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8122019 strategies and approaches
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Communication Strategies and Approaches
Introduction
Good communication is essential when working as a member of a team There are skills that make
communication effective and positive Different people have different communication styles and it is important
to understand that not everyone communicates in the same way Part of communication involves good
listening Another inevitable part of communication is conflict and conflict resolution All of these aspects of
communication are necessary in your role
Objectives
As you read the objectives for this unit think about and rate your current knowledge using the following scale
do not understand this
do understand this
understand this well enough to use in my work
$ could teach others about it and use it in my work
n this unit you will
bull Demonstrate awareness of the importance of communication in school
bull Demonstrate knowledge of effective communication and listening strategies with students and staff
bull ampamine techni(ues to aid in the communication with students
bull dentify components of effective communication
bull Demonstrate the ability to (uestion and direct student responses
bull )earn basic communication strategies
bull Demonstrate knowledge of ways to appropriately deal with conflicts between you and teachers or
administrators
bull Demonstrate the ability to work as a collaborative team with both general and special education
teachers
bull Define active listening and why it is important to the relationship between you and the immediate
supervisor
Communication
ommunication is the ability to share information with people and to understand the information and feelings
conveyed by others ommunication can take on many forms including gestures facial epressions signs
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vocali+ations including pitch and tone- in addition to speech and written communication Teachers students
and paraprofessionals fre(uently use nonverbal methods to communicate tudents often show disinterest in
school by avoiding eye contact or sitting back in their chairs with their arms folded across their chests during
instruction taff members may indicate that they have time to talk but they may show disinterest by grading
papers or busying themselves while you are trying to talk onversely a smiling nodding face indicates that
the listener is interested in what we are saying and encourages us to continue ommunication includes a
broad range of actions that help the paraprofessional work more effectively with students and teachers
ampffective communication is a key element in creating a productive and enjoyable work environment hether
you0re working with a student his or her family or your supervisor it0s important to communicate as openly
and as clearly as possible )istening closely to the person with whom you are communicating will prove
invaluable in avoiding misunderstandings 1ecogni+ing and respecting differences and similarities in attitudes
feelings cultures and epectations of others will enhance your ability to communicate with the individuals with
whom you work and those in your everyday life
ampffective and open communication promotes an awareness of others0 interests and needs 2eing aware of the
necessary skills that will encourage open communication is important when working with others This lesson
addresses several issues related to effective communication The topics that will be discussed are roadblocks
to communication using accepting language and listening strategies ampach of these topics will give you
information that will lead towards more positive interactions with others
Twelve Barriers to Communication
2arriers to communication are things people say or do that are obstacles to good conversation or good
interpersonal interaction They are hurdles that do not support satisfying discussion They are responses that
can negatively impact communication These hindrances are more likely to be destructive when one or more
persons who are interacting are under stress ome of the responses may seem positive initially such as
advising or praising evaluatively- but may be veiled in a condescending attitude or negative approach
These twelve ways of responding are viewed as high3risk responses rather than inevitably destructive
elements of all communication Damage that is done by the use of any of these responses can be repaired
through honest and open communication 4owever repeated use of these responses can permanently damage
the likelihood of positive future relationships
These roadblocks can
bull diminish the other0s self3esteem
bull block conversation
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bull trigger defensiveness resistance and resentment
bull lead to dependency withdrawal feelings of defeat or inade(uacy
bull thwart the other person0s problem solving efficiency
bull decrease the likelihood of successful team problem solving processes
bull reduce the likelihood of constructively epressing true feelings
bull increase the emotional distance between people
bull can cause permanent damage to a relationship
Effective Communication
ommunicating effectively is the cornerstone of education ithout effective communication ideas directions
and thoughts are lost or misunderstood n education a lack of effective communication practices can have
serious repercussions tudents may not understand instructional material paraprofessionals may not
understand directions given to them and teachers may not understand that a gap in communication is
forming n order to be understood in the manner in which we intend we must learn to communicate
effectively
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There are two major components to effective communication 5 speaking and listening Although we may
spend almost half our working hours listening most of us have few effective listening skills to support our
efforts )istening is a highly effective and necessary communications tool )istening is not just a case of our
hearing the message but of our ability to understand evaluate and respond 5 skills which no team or
partnership can be without
6nless we pay attention and understand what others are telling us it is impossible to fulfill our work
responsibilities completely and appropriately 7irginia atir a well3known family therapist captures the
dilemma we all face on a daily basis in the following poem
8The Dilemma9
by 7irginia atir
8o two people think alike on everything
o two people feel the same way at
all times within a relationship
o two people want the same things
or want them at the same time
People operate from different time tables
e are in fact autonomous different
and uni(ue beings
et we are at the same time dependent
on others
e need them to help us get
many of the things we want or not
prevent us from getting them-
e are also dependent on others to validate our
eistence and worth9
hen the teacher who directs your work gives you instructions it not only involves listening to the directions
but also understanding what is being asked of you n order to effectively support students it is important to
maintain consistency in the way in which these supports are delivered To restate what the poem by atir has
stated we all have our perceptions of what is observed ampffective communication is the process of getting our
perceptions in line with those with whom we work on a daily basis t is necessary to improve listening skills in
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order to become a more effective communicator and problem solver because listening involves not just
hearing the message but the ability to understand remember evaluate and respond
The ational ampducation Association suggests several steps to improve listening skills
Move your mouse over each step to read more about it
Information in this lesson is used with permission from
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Communication Styles
Assertive communication is the most desirable and productive behavior in accomplishing your job Assertive
communication doesnltt always feel 8comfortable9 The first step in being assertive is understanding what
8assertive9 means Assertive communication comes when you
bull =now what you need
bull amppress yourself clearly
bull hoose the best time to discuss issues
bull heck for clarification
bull
Act in an empowered manner
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bull Act responsibly and follow through
bull Act in a direct manner
bull amppress yourself honestly and respectfully
Passive or nonassertive communication occurs when you remain silent when you ought to ask for help or
eplain your needs Passive behavior communicates a sense of inferiority The passive person acts as if otherslt
rights and needs are more important than his or her own
ith this communication style others donltt know when you need help because you try to act as if therelts no
problem This behavior doesnltt serve you well on the job or with the individuals for whom youltre working n
your work as a paraprofessional you need to feel comfortable and know that you have the right to ask for
assistance when needed
Aggressive communication is very demanding and is often disrespectful to those at whom itlts directed
Aggressive communication fre(uently gives the impression that 8my needs wants and rights come first9
hen someone is acting in an aggressive manner he or she doesnltt ask for assistance but demands it This
communication style is usually met by strong disapproval
Communicating with Students
hen talking with students it is important to engage in behaviors that facilitate openness and acceptance
hen we actively demonstrate specific behaviors students tend to be more receptive to listening and
communicating with us
Follow these suggestions while communicating with students
Posture
Try to make your posture mirror that of the students t is helpful to have your shoulders s(uared with
the student0s and on about the same level so you are face3to3face t is also helpful to have a slightly
forward lean toward the student
Eye Contact
ampye contact with students shows that you are interested in what they have to say
Facial Eression
hat is shown on your face should match what is on the child0s miling when the child is obviously
sad would be an eample of an incongruent facial epression
istance
Distance from the child shouldn0t be too close or too distantgt about to $ feet is the average
tanding too close can make the student uncomfortable while standing too far away can indicate that
you are disinterested in what the students is saying
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istracting Behaviors
Distracting behaviors such as playing with your hands staring out the window or doing something
else while listening should be eliminated when talking to students or staff members
oice $uality
our tone should match the child0s t would be inappropriate to be loud if the child is in a (uiet
mood
ead a few more helful hints hereamp
Initiating and Directing Student Responses
As educators we ask (uestions of students on a daily basis As with any form of communication the way the
(uestion is phrased will affect the (uality and type of answer we will receive The purpose of asking (uestions
to gain information from others These are called information seeking (uestions ther (uestions may provide
information and direct the student to answer in a certain way or they may clarify or confirm information
ost of the (uestions asked of students are direct (uestions and a specific answer is re(uired Bor eample
8an you tell me the answer to C9 This form of (uestion is interrogative and is usually a closed answer
(uestion where the student is looking for a specific answer Euestions that are open ended (uestions and
indicate to the student to epress his or her thoughts or opinions Bor eample 84ow did you come to that
conclusion9
2y becoming a more effective (uestioner you are providing opportunities for students to more openly respond
and relay their thoughts This promotes students to be more reflective and provides situations for them to
actively become involved in their learning 2y learning more about your style of (uestioning you will become
more effective when asking (uestions
Use these suggestions to practice effectively asking questions of students
Pause effectively before and after asing a (uestion
Pausing before you ask a (uestion gives you time to phrase your (uestion Pausing after you ask your(uestion allows the student to think about their response
)onitor your (uestioning interactions
hat types of (uestions do you ask Do you ask closed (uestions when what you really wanted were
for the student to elaborate on his or her answer Ask the (uestion in a format reflective of the
information you are seeking
s meaningful (uestions
onitor how many (uestions you ask and the types of (uestions ould you make (uestioning more
effective if you asked fewer (uestions more (uestions or different types of (uestions
Chec for +nderstanding
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t is important that we monitor students0 understanding To check if a student understands what was
communicated ask the student to repeat directions (uestions or summari+e what was said
Positive Communication Strategies
t is very important for you to have an effective working relationship with the people you work with regularly A
major component of this relationship involves good communication Good communication not only involves the
ability to speak but also e(ually as important is the ability to listen 2y practicing effective communication
relationships can be greatly enhanced which will result in the best possible support for students and their
families
4ere are some strategies to remember when trying to pay attention to positive communication
Active listeners make good communicators Active listeners have positive attitudes and open minds They show
interest in what the other person is saying by nonverbal cues good eye contact and remembering what was
said
ampveryonelts attitudes and feelings must be known respected and understood f they arenltt shared the
relationship wonltt be open or growing Those attitudes cover such arenas as individual roles and duties
persons with disabilities instructional styles management styles and the contributions of others and each
other-
An understanding of similarities and differences between supervisor and paraprofessional must be recogni+ed
and understood Those may relate to different values cultural and religious heritage levels of education or
levels of eperience
ou and the teacher who directs your work should develop and share a common vocabulary and a system of
nonverbal cues 7erbal and nonverbal cues play an important part in communication Gestures facial
epressions posture and eye contact are eamples of nonverbal communication Bacial epressions give
feedback about whether or not information has been understood and is being received and the listenerlts
attitude about the information Posture and body movements also communicate attitude ampye contact and facial
epressions can give a sense of a positive F or negative F relationship between people
The teacher who directs your work must make sure directions and epectations are clearly understood and that
you are able to perform the assigned tasks prior to implementing them
ou must be willing and assertive enough to ask for clarification or assistance if the assignment isnltt
understood ou must eplain clearly what you need to be successful in your position
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ou and the teacher who directs your work should discuss and decide together what special interests talents
and training the paraprofessional has that will complement and enhance the delivery of services
The team must work together to create a climate of cooperation trust respect and loyalty by meeting
regularly to discuss procedures and techni(ues that will establish and maintain open channels of
communication
ilence is a form of communication tlts a difficult form of communication to understand because it can mean
anger or grief or depression t can also mean that the listener understands what is being said t is important
to be assertive in your response when listening so that the person who is trying to communicate with you
knows your level of understanding and that there is agreement ilence can block that ability to have
cooperative communication
Factors ffecting istening
Listening Skills
)istening is an important part of effective communication e need to concentrate on encouraging not only
students but ourselves to ehibit good listening behaviors and strategies )istening is a process that involves
actively hearing what another person is communicating and attending to that communication )istening is how
