage students to be on time. NOTES B. Know the procedures, materials and what Is expected of you. PLANFUL BE

5. 4 3. Find out what instructional materials you will use and what kind of training is available. 4. Request or find out from your supervisor if there are regular meetings to problem solve and to generate ideas.  Ask if you can observe someone else teach the program. NOTES PLANFUL BE

6. 5 5. Review the materials and see if the format is consistent. 6. Find out how much preparation time is required and when you are expected to prepare. Corrective Reading:  Word Attack  Group Story Reading  Individual Student Check Outs. NOTES  Know the procedures, materials and what Is expected of you. (cont.) LIBRARY READING GROUP

7. 6 7. Find out about Your responsibilities regarding assignments or homework. 8. Find out what supplies are needed, where you get them and store them.  When?  When are they expected to complete the work and turn in the work?  Answer Key? NOTES 9. Find out what responsibilities you have when preparing for a substitute.  Recording?  What responsibility do you have regarding correcting the work?

8. 7 10. Find out whether the students have been taught any small group rules. A: Primary:  Be ready to work  Listen.  Follow directions.  Keep hands and feet still and to your self. NOTES

9. 8  Find out what rules are already in place.  What are the school wide expectations? B: Intermediate: NOTES  Come prepared.  Follow directions.  Do your best work.  When you need help: * Wait your turn. *Stay seated. * Raise your hand. * Be patient. B: Intermediate RULES:

10. 9 NOTES  Come prepared with homework.  Be in class, seated with materials out, before the bell rings.  Stay on task, attention on the teacher, text, the board, or your work.  Persevere: Stick with it,  When you need help: wait, stay seated, raise your hand, be patient. C: Middle/High School Rules! :

11. 10 1. Find out what attention signal to use. 2.Find out what house keeping details you are expected to carry out and how.  Attendance  Tardies etc. NOTES i.e.. OR

12. 11 4. Find out what procedures to use when responding to student misbehavior.  Point system, token economy et c.  Get detailed information. NOTES 3. Find out what procedures you are to use, to prompt and reinforce responsible student behavior.

13. 12 5. Find out what your responsibilities are regarding communicating behavioral expectations to students.  How you teach and review expectations? NOTES 6. Find out how, how often and what your supervisor expects regarding student progress reports.  Thoughtfully present any suggestions in a constructive rather than critical manner, be prepared and accept NO.

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15. 14 1. What are the expectations during each lesson activity? 2. What are the expectations during transition?  NOTES B. Know behavioral expectations for students. PLANFUL

16. 15 1. Set a Schedule for teaching expectations.  Effectively teaching expectations allows you to be specific about what responsible and irresponsible behavior should look like and sound like.  Teach every day for the first 3 -5 days, but always monitor. NOTES C. Teach the behavioral expectations to Students (as needed). PLANFUL

17. 16 2. Use a variety of teaching strategies to maintain attention.  CHAMPS Icons.  Rating form to quiz.  + Chart.  Demonstrate.  Practice.  Ask questions. NOTES PLANFUL ALWAYS MONITOR BE CREATIVE!

18. 17 3. Be aware of the components of an effective lesson. M ODEL :  WHAT?  WHERE?  WHY?  L EAD the group through step by step.  A ssess student understanding. NOTES PERSISTENT  Review previously taught skills.  Preview the lesson.  Provide instruction on new skills: a)Provide ample practice. b)Model until students demonstrate mastery, c) Assign independent work.

19. 18  Act Interested.  Increase student responses.  Vary the pace.  Use humor.  Use “change ups.” 3C3C 4D4D  FOLLOW THE 20 MINUTE RULE.  MAINTAIN INSTRUCTIONAL MOMENTUM.  SIMON SAYS BRAIN TEASERS. NOTES

20. 19  CORRECT INCORRECT STUDENT RESPONSES IN A WAY THAT HELPS STUDENTS LEARN.  “Yes, correct. Everyone remembered to carry to the ones.”  The longer the time between the error and the correction, the less effective the correction will be in helping the student learn from the mistake. NOTES  REINFORCE STUDENTS FOR CORRECT RESPONSES AND FOR MAKING PROGRESS.

21. 20  RESTATE THE FACT- “THE BILL OF RIGHTS IS ACTUALLY THE FIRST TEN AMENDMENTS TO THE CONSTITUTION.”  “ Is there an E at the end of the this word? Think about what sound the “a” in cake makes because of the E. What is the word?” NOTES  RESTATE THE RULE- “ROPE” WHEN THERE IS AN E AT THE END, THIS LETTER SAYS ITS NAME.  REDO THE PROCESS- “12X3= ? FIRST MULTIPY THE NUMBER IN THE ONES COLUMN, …”  PRE CORRECT FOR HIGH PROBABILITY ERRORS.

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