1.  Personal attention.  Children who are independent and self-motivated are a joy in the classroom, but they are the exception.  Most need prompting and pep talks to stay on task and do their best work.

2. Encouragement.  Most kids need to know that someone cares if they do the work, finish the assignment, understand the lesson.

3. Reassurance.  Being shown  that they can do it, get it, learn it.  Kids who have struggled and become accustomed to low grades easily internalize the idea that they just aren’t capable.

4. Focus.  So many kids struggle with attention deficits, some simply can’t stay on task without someone to redirect them frequently.

5. Repetition.  The para can repeat, in a variety of ways as necessary, what the teacher is explaining in the lesson.  This addresses the various learning styles of the students, and gives them more opportunities to “get it.”

6. Illustration.  Children, especially if they have auditory processing deficits, can’t visualize what is being described.  I use my white board to draw pictures, especially in math class, or in social studies.

7. Demonstration.  If they see something right in front of them, not all the way across the room where the teacher is, it is more likely to be remembered.

8. Motivation.  Exactly what motivates a particular child, or causes him to be unmotivated, can differ.  But if they like you they will want to please you.

9. Reward.  If the teacher agrees, some kids really respond well to the positive reinforcement of some sort of reward for doing their best.   I usually use cheap prizes that they earn with stickers.

10. Independence.  Never forget that what you are working toward is not a child who does well when attached to the umbilical cord of an aide, but a kid who continues to do well when the aide steps away to help another student.

(Reposted by the author from Paraeducator Central.)

           Way too many Special Education classrooms are quiet rooms where kids remain at their desks and do seatwork, supervised by staff who either sit at the front of the room monitoring behavior or roam the room, monitoring the student work. 

           I believe this teaches kids to be passive receptors of information, regurgitating facts on demand. 

         I believe this enables kids in their expectation that learning is when someone gives you knowledge.  There’s no impetus to go and get knowledge, or to use it other than to show that you learned a fact.

           Passive learners are not successful students.  Productive lives do not get lived by people who wait for things to come to them.  Critical thinkers do not develop from children who believe that a teacher’s job is to give them information.  

         In a demanding classroom, the teacher is the facilitator, and the kids are the ones doing the work.

         In a demanding classroom, there’s movement.  Kids are asked to physically get up and go find information, and to physically gather facts and evaluate them or apply them.

         There’s engagement in this way with the world they are studying, and the concepts they are mastering.  They perceive a relationship between themselves and knowledge that involves action on their part.

          We create not just the opportunities for movement in learning, but requirements for it in a variety of different learning formats.

• Kids have to get up and move around the room to read charts and find information with which to answer worksheet questions. 
• Study and reading or writing groups are assigned to different areas of the room to congregate for cooperative learning activities. 
• In math, the kids look forward to me creating equations all over the two room white boards and allowing them to come up and choose one or two each to solve. 
• We have centers set up for kids to revolve through, fifteen minutes at a time:  a table with history sorting cards to organize; one with paper to create a mindmap or analogy list from a set of listen facts; a table with scenarios for them to respond to using knowledge they have learned about a civilization or culture. 
• In math, we study multiplication facts on the playground by bouncing a ball to one another as we skip count or recite numbers. 

         We see great intellectual growth when our students are required to move through learning, not absorb it.  In a demanding classroom, intellectual movement is often accompanied by physical activity.