we receive the verbal portion of a person0s message 2y listening we can show concern and interest in
understanding both the person and the situation
)istening can be affected by personal bias environmental factors a short attention span rehearsing a
response daydreaming hot words or through the use of filtering
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ctive istening Strategies
Active listening is the process of listening and responding in such a way that the speaker feels accepted and
respected by the listener t is an essential part of communication Active listening begins with an attitude of
acceptance and respect for the other person This kind of listening re(uires the listener to carefully 8take in9
the speakerlts words and respond in a way that shows appreciation for the speaker the speakerlts literal
meaning and the feelings and 8themes9 behind the speakerlts words ur efforts to establish an accepting
respectful climate will encourage the speaker to open up and allow herselfhimself to become known by the
listener
ommunication has several avenues that can get crossed if the speaker is not clear with the message or the
listener decodes it incorrectly hen we use our own words to repeat back what we think the student has just
communicated we are clarifying their message This HfeedbackH is called active listening Bor eample
tudent don0t like this school as much as my old one People are not very niceH
Para ou are unhappy at this school
tudent eah haven0t made any good friends o one includes me
Para ou feel left out here
tudent eah wish knew more people
The paraprofessional is verbali+ing what heshe thinks the student is saying This lets the student affirm what
the paraprofessional said or eplain their meaning in a different way
Active listening helps you communicate more productively with the student Active listening helps you more
fully understand what the student is saying and also helps the student articulate their concerns The time it
takes to learn and use active listening provides a number of benefits
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ctive Listening
4elps students deal with and HdefuseH strong feelings
4elps students understand their own emotions
Bacilitates problem solving
=eeps the responsibility with the student
akes students more willing to listen to others
Promotes a closer more meaningful relationship between para and student
uidelines for ctive Listening
how that you accept what the person says because it is true for that person ampye contact nods of the
head and responses such as 8 see9 or 8 understand9 indicate that you have heard and accept what
the speaker is saying Acceptance does not imply agreement
)ook for 8the music behind the words9 Tune in to the speakerlts feelings identify unspoken 8themes9
and try to grasp the overall picture 1esponses such as 8ou seem angry calm happy etc9
acknowledge feelings and indicate that you accept their being epressed Pay attention to nonverbal
cues and to what they communicate
1eflect back to the person what you have heard 1esponses such as 8ou seem to be saying9 or 8f
understand you correctly you mean9 allow the speaker to correct any misperceptions you might
have
$ Ask eploratory or clarifying (uestions to further your understanding and to enhance the personlts
feelings of being listened to and understood 84ow do you feel about that9 8an you say more about
that9
hings to void
Generali+ing 2ecause they direct the focus away from the speaker general statements 8ampverybody
feels that wayI9- usually arenltt helpful imilarly talking about your own eperiences 8 felt the same
way when9- will derail the speaker To say that you understand is enough Judging the peaker Approving or disapproving of what the speaker says calls attention to your value
system and away from the speakerlts concerns
Giving pinions ffering Advice and olving the Problem uch responses generally narrow the
speakerlts options and take responsibility away from the speaker rather than encouraging the speaker
to arrive at herhis own best solutions or allowing for collaboration
$ ampplaining or nterpreting the peakerlts 2ehavior 8ou probably feel that way because9 is a
psychoanalytic line that will likely create defensiveness
K Asking 8hy9 Euestions 8hy9 (uestions direct people into their heads and away from their feelings
8hy do you feel that way9 8hy do you think that9 may also create defensiveness as the speaker
seeks to justify herhimself
Problem Solving- voiding and esolving Conflicts
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nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation Problem solving techni(ues are a necessary component of working within a
team and working with students ow that we have discussed communication and listening skills they become
primary components in the problem3solving framework
nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation There may be some times when avoiding a conflict may be a good choice Bor
eample during a brief contact with an individual that you most likely will never see again it may be a good
idea to avoid a conflict 4owever in a work setting it is important to deal with conflict in a productive timely
and respectful way 6nresolved issues can negatively affect relationships the work environment and the
service (uality
Problem Solving- Constructive Criticism
onstructive criticism is most effective when it is delivered in a relaed manner riticism should eist to help
the paraprofessional or teacher understand what behaviors or work habits can be improved onstructive
criticism can be enhanced through the use of H messages9
The use of 8 messages9 can be a positive strategy to deal with conflict H essagesH can help you separate
the person from the problem and allow you to deal with the situation at hand without being aggressive towards
another person 8 essages9 let you eplain to another person how their behavior or actions affect you
without being perceived as hostile f the person confronted does not show an interest in problem solving you
may need to give a stronger 8 message9
Problem Solving )odel
hen problems arise it is best to try to solve the problem through the use of communication The following
model is designed to allow the paraprofessional to solve problems in a non3confrontational manner The model
utili+es five steps in which participants communicate ideas problems alternatives and solutions to one
another The following series of problem3solving techni(ues were developed by Anna )ou Pickett LMM- ou
may find these steps helpful in improving your ability to work better in a team t is important for you to
always address the person with whom you have the problem ork through the model and try to solve the
problem with the other person f you find that the problem still eists go through the channels of command
using the problem solving model
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Step ne$ Identify and Descrie the amprolem
Put the problem into your own words Try to use an H messageH to communicate your feelings Allow the other
person the opportunity to communicate their feelings as well A situation must be seen and clearly understood
before it can be resolved t isnltt always easy to put a problem into words but if it canltt be stated clearly it
will be impossible to choose a course of action that will lead to a satisfactory solution ampach person must
describe the situation in his or her own words and from their point of view This can be done by asking
(uestions like 8hat is the problem9 8ho is involved9 8ho is affected9 84ow are they affected9
Step wo$ Define and determine the causes of the prolem
Determine what the real problem is Get to the heart of the problem nce you have determined what the
problem is try to determine the cause of the problem hat behaviors or circumstances lead to the problem
2oth parties must agree on the problem and its causes before you can move to the net step tlts essential
net to determine what caused the problem as it caused by outside conditions such as contractual
agreements budget crunches etc- n this case the team may have little control over the situation but can
work together to decide how to 8survive9 the situation together or work to change it The cause may be a
misunderstanding of job roles and responsibilities The problem may be caused by a difference in values
attitudes age work eperience education cultural heritage religious beliefs or other personal traits
hatever the cause it must be clearly determined
Step hree$ Identify and evaluate potential solutions
2rainstorm as many solutions as you can Try not to think of pros and cons of the solutions generated Do not
analy+e the solutions just list them ow you can develop strategies Ask yourselves 8hat do we want to
achieve and how can we go about achieving it9 All those who are involved in the conflict should brainstorm a
list of solutions ore information may be needed in some areas to have a workable list of solutions Take the
time to get all the information needed Analy+e potential solutions 3 ill it work and what will it entail arrow
down the solutions and try to find a few that you can both agree on
Step Four$ Select a solution
Decide on a solution that both parties can agree on ake sure that both parties have an e(ual part in the
solution Decide who is going to do what and when et a date to meet again to discuss progress All those
participating in the brainstorming should decide which solution will fit the best for all involved ampveryone must
agree on the solution try it out and see if it works and get back together to revise or change the plan as
needed 2efore making any changes though each party should give the solution enough time to see if it will
work since new behaviors and skills donltt often change easily
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Step Five$ valuate the results
4as anything changed s another meeting needed 1evising and changing to meet the needs is essential o
solution is ever permanent The group should regularly evaluate the solution and make adjustments as
needed f the solution isnltt working maybe help from outside sources is needed
Problem Solving with the Teacher ho irects our or
n working side by side day after day with the teacher who directs your work youltre bound to have
differences in the way each of you would handle different situations These may be differences revolving
around procedures personal issues or techni(ues t may be that the two of you have different perceptions or
perhaps you have clashing emotional needs The conflict may come from a source as basic and common- as
having limited resources and deciding how to use them
onflict isnltt necessarily negative Although it may not seem so at the time there are positive functions of
conflict that are important to remember when working through differences Positive functions of conflict include
it
bull makes people have to clarify their position
bull helps others looks at different perceptions concerns and interests
bull encourages others to look for new facts
bull provides a source for developing more specific and long lasting solutions
bull gives the opportunity to establish mutual trust
bull results in personal and social change
bull prevents situations from getting worse
tlts essential to work through differences in order for the paraprofessional and the teacher supervisor or the
larger team to succeed in providing the best service possible for the students or students ampffective teams are
marked by mutual ownership 6sing consensus during problem3solving discussions is critical for each person so
all can claim ownership for the outcomes and solutions
mportant guidelines for using a consensus approach are
bull )istening and paying attention to each other
bull Asking open3ended (uestions using 8what9 and 8how9
bull ot agreeing too (uickly with each other
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bull Generating multiple options F challenge the limitsI
bull Treating options as alternatives not answers
bull ot arguing blindly for your views
bull Treating your differences as strengths
ou will know you have reached consensus when
bull 2oth of you agree on a single alternative
bull ampach of you can honestly say
o 8 believe you understand my point of view9
o 8 believe understand your point of view9
o 8hether or not prefer this decision support it because it was arrived at fairly and openly
and itlts the best solution for us at this time9
Summary
ou have reached the conclusion of this unit hoosing the net arrow will take you back to the core area home
page Please have your facilitator advise you on what steps to take net
To continue eploring topics addressed in this unit follow the eplore link from the core area home page
Information for this unit was gathered in part from the following resources
A oparison of Passi$e Asserti$e and Aggressi$e Beha$ior adapted ith perission fro training aterials de$eloped amp the Aerican
ederation of Teachers Washington
Bod anguage and oice adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
+ordon Training nternational (-1) Teacher Effecti$eness Training etrie$ed on April 16 -- fro +ordon Training nternational
Weamp site httpwwwgordontrainingcomindexhtml
nstitute on ounit ntegration (nd) The Paraprofessional An ntroduction (acilitator0s Edition and tudent0s Edition) opiled amp
2ean Ness 3inneapolis 3N 4ni$ersit of 3innesota
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Pic5ett A (19) A Training Progra for Paraprofessionals Wor5ing ith pecial Education and elated er$ices Ne 7or5 N7
National esource enter for Paraprofessionals in pecial Education and elated er$ices
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Pro8ect PAA (nd) Paraeducator elf tud Progra etrie$ed on April 11 -- fro Pro8ect PAA Weamp site
httpparaunledudefaulthtml
Tel$e Barriers to ounication adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
Lesson 2
bull Twelve 2arriers to ommunication
Lesson 4
bull 2ehavior tyles
Lesson 5
bull 2ody )anguage and 7oice
bull 1oadblocks
Lesson 6
bull Paraprofessional elf3ampvaluation Borm
Lesson 7
bull cenario
Lesson 8
bull Active )istening
Lesson 9
bull 4ow Do ou 1espond to onflict
Lesson 10
bull 8 9 essage
Lesson 11
bull Problem olving
Lesson 12
bull 1ole Play Activity
(I)IIS
Activities that are included in this section include only those activities that will be led by the facilitator ther
activities can be found in the lessons
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Passive Assertive N Aggressive 2ehavior and 2ody )anguage Activity
tudents will read and discuss the two charts A omparison of Passive Assertive and Aggressive 2ehavior
and 2ody )anguage and 7oice ince manipulative behavior has not been discussed separately ask students
which category they feel manipulative behaviors most often fall within Bacilitate a discussion or role play idea
to demonstrate various body postures and language
1ole Play on ommunication tyles
Ask for volunteers to do the following role play one taking an aggressive approach one a passive approach
and one an assertive approach The fourth will act as the supervisor who will react to these situations After
the role plays discuss which method of addressing the supervisor was the most effective ampncourage students
to be assertive when resolving issues
ituation The school paraprofessional has just completed the first week on the job and is beginning to feel
comfortable with the role but on Briday is told that starting onday he or she is to ride the bus with a very
unruly bunch of students to maintain control The paraprofessional feels totally une(uipped to handle this role
and doesnltt know how to prepare 4e or she goes to the supervisor to discuss the upcoming assignment 4ave
each student act out this situation with the supervisor The passive person will say little and have a hard time
epressing fears and concerns The aggressive person will make demands The assertive one will clearly state
concerns ask for proper support and negotiate with the supervisor
Divide the class into groups of eight to ten students standing in a circle Direct each person to reach across
the circle and hold the hand of the person across from them Then with the other hand reach across the circle
and hold the hand of another person ake sure everyone is holding the hand of two different people so the
group is tied in a knot Tell the group that the object is to untangle themselves without letting go 4ow did
they go about untangling the knots hat happened to the group as you began to untangle the knot 4ow did
the group work together to untangle itself hat strategies did the group use to plan its untangling hat did
you learn about solving comple problems in a group
DIS(USSI
ommunication kill 1ating
4ave paraprofessionals fill out the rating on their owngt facilitate a discussion on communication skills and
make suggestions on ways to strengthen weak areas an also use this topic as a discussion on your discussion
board
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4ave students draw a line down the middle of a sheet of paper n the left write 8my strengths9 and on the
right 8my weaknesses9 ake a list of your strengths and weaknesses on the job including your
communication skills as you see them hare this list with someone at work or a family member or friend This
assignment will be turned in and discussed in the net session
Teamwork and ommunication
6se these topical (uestions to facilitate discussions with your learning group
Teamwork
O Discuss the characteristics that must be present for effective teamwork
Discuss situations in which you were part of a team
hat were the characteristics of the team 4ow well the team function ere there any characteristics that
were absent from the team that would have helped the team to function better f so how did their absence
impact the team
O 2rainstorm with the group some positive steps they can take to become more e(ual members of teams
2rainstorm ideas of how a paraprofessional can be a member of a team meeting when the meetings are held at
times they cannot attend ie during bus duty after or before hours- ne solution could be for the
paraprofessional to develop a written form with his or her supervisor to use to relay information about the
individual being discussed that clearly addresses the paraprofessionallts concerns and eperiences
O Discuss job roles responsibilities goals time communication and the importance of each in the role of the
paraprofessional in a teamwork situation There might be a lot of discussion about how the paraprofessional
doesnltt feel a part of a team and isnltt allowed to participate as an active team member
O Discuss each of the task functions 4ave students give eamples of each 1elate team discussions to both
education and direct care situations ake sure students understand these are important functions for all
members of the team to recogni+e tudents will come up with eamples of teams with which theyltve been
involved or familiar and that worked well together 2rainstorm with students how they can encourage others
they work with to use the positive behaviors more fre(uently
ommunication
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hat are several steps you can take to improve listening skills
hy do you think effective communication is important to the relationship between the paraprofessional and
the supervisor
Give an eample of a time when you feel you communicated in a positive manner with someone hat made it
successful
hat elements contribute to effective communication
hat strategies can paraprofessionals and their supervisors use to enhance communication
)ist various ways that a person communicates
hy is communication important
hat do you feel are your strengths in active listening
hat active listening skills would you like to improve
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vocali+ations including pitch and tone- in addition to speech and written communication Teachers students
and paraprofessionals fre(uently use nonverbal methods to communicate tudents often show disinterest in
school by avoiding eye contact or sitting back in their chairs with their arms folded across their chests during
instruction taff members may indicate that they have time to talk but they may show disinterest by grading
papers or busying themselves while you are trying to talk onversely a smiling nodding face indicates that
the listener is interested in what we are saying and encourages us to continue ommunication includes a
broad range of actions that help the paraprofessional work more effectively with students and teachers
ampffective communication is a key element in creating a productive and enjoyable work environment hether
you0re working with a student his or her family or your supervisor it0s important to communicate as openly
and as clearly as possible )istening closely to the person with whom you are communicating will prove
invaluable in avoiding misunderstandings 1ecogni+ing and respecting differences and similarities in attitudes
feelings cultures and epectations of others will enhance your ability to communicate with the individuals with
whom you work and those in your everyday life
ampffective and open communication promotes an awareness of others0 interests and needs 2eing aware of the
necessary skills that will encourage open communication is important when working with others This lesson
addresses several issues related to effective communication The topics that will be discussed are roadblocks
to communication using accepting language and listening strategies ampach of these topics will give you
information that will lead towards more positive interactions with others
Twelve Barriers to Communication
2arriers to communication are things people say or do that are obstacles to good conversation or good
interpersonal interaction They are hurdles that do not support satisfying discussion They are responses that
can negatively impact communication These hindrances are more likely to be destructive when one or more
persons who are interacting are under stress ome of the responses may seem positive initially such as
advising or praising evaluatively- but may be veiled in a condescending attitude or negative approach
These twelve ways of responding are viewed as high3risk responses rather than inevitably destructive
elements of all communication Damage that is done by the use of any of these responses can be repaired
through honest and open communication 4owever repeated use of these responses can permanently damage
the likelihood of positive future relationships
These roadblocks can
bull diminish the other0s self3esteem
bull block conversation
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bull trigger defensiveness resistance and resentment
bull lead to dependency withdrawal feelings of defeat or inade(uacy
bull thwart the other person0s problem solving efficiency
bull decrease the likelihood of successful team problem solving processes
bull reduce the likelihood of constructively epressing true feelings
bull increase the emotional distance between people
bull can cause permanent damage to a relationship
Effective Communication
ommunicating effectively is the cornerstone of education ithout effective communication ideas directions
and thoughts are lost or misunderstood n education a lack of effective communication practices can have
serious repercussions tudents may not understand instructional material paraprofessionals may not
understand directions given to them and teachers may not understand that a gap in communication is
forming n order to be understood in the manner in which we intend we must learn to communicate
effectively
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There are two major components to effective communication 5 speaking and listening Although we may
spend almost half our working hours listening most of us have few effective listening skills to support our
efforts )istening is a highly effective and necessary communications tool )istening is not just a case of our
hearing the message but of our ability to understand evaluate and respond 5 skills which no team or
partnership can be without
6nless we pay attention and understand what others are telling us it is impossible to fulfill our work
responsibilities completely and appropriately 7irginia atir a well3known family therapist captures the
dilemma we all face on a daily basis in the following poem
8The Dilemma9
by 7irginia atir
8o two people think alike on everything
o two people feel the same way at
all times within a relationship
o two people want the same things
or want them at the same time
People operate from different time tables
e are in fact autonomous different
and uni(ue beings
et we are at the same time dependent
on others
e need them to help us get
many of the things we want or not
prevent us from getting them-
e are also dependent on others to validate our
eistence and worth9
hen the teacher who directs your work gives you instructions it not only involves listening to the directions
but also understanding what is being asked of you n order to effectively support students it is important to
maintain consistency in the way in which these supports are delivered To restate what the poem by atir has
stated we all have our perceptions of what is observed ampffective communication is the process of getting our
perceptions in line with those with whom we work on a daily basis t is necessary to improve listening skills in
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order to become a more effective communicator and problem solver because listening involves not just
hearing the message but the ability to understand remember evaluate and respond
The ational ampducation Association suggests several steps to improve listening skills
Move your mouse over each step to read more about it
Information in this lesson is used with permission from
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Communication Styles
Assertive communication is the most desirable and productive behavior in accomplishing your job Assertive
communication doesnltt always feel 8comfortable9 The first step in being assertive is understanding what
8assertive9 means Assertive communication comes when you
bull =now what you need
bull amppress yourself clearly
bull hoose the best time to discuss issues
bull heck for clarification
bull
Act in an empowered manner
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bull Act responsibly and follow through
bull Act in a direct manner
bull amppress yourself honestly and respectfully
Passive or nonassertive communication occurs when you remain silent when you ought to ask for help or
eplain your needs Passive behavior communicates a sense of inferiority The passive person acts as if otherslt
rights and needs are more important than his or her own
ith this communication style others donltt know when you need help because you try to act as if therelts no
problem This behavior doesnltt serve you well on the job or with the individuals for whom youltre working n
your work as a paraprofessional you need to feel comfortable and know that you have the right to ask for
assistance when needed
Aggressive communication is very demanding and is often disrespectful to those at whom itlts directed
Aggressive communication fre(uently gives the impression that 8my needs wants and rights come first9
hen someone is acting in an aggressive manner he or she doesnltt ask for assistance but demands it This
communication style is usually met by strong disapproval
Communicating with Students
hen talking with students it is important to engage in behaviors that facilitate openness and acceptance
hen we actively demonstrate specific behaviors students tend to be more receptive to listening and
communicating with us
Follow these suggestions while communicating with students
Posture
Try to make your posture mirror that of the students t is helpful to have your shoulders s(uared with
the student0s and on about the same level so you are face3to3face t is also helpful to have a slightly
forward lean toward the student
Eye Contact
ampye contact with students shows that you are interested in what they have to say
Facial Eression
hat is shown on your face should match what is on the child0s miling when the child is obviously
sad would be an eample of an incongruent facial epression
istance
Distance from the child shouldn0t be too close or too distantgt about to $ feet is the average
tanding too close can make the student uncomfortable while standing too far away can indicate that
you are disinterested in what the students is saying
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istracting Behaviors
Distracting behaviors such as playing with your hands staring out the window or doing something
else while listening should be eliminated when talking to students or staff members
oice $uality
our tone should match the child0s t would be inappropriate to be loud if the child is in a (uiet
mood
ead a few more helful hints hereamp
Initiating and Directing Student Responses
As educators we ask (uestions of students on a daily basis As with any form of communication the way the
(uestion is phrased will affect the (uality and type of answer we will receive The purpose of asking (uestions
to gain information from others These are called information seeking (uestions ther (uestions may provide
information and direct the student to answer in a certain way or they may clarify or confirm information
ost of the (uestions asked of students are direct (uestions and a specific answer is re(uired Bor eample
8an you tell me the answer to C9 This form of (uestion is interrogative and is usually a closed answer
(uestion where the student is looking for a specific answer Euestions that are open ended (uestions and
indicate to the student to epress his or her thoughts or opinions Bor eample 84ow did you come to that
conclusion9
2y becoming a more effective (uestioner you are providing opportunities for students to more openly respond
and relay their thoughts This promotes students to be more reflective and provides situations for them to
actively become involved in their learning 2y learning more about your style of (uestioning you will become
more effective when asking (uestions
Use these suggestions to practice effectively asking questions of students
Pause effectively before and after asing a (uestion
Pausing before you ask a (uestion gives you time to phrase your (uestion Pausing after you ask your(uestion allows the student to think about their response
)onitor your (uestioning interactions
hat types of (uestions do you ask Do you ask closed (uestions when what you really wanted were
for the student to elaborate on his or her answer Ask the (uestion in a format reflective of the
information you are seeking
s meaningful (uestions
onitor how many (uestions you ask and the types of (uestions ould you make (uestioning more
effective if you asked fewer (uestions more (uestions or different types of (uestions
Chec for +nderstanding
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t is important that we monitor students0 understanding To check if a student understands what was
communicated ask the student to repeat directions (uestions or summari+e what was said
Positive Communication Strategies
t is very important for you to have an effective working relationship with the people you work with regularly A
major component of this relationship involves good communication Good communication not only involves the
ability to speak but also e(ually as important is the ability to listen 2y practicing effective communication
relationships can be greatly enhanced which will result in the best possible support for students and their
families
4ere are some strategies to remember when trying to pay attention to positive communication
Active listeners make good communicators Active listeners have positive attitudes and open minds They show
interest in what the other person is saying by nonverbal cues good eye contact and remembering what was
said
ampveryonelts attitudes and feelings must be known respected and understood f they arenltt shared the
relationship wonltt be open or growing Those attitudes cover such arenas as individual roles and duties
persons with disabilities instructional styles management styles and the contributions of others and each
other-
An understanding of similarities and differences between supervisor and paraprofessional must be recogni+ed
and understood Those may relate to different values cultural and religious heritage levels of education or
levels of eperience
ou and the teacher who directs your work should develop and share a common vocabulary and a system of
nonverbal cues 7erbal and nonverbal cues play an important part in communication Gestures facial
epressions posture and eye contact are eamples of nonverbal communication Bacial epressions give
feedback about whether or not information has been understood and is being received and the listenerlts
attitude about the information Posture and body movements also communicate attitude ampye contact and facial
epressions can give a sense of a positive F or negative F relationship between people
The teacher who directs your work must make sure directions and epectations are clearly understood and that
you are able to perform the assigned tasks prior to implementing them
ou must be willing and assertive enough to ask for clarification or assistance if the assignment isnltt
understood ou must eplain clearly what you need to be successful in your position
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ou and the teacher who directs your work should discuss and decide together what special interests talents
and training the paraprofessional has that will complement and enhance the delivery of services
The team must work together to create a climate of cooperation trust respect and loyalty by meeting
regularly to discuss procedures and techni(ues that will establish and maintain open channels of
communication
ilence is a form of communication tlts a difficult form of communication to understand because it can mean
anger or grief or depression t can also mean that the listener understands what is being said t is important
to be assertive in your response when listening so that the person who is trying to communicate with you
knows your level of understanding and that there is agreement ilence can block that ability to have
cooperative communication
Factors ffecting istening
Listening Skills
)istening is an important part of effective communication e need to concentrate on encouraging not only
students but ourselves to ehibit good listening behaviors and strategies )istening is a process that involves
actively hearing what another person is communicating and attending to that communication )istening is how
we receive the verbal portion of a person0s message 2y listening we can show concern and interest in
understanding both the person and the situation
)istening can be affected by personal bias environmental factors a short attention span rehearsing a
response daydreaming hot words or through the use of filtering
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ctive istening Strategies
Active listening is the process of listening and responding in such a way that the speaker feels accepted and
respected by the listener t is an essential part of communication Active listening begins with an attitude of
acceptance and respect for the other person This kind of listening re(uires the listener to carefully 8take in9
the speakerlts words and respond in a way that shows appreciation for the speaker the speakerlts literal
meaning and the feelings and 8themes9 behind the speakerlts words ur efforts to establish an accepting
respectful climate will encourage the speaker to open up and allow herselfhimself to become known by the
listener
ommunication has several avenues that can get crossed if the speaker is not clear with the message or the
listener decodes it incorrectly hen we use our own words to repeat back what we think the student has just
communicated we are clarifying their message This HfeedbackH is called active listening Bor eample
tudent don0t like this school as much as my old one People are not very niceH
Para ou are unhappy at this school
tudent eah haven0t made any good friends o one includes me
Para ou feel left out here
tudent eah wish knew more people
The paraprofessional is verbali+ing what heshe thinks the student is saying This lets the student affirm what
the paraprofessional said or eplain their meaning in a different way
Active listening helps you communicate more productively with the student Active listening helps you more
fully understand what the student is saying and also helps the student articulate their concerns The time it
takes to learn and use active listening provides a number of benefits
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ctive Listening
4elps students deal with and HdefuseH strong feelings
4elps students understand their own emotions
Bacilitates problem solving
=eeps the responsibility with the student
akes students more willing to listen to others
Promotes a closer more meaningful relationship between para and student
uidelines for ctive Listening
how that you accept what the person says because it is true for that person ampye contact nods of the
head and responses such as 8 see9 or 8 understand9 indicate that you have heard and accept what
the speaker is saying Acceptance does not imply agreement
)ook for 8the music behind the words9 Tune in to the speakerlts feelings identify unspoken 8themes9
and try to grasp the overall picture 1esponses such as 8ou seem angry calm happy etc9
acknowledge feelings and indicate that you accept their being epressed Pay attention to nonverbal
cues and to what they communicate
1eflect back to the person what you have heard 1esponses such as 8ou seem to be saying9 or 8f
understand you correctly you mean9 allow the speaker to correct any misperceptions you might
have
$ Ask eploratory or clarifying (uestions to further your understanding and to enhance the personlts
feelings of being listened to and understood 84ow do you feel about that9 8an you say more about
that9
hings to void
Generali+ing 2ecause they direct the focus away from the speaker general statements 8ampverybody
feels that wayI9- usually arenltt helpful imilarly talking about your own eperiences 8 felt the same
way when9- will derail the speaker To say that you understand is enough Judging the peaker Approving or disapproving of what the speaker says calls attention to your value
system and away from the speakerlts concerns
Giving pinions ffering Advice and olving the Problem uch responses generally narrow the
speakerlts options and take responsibility away from the speaker rather than encouraging the speaker
to arrive at herhis own best solutions or allowing for collaboration
$ ampplaining or nterpreting the peakerlts 2ehavior 8ou probably feel that way because9 is a
psychoanalytic line that will likely create defensiveness
K Asking 8hy9 Euestions 8hy9 (uestions direct people into their heads and away from their feelings
8hy do you feel that way9 8hy do you think that9 may also create defensiveness as the speaker
seeks to justify herhimself
Problem Solving- voiding and esolving Conflicts
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nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation Problem solving techni(ues are a necessary component of working within a
team and working with students ow that we have discussed communication and listening skills they become
primary components in the problem3solving framework
nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation There may be some times when avoiding a conflict may be a good choice Bor
eample during a brief contact with an individual that you most likely will never see again it may be a good
idea to avoid a conflict 4owever in a work setting it is important to deal with conflict in a productive timely
and respectful way 6nresolved issues can negatively affect relationships the work environment and the
service (uality
Problem Solving- Constructive Criticism
onstructive criticism is most effective when it is delivered in a relaed manner riticism should eist to help
the paraprofessional or teacher understand what behaviors or work habits can be improved onstructive
criticism can be enhanced through the use of H messages9
The use of 8 messages9 can be a positive strategy to deal with conflict H essagesH can help you separate
the person from the problem and allow you to deal with the situation at hand without being aggressive towards
another person 8 essages9 let you eplain to another person how their behavior or actions affect you
without being perceived as hostile f the person confronted does not show an interest in problem solving you
may need to give a stronger 8 message9
Problem Solving )odel
hen problems arise it is best to try to solve the problem through the use of communication The following
model is designed to allow the paraprofessional to solve problems in a non3confrontational manner The model
utili+es five steps in which participants communicate ideas problems alternatives and solutions to one
another The following series of problem3solving techni(ues were developed by Anna )ou Pickett LMM- ou
may find these steps helpful in improving your ability to work better in a team t is important for you to
always address the person with whom you have the problem ork through the model and try to solve the
problem with the other person f you find that the problem still eists go through the channels of command
using the problem solving model
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Step ne$ Identify and Descrie the amprolem
Put the problem into your own words Try to use an H messageH to communicate your feelings Allow the other
person the opportunity to communicate their feelings as well A situation must be seen and clearly understood
before it can be resolved t isnltt always easy to put a problem into words but if it canltt be stated clearly it
will be impossible to choose a course of action that will lead to a satisfactory solution ampach person must
describe the situation in his or her own words and from their point of view This can be done by asking
(uestions like 8hat is the problem9 8ho is involved9 8ho is affected9 84ow are they affected9
Step wo$ Define and determine the causes of the prolem
Determine what the real problem is Get to the heart of the problem nce you have determined what the
problem is try to determine the cause of the problem hat behaviors or circumstances lead to the problem
2oth parties must agree on the problem and its causes before you can move to the net step tlts essential
net to determine what caused the problem as it caused by outside conditions such as contractual
agreements budget crunches etc- n this case the team may have little control over the situation but can
work together to decide how to 8survive9 the situation together or work to change it The cause may be a
misunderstanding of job roles and responsibilities The problem may be caused by a difference in values
attitudes age work eperience education cultural heritage religious beliefs or other personal traits
hatever the cause it must be clearly determined
Step hree$ Identify and evaluate potential solutions
2rainstorm as many solutions as you can Try not to think of pros and cons of the solutions generated Do not
analy+e the solutions just list them ow you can develop strategies Ask yourselves 8hat do we want to
achieve and how can we go about achieving it9 All those who are involved in the conflict should brainstorm a
list of solutions ore information may be needed in some areas to have a workable list of solutions Take the
time to get all the information needed Analy+e potential solutions 3 ill it work and what will it entail arrow
down the solutions and try to find a few that you can both agree on
Step Four$ Select a solution
Decide on a solution that both parties can agree on ake sure that both parties have an e(ual part in the
solution Decide who is going to do what and when et a date to meet again to discuss progress All those
participating in the brainstorming should decide which solution will fit the best for all involved ampveryone must
agree on the solution try it out and see if it works and get back together to revise or change the plan as
needed 2efore making any changes though each party should give the solution enough time to see if it will
work since new behaviors and skills donltt often change easily
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Step Five$ valuate the results
4as anything changed s another meeting needed 1evising and changing to meet the needs is essential o
solution is ever permanent The group should regularly evaluate the solution and make adjustments as
needed f the solution isnltt working maybe help from outside sources is needed
Problem Solving with the Teacher ho irects our or
n working side by side day after day with the teacher who directs your work youltre bound to have
differences in the way each of you would handle different situations These may be differences revolving
around procedures personal issues or techni(ues t may be that the two of you have different perceptions or
perhaps you have clashing emotional needs The conflict may come from a source as basic and common- as
having limited resources and deciding how to use them
onflict isnltt necessarily negative Although it may not seem so at the time there are positive functions of
conflict that are important to remember when working through differences Positive functions of conflict include
it
bull makes people have to clarify their position
bull helps others looks at different perceptions concerns and interests
bull encourages others to look for new facts
bull provides a source for developing more specific and long lasting solutions
bull gives the opportunity to establish mutual trust
bull results in personal and social change
bull prevents situations from getting worse
tlts essential to work through differences in order for the paraprofessional and the teacher supervisor or the
larger team to succeed in providing the best service possible for the students or students ampffective teams are
marked by mutual ownership 6sing consensus during problem3solving discussions is critical for each person so
all can claim ownership for the outcomes and solutions
mportant guidelines for using a consensus approach are
bull )istening and paying attention to each other
bull Asking open3ended (uestions using 8what9 and 8how9
bull ot agreeing too (uickly with each other
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bull Generating multiple options F challenge the limitsI
bull Treating options as alternatives not answers
bull ot arguing blindly for your views
bull Treating your differences as strengths
ou will know you have reached consensus when
bull 2oth of you agree on a single alternative
bull ampach of you can honestly say
o 8 believe you understand my point of view9
o 8 believe understand your point of view9
o 8hether or not prefer this decision support it because it was arrived at fairly and openly
and itlts the best solution for us at this time9
Summary
ou have reached the conclusion of this unit hoosing the net arrow will take you back to the core area home
page Please have your facilitator advise you on what steps to take net
To continue eploring topics addressed in this unit follow the eplore link from the core area home page
Information for this unit was gathered in part from the following resources
A oparison of Passi$e Asserti$e and Aggressi$e Beha$ior adapted ith perission fro training aterials de$eloped amp the Aerican
ederation of Teachers Washington
Bod anguage and oice adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
+ordon Training nternational (-1) Teacher Effecti$eness Training etrie$ed on April 16 -- fro +ordon Training nternational
Weamp site httpwwwgordontrainingcomindexhtml
nstitute on ounit ntegration (nd) The Paraprofessional An ntroduction (acilitator0s Edition and tudent0s Edition) opiled amp
2ean Ness 3inneapolis 3N 4ni$ersit of 3innesota
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Pic5ett A (19) A Training Progra for Paraprofessionals Wor5ing ith pecial Education and elated er$ices Ne 7or5 N7
National esource enter for Paraprofessionals in pecial Education and elated er$ices
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Pro8ect PAA (nd) Paraeducator elf tud Progra etrie$ed on April 11 -- fro Pro8ect PAA Weamp site
httpparaunledudefaulthtml
Tel$e Barriers to ounication adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
Lesson 2
bull Twelve 2arriers to ommunication
Lesson 4
bull 2ehavior tyles
Lesson 5
bull 2ody )anguage and 7oice
bull 1oadblocks
Lesson 6
bull Paraprofessional elf3ampvaluation Borm
Lesson 7
bull cenario
Lesson 8
bull Active )istening
Lesson 9
bull 4ow Do ou 1espond to onflict
Lesson 10
bull 8 9 essage
Lesson 11
bull Problem olving
Lesson 12
bull 1ole Play Activity
(I)IIS
Activities that are included in this section include only those activities that will be led by the facilitator ther
activities can be found in the lessons
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Passive Assertive N Aggressive 2ehavior and 2ody )anguage Activity
tudents will read and discuss the two charts A omparison of Passive Assertive and Aggressive 2ehavior
and 2ody )anguage and 7oice ince manipulative behavior has not been discussed separately ask students
which category they feel manipulative behaviors most often fall within Bacilitate a discussion or role play idea
to demonstrate various body postures and language
1ole Play on ommunication tyles
Ask for volunteers to do the following role play one taking an aggressive approach one a passive approach
and one an assertive approach The fourth will act as the supervisor who will react to these situations After
the role plays discuss which method of addressing the supervisor was the most effective ampncourage students
to be assertive when resolving issues
ituation The school paraprofessional has just completed the first week on the job and is beginning to feel
comfortable with the role but on Briday is told that starting onday he or she is to ride the bus with a very
unruly bunch of students to maintain control The paraprofessional feels totally une(uipped to handle this role
and doesnltt know how to prepare 4e or she goes to the supervisor to discuss the upcoming assignment 4ave
each student act out this situation with the supervisor The passive person will say little and have a hard time
epressing fears and concerns The aggressive person will make demands The assertive one will clearly state
concerns ask for proper support and negotiate with the supervisor
Divide the class into groups of eight to ten students standing in a circle Direct each person to reach across
the circle and hold the hand of the person across from them Then with the other hand reach across the circle
and hold the hand of another person ake sure everyone is holding the hand of two different people so the
group is tied in a knot Tell the group that the object is to untangle themselves without letting go 4ow did
they go about untangling the knots hat happened to the group as you began to untangle the knot 4ow did
the group work together to untangle itself hat strategies did the group use to plan its untangling hat did
you learn about solving comple problems in a group
DIS(USSI
ommunication kill 1ating
4ave paraprofessionals fill out the rating on their owngt facilitate a discussion on communication skills and
make suggestions on ways to strengthen weak areas an also use this topic as a discussion on your discussion
board
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4ave students draw a line down the middle of a sheet of paper n the left write 8my strengths9 and on the
right 8my weaknesses9 ake a list of your strengths and weaknesses on the job including your
communication skills as you see them hare this list with someone at work or a family member or friend This
assignment will be turned in and discussed in the net session
Teamwork and ommunication
6se these topical (uestions to facilitate discussions with your learning group
Teamwork
O Discuss the characteristics that must be present for effective teamwork
Discuss situations in which you were part of a team
hat were the characteristics of the team 4ow well the team function ere there any characteristics that
were absent from the team that would have helped the team to function better f so how did their absence
impact the team
O 2rainstorm with the group some positive steps they can take to become more e(ual members of teams
2rainstorm ideas of how a paraprofessional can be a member of a team meeting when the meetings are held at
times they cannot attend ie during bus duty after or before hours- ne solution could be for the
paraprofessional to develop a written form with his or her supervisor to use to relay information about the
individual being discussed that clearly addresses the paraprofessionallts concerns and eperiences
O Discuss job roles responsibilities goals time communication and the importance of each in the role of the
paraprofessional in a teamwork situation There might be a lot of discussion about how the paraprofessional
doesnltt feel a part of a team and isnltt allowed to participate as an active team member
O Discuss each of the task functions 4ave students give eamples of each 1elate team discussions to both
education and direct care situations ake sure students understand these are important functions for all
members of the team to recogni+e tudents will come up with eamples of teams with which theyltve been
involved or familiar and that worked well together 2rainstorm with students how they can encourage others
they work with to use the positive behaviors more fre(uently
ommunication
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hat are several steps you can take to improve listening skills
hy do you think effective communication is important to the relationship between the paraprofessional and
the supervisor
Give an eample of a time when you feel you communicated in a positive manner with someone hat made it
successful
hat elements contribute to effective communication
hat strategies can paraprofessionals and their supervisors use to enhance communication
)ist various ways that a person communicates
hy is communication important
hat do you feel are your strengths in active listening
hat active listening skills would you like to improve
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bull trigger defensiveness resistance and resentment
bull lead to dependency withdrawal feelings of defeat or inade(uacy
bull thwart the other person0s problem solving efficiency
bull decrease the likelihood of successful team problem solving processes
bull reduce the likelihood of constructively epressing true feelings
bull increase the emotional distance between people
bull can cause permanent damage to a relationship
Effective Communication
ommunicating effectively is the cornerstone of education ithout effective communication ideas directions
and thoughts are lost or misunderstood n education a lack of effective communication practices can have
serious repercussions tudents may not understand instructional material paraprofessionals may not
understand directions given to them and teachers may not understand that a gap in communication is
forming n order to be understood in the manner in which we intend we must learn to communicate
effectively
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There are two major components to effective communication 5 speaking and listening Although we may
spend almost half our working hours listening most of us have few effective listening skills to support our
efforts )istening is a highly effective and necessary communications tool )istening is not just a case of our
hearing the message but of our ability to understand evaluate and respond 5 skills which no team or
partnership can be without
6nless we pay attention and understand what others are telling us it is impossible to fulfill our work
responsibilities completely and appropriately 7irginia atir a well3known family therapist captures the
dilemma we all face on a daily basis in the following poem
8The Dilemma9
by 7irginia atir
8o two people think alike on everything
o two people feel the same way at
all times within a relationship
o two people want the same things
or want them at the same time
People operate from different time tables
e are in fact autonomous different
and uni(ue beings
et we are at the same time dependent
on others
e need them to help us get
many of the things we want or not
prevent us from getting them-
e are also dependent on others to validate our
eistence and worth9
hen the teacher who directs your work gives you instructions it not only involves listening to the directions
but also understanding what is being asked of you n order to effectively support students it is important to
maintain consistency in the way in which these supports are delivered To restate what the poem by atir has
stated we all have our perceptions of what is observed ampffective communication is the process of getting our
perceptions in line with those with whom we work on a daily basis t is necessary to improve listening skills in
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order to become a more effective communicator and problem solver because listening involves not just
hearing the message but the ability to understand remember evaluate and respond
The ational ampducation Association suggests several steps to improve listening skills
Move your mouse over each step to read more about it
Information in this lesson is used with permission from
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Communication Styles
Assertive communication is the most desirable and productive behavior in accomplishing your job Assertive
communication doesnltt always feel 8comfortable9 The first step in being assertive is understanding what
8assertive9 means Assertive communication comes when you
bull =now what you need
bull amppress yourself clearly
bull hoose the best time to discuss issues
bull heck for clarification
bull
Act in an empowered manner
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bull Act responsibly and follow through
bull Act in a direct manner
bull amppress yourself honestly and respectfully
Passive or nonassertive communication occurs when you remain silent when you ought to ask for help or
eplain your needs Passive behavior communicates a sense of inferiority The passive person acts as if otherslt
rights and needs are more important than his or her own
ith this communication style others donltt know when you need help because you try to act as if therelts no
problem This behavior doesnltt serve you well on the job or with the individuals for whom youltre working n
your work as a paraprofessional you need to feel comfortable and know that you have the right to ask for
assistance when needed
Aggressive communication is very demanding and is often disrespectful to those at whom itlts directed
Aggressive communication fre(uently gives the impression that 8my needs wants and rights come first9
hen someone is acting in an aggressive manner he or she doesnltt ask for assistance but demands it This
communication style is usually met by strong disapproval
Communicating with Students
hen talking with students it is important to engage in behaviors that facilitate openness and acceptance
hen we actively demonstrate specific behaviors students tend to be more receptive to listening and
communicating with us
Follow these suggestions while communicating with students
Posture
Try to make your posture mirror that of the students t is helpful to have your shoulders s(uared with
the student0s and on about the same level so you are face3to3face t is also helpful to have a slightly
forward lean toward the student
Eye Contact
ampye contact with students shows that you are interested in what they have to say
Facial Eression
hat is shown on your face should match what is on the child0s miling when the child is obviously
sad would be an eample of an incongruent facial epression
istance
Distance from the child shouldn0t be too close or too distantgt about to $ feet is the average
tanding too close can make the student uncomfortable while standing too far away can indicate that
you are disinterested in what the students is saying
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istracting Behaviors
Distracting behaviors such as playing with your hands staring out the window or doing something
else while listening should be eliminated when talking to students or staff members
oice $uality
our tone should match the child0s t would be inappropriate to be loud if the child is in a (uiet
mood
ead a few more helful hints hereamp
Initiating and Directing Student Responses
As educators we ask (uestions of students on a daily basis As with any form of communication the way the
(uestion is phrased will affect the (uality and type of answer we will receive The purpose of asking (uestions
to gain information from others These are called information seeking (uestions ther (uestions may provide
information and direct the student to answer in a certain way or they may clarify or confirm information
ost of the (uestions asked of students are direct (uestions and a specific answer is re(uired Bor eample
8an you tell me the answer to C9 This form of (uestion is interrogative and is usually a closed answer
(uestion where the student is looking for a specific answer Euestions that are open ended (uestions and
indicate to the student to epress his or her thoughts or opinions Bor eample 84ow did you come to that
conclusion9
2y becoming a more effective (uestioner you are providing opportunities for students to more openly respond
and relay their thoughts This promotes students to be more reflective and provides situations for them to
actively become involved in their learning 2y learning more about your style of (uestioning you will become
more effective when asking (uestions
Use these suggestions to practice effectively asking questions of students
Pause effectively before and after asing a (uestion
Pausing before you ask a (uestion gives you time to phrase your (uestion Pausing after you ask your(uestion allows the student to think about their response
)onitor your (uestioning interactions
hat types of (uestions do you ask Do you ask closed (uestions when what you really wanted were
for the student to elaborate on his or her answer Ask the (uestion in a format reflective of the
information you are seeking
s meaningful (uestions
onitor how many (uestions you ask and the types of (uestions ould you make (uestioning more
effective if you asked fewer (uestions more (uestions or different types of (uestions
Chec for +nderstanding
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t is important that we monitor students0 understanding To check if a student understands what was
communicated ask the student to repeat directions (uestions or summari+e what was said
Positive Communication Strategies
t is very important for you to have an effective working relationship with the people you work with regularly A
major component of this relationship involves good communication Good communication not only involves the
ability to speak but also e(ually as important is the ability to listen 2y practicing effective communication
relationships can be greatly enhanced which will result in the best possible support for students and their
families
4ere are some strategies to remember when trying to pay attention to positive communication
Active listeners make good communicators Active listeners have positive attitudes and open minds They show
interest in what the other person is saying by nonverbal cues good eye contact and remembering what was
said
ampveryonelts attitudes and feelings must be known respected and understood f they arenltt shared the
relationship wonltt be open or growing Those attitudes cover such arenas as individual roles and duties
persons with disabilities instructional styles management styles and the contributions of others and each
other-
An understanding of similarities and differences between supervisor and paraprofessional must be recogni+ed
and understood Those may relate to different values cultural and religious heritage levels of education or
levels of eperience
ou and the teacher who directs your work should develop and share a common vocabulary and a system of
nonverbal cues 7erbal and nonverbal cues play an important part in communication Gestures facial
epressions posture and eye contact are eamples of nonverbal communication Bacial epressions give
feedback about whether or not information has been understood and is being received and the listenerlts
attitude about the information Posture and body movements also communicate attitude ampye contact and facial
epressions can give a sense of a positive F or negative F relationship between people
The teacher who directs your work must make sure directions and epectations are clearly understood and that
you are able to perform the assigned tasks prior to implementing them
ou must be willing and assertive enough to ask for clarification or assistance if the assignment isnltt
understood ou must eplain clearly what you need to be successful in your position
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ou and the teacher who directs your work should discuss and decide together what special interests talents
and training the paraprofessional has that will complement and enhance the delivery of services
The team must work together to create a climate of cooperation trust respect and loyalty by meeting
regularly to discuss procedures and techni(ues that will establish and maintain open channels of
communication
ilence is a form of communication tlts a difficult form of communication to understand because it can mean
anger or grief or depression t can also mean that the listener understands what is being said t is important
to be assertive in your response when listening so that the person who is trying to communicate with you
knows your level of understanding and that there is agreement ilence can block that ability to have
cooperative communication
Factors ffecting istening
Listening Skills
)istening is an important part of effective communication e need to concentrate on encouraging not only
students but ourselves to ehibit good listening behaviors and strategies )istening is a process that involves
actively hearing what another person is communicating and attending to that communication )istening is how
we receive the verbal portion of a person0s message 2y listening we can show concern and interest in
understanding both the person and the situation
)istening can be affected by personal bias environmental factors a short attention span rehearsing a
response daydreaming hot words or through the use of filtering
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ctive istening Strategies
Active listening is the process of listening and responding in such a way that the speaker feels accepted and
respected by the listener t is an essential part of communication Active listening begins with an attitude of
acceptance and respect for the other person This kind of listening re(uires the listener to carefully 8take in9
the speakerlts words and respond in a way that shows appreciation for the speaker the speakerlts literal
meaning and the feelings and 8themes9 behind the speakerlts words ur efforts to establish an accepting
respectful climate will encourage the speaker to open up and allow herselfhimself to become known by the
listener
ommunication has several avenues that can get crossed if the speaker is not clear with the message or the
listener decodes it incorrectly hen we use our own words to repeat back what we think the student has just
communicated we are clarifying their message This HfeedbackH is called active listening Bor eample
tudent don0t like this school as much as my old one People are not very niceH
Para ou are unhappy at this school
tudent eah haven0t made any good friends o one includes me
Para ou feel left out here
tudent eah wish knew more people
The paraprofessional is verbali+ing what heshe thinks the student is saying This lets the student affirm what
the paraprofessional said or eplain their meaning in a different way
Active listening helps you communicate more productively with the student Active listening helps you more
fully understand what the student is saying and also helps the student articulate their concerns The time it
takes to learn and use active listening provides a number of benefits
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ctive Listening
4elps students deal with and HdefuseH strong feelings
4elps students understand their own emotions
Bacilitates problem solving
=eeps the responsibility with the student
akes students more willing to listen to others
Promotes a closer more meaningful relationship between para and student
uidelines for ctive Listening
how that you accept what the person says because it is true for that person ampye contact nods of the
head and responses such as 8 see9 or 8 understand9 indicate that you have heard and accept what
the speaker is saying Acceptance does not imply agreement
)ook for 8the music behind the words9 Tune in to the speakerlts feelings identify unspoken 8themes9
and try to grasp the overall picture 1esponses such as 8ou seem angry calm happy etc9
acknowledge feelings and indicate that you accept their being epressed Pay attention to nonverbal
cues and to what they communicate
1eflect back to the person what you have heard 1esponses such as 8ou seem to be saying9 or 8f
understand you correctly you mean9 allow the speaker to correct any misperceptions you might
have
$ Ask eploratory or clarifying (uestions to further your understanding and to enhance the personlts
feelings of being listened to and understood 84ow do you feel about that9 8an you say more about
that9
hings to void
Generali+ing 2ecause they direct the focus away from the speaker general statements 8ampverybody
feels that wayI9- usually arenltt helpful imilarly talking about your own eperiences 8 felt the same
way when9- will derail the speaker To say that you understand is enough Judging the peaker Approving or disapproving of what the speaker says calls attention to your value
system and away from the speakerlts concerns
Giving pinions ffering Advice and olving the Problem uch responses generally narrow the
speakerlts options and take responsibility away from the speaker rather than encouraging the speaker
to arrive at herhis own best solutions or allowing for collaboration
$ ampplaining or nterpreting the peakerlts 2ehavior 8ou probably feel that way because9 is a
psychoanalytic line that will likely create defensiveness
K Asking 8hy9 Euestions 8hy9 (uestions direct people into their heads and away from their feelings
8hy do you feel that way9 8hy do you think that9 may also create defensiveness as the speaker
seeks to justify herhimself
Problem Solving- voiding and esolving Conflicts
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nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation Problem solving techni(ues are a necessary component of working within a
team and working with students ow that we have discussed communication and listening skills they become
primary components in the problem3solving framework
nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation There may be some times when avoiding a conflict may be a good choice Bor
eample during a brief contact with an individual that you most likely will never see again it may be a good
idea to avoid a conflict 4owever in a work setting it is important to deal with conflict in a productive timely
and respectful way 6nresolved issues can negatively affect relationships the work environment and the
service (uality
Problem Solving- Constructive Criticism
onstructive criticism is most effective when it is delivered in a relaed manner riticism should eist to help
the paraprofessional or teacher understand what behaviors or work habits can be improved onstructive
criticism can be enhanced through the use of H messages9
The use of 8 messages9 can be a positive strategy to deal with conflict H essagesH can help you separate
the person from the problem and allow you to deal with the situation at hand without being aggressive towards
another person 8 essages9 let you eplain to another person how their behavior or actions affect you
without being perceived as hostile f the person confronted does not show an interest in problem solving you
may need to give a stronger 8 message9
Problem Solving )odel
hen problems arise it is best to try to solve the problem through the use of communication The following
model is designed to allow the paraprofessional to solve problems in a non3confrontational manner The model
utili+es five steps in which participants communicate ideas problems alternatives and solutions to one
another The following series of problem3solving techni(ues were developed by Anna )ou Pickett LMM- ou
may find these steps helpful in improving your ability to work better in a team t is important for you to
always address the person with whom you have the problem ork through the model and try to solve the
problem with the other person f you find that the problem still eists go through the channels of command
using the problem solving model
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Step ne$ Identify and Descrie the amprolem
Put the problem into your own words Try to use an H messageH to communicate your feelings Allow the other
person the opportunity to communicate their feelings as well A situation must be seen and clearly understood
before it can be resolved t isnltt always easy to put a problem into words but if it canltt be stated clearly it
will be impossible to choose a course of action that will lead to a satisfactory solution ampach person must
describe the situation in his or her own words and from their point of view This can be done by asking
(uestions like 8hat is the problem9 8ho is involved9 8ho is affected9 84ow are they affected9
Step wo$ Define and determine the causes of the prolem
Determine what the real problem is Get to the heart of the problem nce you have determined what the
problem is try to determine the cause of the problem hat behaviors or circumstances lead to the problem
2oth parties must agree on the problem and its causes before you can move to the net step tlts essential
net to determine what caused the problem as it caused by outside conditions such as contractual
agreements budget crunches etc- n this case the team may have little control over the situation but can
work together to decide how to 8survive9 the situation together or work to change it The cause may be a
misunderstanding of job roles and responsibilities The problem may be caused by a difference in values
attitudes age work eperience education cultural heritage religious beliefs or other personal traits
hatever the cause it must be clearly determined
Step hree$ Identify and evaluate potential solutions
2rainstorm as many solutions as you can Try not to think of pros and cons of the solutions generated Do not
analy+e the solutions just list them ow you can develop strategies Ask yourselves 8hat do we want to
achieve and how can we go about achieving it9 All those who are involved in the conflict should brainstorm a
list of solutions ore information may be needed in some areas to have a workable list of solutions Take the
time to get all the information needed Analy+e potential solutions 3 ill it work and what will it entail arrow
down the solutions and try to find a few that you can both agree on
Step Four$ Select a solution
Decide on a solution that both parties can agree on ake sure that both parties have an e(ual part in the
solution Decide who is going to do what and when et a date to meet again to discuss progress All those
participating in the brainstorming should decide which solution will fit the best for all involved ampveryone must
agree on the solution try it out and see if it works and get back together to revise or change the plan as
needed 2efore making any changes though each party should give the solution enough time to see if it will
work since new behaviors and skills donltt often change easily
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Step Five$ valuate the results
4as anything changed s another meeting needed 1evising and changing to meet the needs is essential o
solution is ever permanent The group should regularly evaluate the solution and make adjustments as
needed f the solution isnltt working maybe help from outside sources is needed
Problem Solving with the Teacher ho irects our or
n working side by side day after day with the teacher who directs your work youltre bound to have
differences in the way each of you would handle different situations These may be differences revolving
around procedures personal issues or techni(ues t may be that the two of you have different perceptions or
perhaps you have clashing emotional needs The conflict may come from a source as basic and common- as
having limited resources and deciding how to use them
onflict isnltt necessarily negative Although it may not seem so at the time there are positive functions of
conflict that are important to remember when working through differences Positive functions of conflict include
it
bull makes people have to clarify their position
bull helps others looks at different perceptions concerns and interests
bull encourages others to look for new facts
bull provides a source for developing more specific and long lasting solutions
bull gives the opportunity to establish mutual trust
bull results in personal and social change
bull prevents situations from getting worse
tlts essential to work through differences in order for the paraprofessional and the teacher supervisor or the
larger team to succeed in providing the best service possible for the students or students ampffective teams are
marked by mutual ownership 6sing consensus during problem3solving discussions is critical for each person so
all can claim ownership for the outcomes and solutions
mportant guidelines for using a consensus approach are
bull )istening and paying attention to each other
bull Asking open3ended (uestions using 8what9 and 8how9
bull ot agreeing too (uickly with each other
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bull Generating multiple options F challenge the limitsI
bull Treating options as alternatives not answers
bull ot arguing blindly for your views
bull Treating your differences as strengths
ou will know you have reached consensus when
bull 2oth of you agree on a single alternative
bull ampach of you can honestly say
o 8 believe you understand my point of view9
o 8 believe understand your point of view9
o 8hether or not prefer this decision support it because it was arrived at fairly and openly
and itlts the best solution for us at this time9
Summary
ou have reached the conclusion of this unit hoosing the net arrow will take you back to the core area home
page Please have your facilitator advise you on what steps to take net
To continue eploring topics addressed in this unit follow the eplore link from the core area home page
Information for this unit was gathered in part from the following resources
A oparison of Passi$e Asserti$e and Aggressi$e Beha$ior adapted ith perission fro training aterials de$eloped amp the Aerican
ederation of Teachers Washington
Bod anguage and oice adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
+ordon Training nternational (-1) Teacher Effecti$eness Training etrie$ed on April 16 -- fro +ordon Training nternational
Weamp site httpwwwgordontrainingcomindexhtml
nstitute on ounit ntegration (nd) The Paraprofessional An ntroduction (acilitator0s Edition and tudent0s Edition) opiled amp
2ean Ness 3inneapolis 3N 4ni$ersit of 3innesota
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Pic5ett A (19) A Training Progra for Paraprofessionals Wor5ing ith pecial Education and elated er$ices Ne 7or5 N7
National esource enter for Paraprofessionals in pecial Education and elated er$ices
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Pro8ect PAA (nd) Paraeducator elf tud Progra etrie$ed on April 11 -- fro Pro8ect PAA Weamp site
httpparaunledudefaulthtml
Tel$e Barriers to ounication adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
Lesson 2
bull Twelve 2arriers to ommunication
Lesson 4
bull 2ehavior tyles
Lesson 5
bull 2ody )anguage and 7oice
bull 1oadblocks
Lesson 6
bull Paraprofessional elf3ampvaluation Borm
Lesson 7
bull cenario
Lesson 8
bull Active )istening
Lesson 9
bull 4ow Do ou 1espond to onflict
Lesson 10
bull 8 9 essage
Lesson 11
bull Problem olving
Lesson 12
bull 1ole Play Activity
(I)IIS
Activities that are included in this section include only those activities that will be led by the facilitator ther
activities can be found in the lessons
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Passive Assertive N Aggressive 2ehavior and 2ody )anguage Activity
tudents will read and discuss the two charts A omparison of Passive Assertive and Aggressive 2ehavior
and 2ody )anguage and 7oice ince manipulative behavior has not been discussed separately ask students
which category they feel manipulative behaviors most often fall within Bacilitate a discussion or role play idea
to demonstrate various body postures and language
1ole Play on ommunication tyles
Ask for volunteers to do the following role play one taking an aggressive approach one a passive approach
and one an assertive approach The fourth will act as the supervisor who will react to these situations After
the role plays discuss which method of addressing the supervisor was the most effective ampncourage students
to be assertive when resolving issues
ituation The school paraprofessional has just completed the first week on the job and is beginning to feel
comfortable with the role but on Briday is told that starting onday he or she is to ride the bus with a very
unruly bunch of students to maintain control The paraprofessional feels totally une(uipped to handle this role
and doesnltt know how to prepare 4e or she goes to the supervisor to discuss the upcoming assignment 4ave
each student act out this situation with the supervisor The passive person will say little and have a hard time
epressing fears and concerns The aggressive person will make demands The assertive one will clearly state
concerns ask for proper support and negotiate with the supervisor
Divide the class into groups of eight to ten students standing in a circle Direct each person to reach across
the circle and hold the hand of the person across from them Then with the other hand reach across the circle
and hold the hand of another person ake sure everyone is holding the hand of two different people so the
group is tied in a knot Tell the group that the object is to untangle themselves without letting go 4ow did
they go about untangling the knots hat happened to the group as you began to untangle the knot 4ow did
the group work together to untangle itself hat strategies did the group use to plan its untangling hat did
you learn about solving comple problems in a group
DIS(USSI
ommunication kill 1ating
4ave paraprofessionals fill out the rating on their owngt facilitate a discussion on communication skills and
make suggestions on ways to strengthen weak areas an also use this topic as a discussion on your discussion
board
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4ave students draw a line down the middle of a sheet of paper n the left write 8my strengths9 and on the
right 8my weaknesses9 ake a list of your strengths and weaknesses on the job including your
communication skills as you see them hare this list with someone at work or a family member or friend This
assignment will be turned in and discussed in the net session
Teamwork and ommunication
6se these topical (uestions to facilitate discussions with your learning group
Teamwork
O Discuss the characteristics that must be present for effective teamwork
Discuss situations in which you were part of a team
hat were the characteristics of the team 4ow well the team function ere there any characteristics that
were absent from the team that would have helped the team to function better f so how did their absence
impact the team
O 2rainstorm with the group some positive steps they can take to become more e(ual members of teams
2rainstorm ideas of how a paraprofessional can be a member of a team meeting when the meetings are held at
times they cannot attend ie during bus duty after or before hours- ne solution could be for the
paraprofessional to develop a written form with his or her supervisor to use to relay information about the
individual being discussed that clearly addresses the paraprofessionallts concerns and eperiences
O Discuss job roles responsibilities goals time communication and the importance of each in the role of the
paraprofessional in a teamwork situation There might be a lot of discussion about how the paraprofessional
doesnltt feel a part of a team and isnltt allowed to participate as an active team member
O Discuss each of the task functions 4ave students give eamples of each 1elate team discussions to both
education and direct care situations ake sure students understand these are important functions for all
members of the team to recogni+e tudents will come up with eamples of teams with which theyltve been
involved or familiar and that worked well together 2rainstorm with students how they can encourage others
they work with to use the positive behaviors more fre(uently
ommunication
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hat are several steps you can take to improve listening skills
hy do you think effective communication is important to the relationship between the paraprofessional and
the supervisor
Give an eample of a time when you feel you communicated in a positive manner with someone hat made it
successful
hat elements contribute to effective communication
hat strategies can paraprofessionals and their supervisors use to enhance communication
)ist various ways that a person communicates
hy is communication important
hat do you feel are your strengths in active listening
hat active listening skills would you like to improve
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There are two major components to effective communication 5 speaking and listening Although we may
spend almost half our working hours listening most of us have few effective listening skills to support our
efforts )istening is a highly effective and necessary communications tool )istening is not just a case of our
hearing the message but of our ability to understand evaluate and respond 5 skills which no team or
partnership can be without
6nless we pay attention and understand what others are telling us it is impossible to fulfill our work
responsibilities completely and appropriately 7irginia atir a well3known family therapist captures the
dilemma we all face on a daily basis in the following poem
8The Dilemma9
by 7irginia atir
8o two people think alike on everything
o two people feel the same way at
all times within a relationship
o two people want the same things
or want them at the same time
People operate from different time tables
e are in fact autonomous different
and uni(ue beings
et we are at the same time dependent
on others
e need them to help us get
many of the things we want or not
prevent us from getting them-
e are also dependent on others to validate our
eistence and worth9
hen the teacher who directs your work gives you instructions it not only involves listening to the directions
but also understanding what is being asked of you n order to effectively support students it is important to
maintain consistency in the way in which these supports are delivered To restate what the poem by atir has
stated we all have our perceptions of what is observed ampffective communication is the process of getting our
perceptions in line with those with whom we work on a daily basis t is necessary to improve listening skills in
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order to become a more effective communicator and problem solver because listening involves not just
hearing the message but the ability to understand remember evaluate and respond
The ational ampducation Association suggests several steps to improve listening skills
Move your mouse over each step to read more about it
Information in this lesson is used with permission from
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Communication Styles
Assertive communication is the most desirable and productive behavior in accomplishing your job Assertive
communication doesnltt always feel 8comfortable9 The first step in being assertive is understanding what
8assertive9 means Assertive communication comes when you
bull =now what you need
bull amppress yourself clearly
bull hoose the best time to discuss issues
bull heck for clarification
bull
Act in an empowered manner
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bull Act responsibly and follow through
bull Act in a direct manner
bull amppress yourself honestly and respectfully
Passive or nonassertive communication occurs when you remain silent when you ought to ask for help or
eplain your needs Passive behavior communicates a sense of inferiority The passive person acts as if otherslt
rights and needs are more important than his or her own
ith this communication style others donltt know when you need help because you try to act as if therelts no
problem This behavior doesnltt serve you well on the job or with the individuals for whom youltre working n
your work as a paraprofessional you need to feel comfortable and know that you have the right to ask for
assistance when needed
Aggressive communication is very demanding and is often disrespectful to those at whom itlts directed
Aggressive communication fre(uently gives the impression that 8my needs wants and rights come first9
hen someone is acting in an aggressive manner he or she doesnltt ask for assistance but demands it This
communication style is usually met by strong disapproval
Communicating with Students
hen talking with students it is important to engage in behaviors that facilitate openness and acceptance
hen we actively demonstrate specific behaviors students tend to be more receptive to listening and
communicating with us
Follow these suggestions while communicating with students
Posture
Try to make your posture mirror that of the students t is helpful to have your shoulders s(uared with
the student0s and on about the same level so you are face3to3face t is also helpful to have a slightly
forward lean toward the student
Eye Contact
ampye contact with students shows that you are interested in what they have to say
Facial Eression
hat is shown on your face should match what is on the child0s miling when the child is obviously
sad would be an eample of an incongruent facial epression
istance
Distance from the child shouldn0t be too close or too distantgt about to $ feet is the average
tanding too close can make the student uncomfortable while standing too far away can indicate that
you are disinterested in what the students is saying
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istracting Behaviors
Distracting behaviors such as playing with your hands staring out the window or doing something
else while listening should be eliminated when talking to students or staff members
oice $uality
our tone should match the child0s t would be inappropriate to be loud if the child is in a (uiet
mood
ead a few more helful hints hereamp
Initiating and Directing Student Responses
As educators we ask (uestions of students on a daily basis As with any form of communication the way the
(uestion is phrased will affect the (uality and type of answer we will receive The purpose of asking (uestions
to gain information from others These are called information seeking (uestions ther (uestions may provide
information and direct the student to answer in a certain way or they may clarify or confirm information
ost of the (uestions asked of students are direct (uestions and a specific answer is re(uired Bor eample
8an you tell me the answer to C9 This form of (uestion is interrogative and is usually a closed answer
(uestion where the student is looking for a specific answer Euestions that are open ended (uestions and
indicate to the student to epress his or her thoughts or opinions Bor eample 84ow did you come to that
conclusion9
2y becoming a more effective (uestioner you are providing opportunities for students to more openly respond
and relay their thoughts This promotes students to be more reflective and provides situations for them to
actively become involved in their learning 2y learning more about your style of (uestioning you will become
more effective when asking (uestions
Use these suggestions to practice effectively asking questions of students
Pause effectively before and after asing a (uestion
Pausing before you ask a (uestion gives you time to phrase your (uestion Pausing after you ask your(uestion allows the student to think about their response
)onitor your (uestioning interactions
hat types of (uestions do you ask Do you ask closed (uestions when what you really wanted were
for the student to elaborate on his or her answer Ask the (uestion in a format reflective of the
information you are seeking
s meaningful (uestions
onitor how many (uestions you ask and the types of (uestions ould you make (uestioning more
effective if you asked fewer (uestions more (uestions or different types of (uestions
Chec for +nderstanding
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t is important that we monitor students0 understanding To check if a student understands what was
communicated ask the student to repeat directions (uestions or summari+e what was said
Positive Communication Strategies
t is very important for you to have an effective working relationship with the people you work with regularly A
major component of this relationship involves good communication Good communication not only involves the
ability to speak but also e(ually as important is the ability to listen 2y practicing effective communication
relationships can be greatly enhanced which will result in the best possible support for students and their
families
4ere are some strategies to remember when trying to pay attention to positive communication
Active listeners make good communicators Active listeners have positive attitudes and open minds They show
interest in what the other person is saying by nonverbal cues good eye contact and remembering what was
said
ampveryonelts attitudes and feelings must be known respected and understood f they arenltt shared the
relationship wonltt be open or growing Those attitudes cover such arenas as individual roles and duties
persons with disabilities instructional styles management styles and the contributions of others and each
other-
An understanding of similarities and differences between supervisor and paraprofessional must be recogni+ed
and understood Those may relate to different values cultural and religious heritage levels of education or
levels of eperience
ou and the teacher who directs your work should develop and share a common vocabulary and a system of
nonverbal cues 7erbal and nonverbal cues play an important part in communication Gestures facial
epressions posture and eye contact are eamples of nonverbal communication Bacial epressions give
feedback about whether or not information has been understood and is being received and the listenerlts
attitude about the information Posture and body movements also communicate attitude ampye contact and facial
epressions can give a sense of a positive F or negative F relationship between people
The teacher who directs your work must make sure directions and epectations are clearly understood and that
you are able to perform the assigned tasks prior to implementing them
ou must be willing and assertive enough to ask for clarification or assistance if the assignment isnltt
understood ou must eplain clearly what you need to be successful in your position
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ou and the teacher who directs your work should discuss and decide together what special interests talents
and training the paraprofessional has that will complement and enhance the delivery of services
The team must work together to create a climate of cooperation trust respect and loyalty by meeting
regularly to discuss procedures and techni(ues that will establish and maintain open channels of
communication
ilence is a form of communication tlts a difficult form of communication to understand because it can mean
anger or grief or depression t can also mean that the listener understands what is being said t is important
to be assertive in your response when listening so that the person who is trying to communicate with you
knows your level of understanding and that there is agreement ilence can block that ability to have
cooperative communication
Factors ffecting istening
Listening Skills
)istening is an important part of effective communication e need to concentrate on encouraging not only
students but ourselves to ehibit good listening behaviors and strategies )istening is a process that involves
actively hearing what another person is communicating and attending to that communication )istening is how
we receive the verbal portion of a person0s message 2y listening we can show concern and interest in
understanding both the person and the situation
)istening can be affected by personal bias environmental factors a short attention span rehearsing a
response daydreaming hot words or through the use of filtering
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ctive istening Strategies
Active listening is the process of listening and responding in such a way that the speaker feels accepted and
respected by the listener t is an essential part of communication Active listening begins with an attitude of
acceptance and respect for the other person This kind of listening re(uires the listener to carefully 8take in9
the speakerlts words and respond in a way that shows appreciation for the speaker the speakerlts literal
meaning and the feelings and 8themes9 behind the speakerlts words ur efforts to establish an accepting
respectful climate will encourage the speaker to open up and allow herselfhimself to become known by the
listener
ommunication has several avenues that can get crossed if the speaker is not clear with the message or the
listener decodes it incorrectly hen we use our own words to repeat back what we think the student has just
communicated we are clarifying their message This HfeedbackH is called active listening Bor eample
tudent don0t like this school as much as my old one People are not very niceH
Para ou are unhappy at this school
tudent eah haven0t made any good friends o one includes me
Para ou feel left out here
tudent eah wish knew more people
The paraprofessional is verbali+ing what heshe thinks the student is saying This lets the student affirm what
the paraprofessional said or eplain their meaning in a different way
Active listening helps you communicate more productively with the student Active listening helps you more
fully understand what the student is saying and also helps the student articulate their concerns The time it
takes to learn and use active listening provides a number of benefits
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ctive Listening
4elps students deal with and HdefuseH strong feelings
4elps students understand their own emotions
Bacilitates problem solving
=eeps the responsibility with the student
akes students more willing to listen to others
Promotes a closer more meaningful relationship between para and student
uidelines for ctive Listening
how that you accept what the person says because it is true for that person ampye contact nods of the
head and responses such as 8 see9 or 8 understand9 indicate that you have heard and accept what
the speaker is saying Acceptance does not imply agreement
)ook for 8the music behind the words9 Tune in to the speakerlts feelings identify unspoken 8themes9
and try to grasp the overall picture 1esponses such as 8ou seem angry calm happy etc9
acknowledge feelings and indicate that you accept their being epressed Pay attention to nonverbal
cues and to what they communicate
1eflect back to the person what you have heard 1esponses such as 8ou seem to be saying9 or 8f
understand you correctly you mean9 allow the speaker to correct any misperceptions you might
have
$ Ask eploratory or clarifying (uestions to further your understanding and to enhance the personlts
feelings of being listened to and understood 84ow do you feel about that9 8an you say more about
that9
hings to void
Generali+ing 2ecause they direct the focus away from the speaker general statements 8ampverybody
feels that wayI9- usually arenltt helpful imilarly talking about your own eperiences 8 felt the same
way when9- will derail the speaker To say that you understand is enough Judging the peaker Approving or disapproving of what the speaker says calls attention to your value
system and away from the speakerlts concerns
Giving pinions ffering Advice and olving the Problem uch responses generally narrow the
speakerlts options and take responsibility away from the speaker rather than encouraging the speaker
to arrive at herhis own best solutions or allowing for collaboration
$ ampplaining or nterpreting the peakerlts 2ehavior 8ou probably feel that way because9 is a
psychoanalytic line that will likely create defensiveness
K Asking 8hy9 Euestions 8hy9 (uestions direct people into their heads and away from their feelings
8hy do you feel that way9 8hy do you think that9 may also create defensiveness as the speaker
seeks to justify herhimself
Problem Solving- voiding and esolving Conflicts
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nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation Problem solving techni(ues are a necessary component of working within a
team and working with students ow that we have discussed communication and listening skills they become
primary components in the problem3solving framework
nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation There may be some times when avoiding a conflict may be a good choice Bor
eample during a brief contact with an individual that you most likely will never see again it may be a good
idea to avoid a conflict 4owever in a work setting it is important to deal with conflict in a productive timely
and respectful way 6nresolved issues can negatively affect relationships the work environment and the
service (uality
Problem Solving- Constructive Criticism
onstructive criticism is most effective when it is delivered in a relaed manner riticism should eist to help
the paraprofessional or teacher understand what behaviors or work habits can be improved onstructive
criticism can be enhanced through the use of H messages9
The use of 8 messages9 can be a positive strategy to deal with conflict H essagesH can help you separate
the person from the problem and allow you to deal with the situation at hand without being aggressive towards
another person 8 essages9 let you eplain to another person how their behavior or actions affect you
without being perceived as hostile f the person confronted does not show an interest in problem solving you
may need to give a stronger 8 message9
Problem Solving )odel
hen problems arise it is best to try to solve the problem through the use of communication The following
model is designed to allow the paraprofessional to solve problems in a non3confrontational manner The model
utili+es five steps in which participants communicate ideas problems alternatives and solutions to one
another The following series of problem3solving techni(ues were developed by Anna )ou Pickett LMM- ou
may find these steps helpful in improving your ability to work better in a team t is important for you to
always address the person with whom you have the problem ork through the model and try to solve the
problem with the other person f you find that the problem still eists go through the channels of command
using the problem solving model
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Step ne$ Identify and Descrie the amprolem
Put the problem into your own words Try to use an H messageH to communicate your feelings Allow the other
person the opportunity to communicate their feelings as well A situation must be seen and clearly understood
before it can be resolved t isnltt always easy to put a problem into words but if it canltt be stated clearly it
will be impossible to choose a course of action that will lead to a satisfactory solution ampach person must
describe the situation in his or her own words and from their point of view This can be done by asking
(uestions like 8hat is the problem9 8ho is involved9 8ho is affected9 84ow are they affected9
Step wo$ Define and determine the causes of the prolem
Determine what the real problem is Get to the heart of the problem nce you have determined what the
problem is try to determine the cause of the problem hat behaviors or circumstances lead to the problem
2oth parties must agree on the problem and its causes before you can move to the net step tlts essential
net to determine what caused the problem as it caused by outside conditions such as contractual
agreements budget crunches etc- n this case the team may have little control over the situation but can
work together to decide how to 8survive9 the situation together or work to change it The cause may be a
misunderstanding of job roles and responsibilities The problem may be caused by a difference in values
attitudes age work eperience education cultural heritage religious beliefs or other personal traits
hatever the cause it must be clearly determined
Step hree$ Identify and evaluate potential solutions
2rainstorm as many solutions as you can Try not to think of pros and cons of the solutions generated Do not
analy+e the solutions just list them ow you can develop strategies Ask yourselves 8hat do we want to
achieve and how can we go about achieving it9 All those who are involved in the conflict should brainstorm a
list of solutions ore information may be needed in some areas to have a workable list of solutions Take the
time to get all the information needed Analy+e potential solutions 3 ill it work and what will it entail arrow
down the solutions and try to find a few that you can both agree on
Step Four$ Select a solution
Decide on a solution that both parties can agree on ake sure that both parties have an e(ual part in the
solution Decide who is going to do what and when et a date to meet again to discuss progress All those
participating in the brainstorming should decide which solution will fit the best for all involved ampveryone must
agree on the solution try it out and see if it works and get back together to revise or change the plan as
needed 2efore making any changes though each party should give the solution enough time to see if it will
work since new behaviors and skills donltt often change easily
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Step Five$ valuate the results
4as anything changed s another meeting needed 1evising and changing to meet the needs is essential o
solution is ever permanent The group should regularly evaluate the solution and make adjustments as
needed f the solution isnltt working maybe help from outside sources is needed
Problem Solving with the Teacher ho irects our or
n working side by side day after day with the teacher who directs your work youltre bound to have
differences in the way each of you would handle different situations These may be differences revolving
around procedures personal issues or techni(ues t may be that the two of you have different perceptions or
perhaps you have clashing emotional needs The conflict may come from a source as basic and common- as
having limited resources and deciding how to use them
onflict isnltt necessarily negative Although it may not seem so at the time there are positive functions of
conflict that are important to remember when working through differences Positive functions of conflict include
it
bull makes people have to clarify their position
bull helps others looks at different perceptions concerns and interests
bull encourages others to look for new facts
bull provides a source for developing more specific and long lasting solutions
bull gives the opportunity to establish mutual trust
bull results in personal and social change
bull prevents situations from getting worse
tlts essential to work through differences in order for the paraprofessional and the teacher supervisor or the
larger team to succeed in providing the best service possible for the students or students ampffective teams are
marked by mutual ownership 6sing consensus during problem3solving discussions is critical for each person so
all can claim ownership for the outcomes and solutions
mportant guidelines for using a consensus approach are
bull )istening and paying attention to each other
bull Asking open3ended (uestions using 8what9 and 8how9
bull ot agreeing too (uickly with each other
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bull Generating multiple options F challenge the limitsI
bull Treating options as alternatives not answers
bull ot arguing blindly for your views
bull Treating your differences as strengths
ou will know you have reached consensus when
bull 2oth of you agree on a single alternative
bull ampach of you can honestly say
o 8 believe you understand my point of view9
o 8 believe understand your point of view9
o 8hether or not prefer this decision support it because it was arrived at fairly and openly
and itlts the best solution for us at this time9
Summary
ou have reached the conclusion of this unit hoosing the net arrow will take you back to the core area home
page Please have your facilitator advise you on what steps to take net
To continue eploring topics addressed in this unit follow the eplore link from the core area home page
Information for this unit was gathered in part from the following resources
A oparison of Passi$e Asserti$e and Aggressi$e Beha$ior adapted ith perission fro training aterials de$eloped amp the Aerican
ederation of Teachers Washington
Bod anguage and oice adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
+ordon Training nternational (-1) Teacher Effecti$eness Training etrie$ed on April 16 -- fro +ordon Training nternational
Weamp site httpwwwgordontrainingcomindexhtml
nstitute on ounit ntegration (nd) The Paraprofessional An ntroduction (acilitator0s Edition and tudent0s Edition) opiled amp
2ean Ness 3inneapolis 3N 4ni$ersit of 3innesota
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Pic5ett A (19) A Training Progra for Paraprofessionals Wor5ing ith pecial Education and elated er$ices Ne 7or5 N7
National esource enter for Paraprofessionals in pecial Education and elated er$ices
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Pro8ect PAA (nd) Paraeducator elf tud Progra etrie$ed on April 11 -- fro Pro8ect PAA Weamp site
httpparaunledudefaulthtml
Tel$e Barriers to ounication adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
Lesson 2
bull Twelve 2arriers to ommunication
Lesson 4
bull 2ehavior tyles
Lesson 5
bull 2ody )anguage and 7oice
bull 1oadblocks
Lesson 6
bull Paraprofessional elf3ampvaluation Borm
Lesson 7
bull cenario
Lesson 8
bull Active )istening
Lesson 9
bull 4ow Do ou 1espond to onflict
Lesson 10
bull 8 9 essage
Lesson 11
bull Problem olving
Lesson 12
bull 1ole Play Activity
(I)IIS
Activities that are included in this section include only those activities that will be led by the facilitator ther
activities can be found in the lessons
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Passive Assertive N Aggressive 2ehavior and 2ody )anguage Activity
tudents will read and discuss the two charts A omparison of Passive Assertive and Aggressive 2ehavior
and 2ody )anguage and 7oice ince manipulative behavior has not been discussed separately ask students
which category they feel manipulative behaviors most often fall within Bacilitate a discussion or role play idea
to demonstrate various body postures and language
1ole Play on ommunication tyles
Ask for volunteers to do the following role play one taking an aggressive approach one a passive approach
and one an assertive approach The fourth will act as the supervisor who will react to these situations After
the role plays discuss which method of addressing the supervisor was the most effective ampncourage students
to be assertive when resolving issues
ituation The school paraprofessional has just completed the first week on the job and is beginning to feel
comfortable with the role but on Briday is told that starting onday he or she is to ride the bus with a very
unruly bunch of students to maintain control The paraprofessional feels totally une(uipped to handle this role
and doesnltt know how to prepare 4e or she goes to the supervisor to discuss the upcoming assignment 4ave
each student act out this situation with the supervisor The passive person will say little and have a hard time
epressing fears and concerns The aggressive person will make demands The assertive one will clearly state
concerns ask for proper support and negotiate with the supervisor
Divide the class into groups of eight to ten students standing in a circle Direct each person to reach across
the circle and hold the hand of the person across from them Then with the other hand reach across the circle
and hold the hand of another person ake sure everyone is holding the hand of two different people so the
group is tied in a knot Tell the group that the object is to untangle themselves without letting go 4ow did
they go about untangling the knots hat happened to the group as you began to untangle the knot 4ow did
the group work together to untangle itself hat strategies did the group use to plan its untangling hat did
you learn about solving comple problems in a group
DIS(USSI
ommunication kill 1ating
4ave paraprofessionals fill out the rating on their owngt facilitate a discussion on communication skills and
make suggestions on ways to strengthen weak areas an also use this topic as a discussion on your discussion
board
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4ave students draw a line down the middle of a sheet of paper n the left write 8my strengths9 and on the
right 8my weaknesses9 ake a list of your strengths and weaknesses on the job including your
communication skills as you see them hare this list with someone at work or a family member or friend This
assignment will be turned in and discussed in the net session
Teamwork and ommunication
6se these topical (uestions to facilitate discussions with your learning group
Teamwork
O Discuss the characteristics that must be present for effective teamwork
Discuss situations in which you were part of a team
hat were the characteristics of the team 4ow well the team function ere there any characteristics that
were absent from the team that would have helped the team to function better f so how did their absence
impact the team
O 2rainstorm with the group some positive steps they can take to become more e(ual members of teams
2rainstorm ideas of how a paraprofessional can be a member of a team meeting when the meetings are held at
times they cannot attend ie during bus duty after or before hours- ne solution could be for the
paraprofessional to develop a written form with his or her supervisor to use to relay information about the
individual being discussed that clearly addresses the paraprofessionallts concerns and eperiences
O Discuss job roles responsibilities goals time communication and the importance of each in the role of the
paraprofessional in a teamwork situation There might be a lot of discussion about how the paraprofessional
doesnltt feel a part of a team and isnltt allowed to participate as an active team member
O Discuss each of the task functions 4ave students give eamples of each 1elate team discussions to both
education and direct care situations ake sure students understand these are important functions for all
members of the team to recogni+e tudents will come up with eamples of teams with which theyltve been
involved or familiar and that worked well together 2rainstorm with students how they can encourage others
they work with to use the positive behaviors more fre(uently
ommunication
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hat are several steps you can take to improve listening skills
hy do you think effective communication is important to the relationship between the paraprofessional and
the supervisor
Give an eample of a time when you feel you communicated in a positive manner with someone hat made it
successful
hat elements contribute to effective communication
hat strategies can paraprofessionals and their supervisors use to enhance communication
)ist various ways that a person communicates
hy is communication important
hat do you feel are your strengths in active listening
hat active listening skills would you like to improve
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order to become a more effective communicator and problem solver because listening involves not just
hearing the message but the ability to understand remember evaluate and respond
The ational ampducation Association suggests several steps to improve listening skills
Move your mouse over each step to read more about it
Information in this lesson is used with permission from
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Communication Styles
Assertive communication is the most desirable and productive behavior in accomplishing your job Assertive
communication doesnltt always feel 8comfortable9 The first step in being assertive is understanding what
8assertive9 means Assertive communication comes when you
bull =now what you need
bull amppress yourself clearly
bull hoose the best time to discuss issues
bull heck for clarification
bull
Act in an empowered manner
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bull Act responsibly and follow through
bull Act in a direct manner
bull amppress yourself honestly and respectfully
Passive or nonassertive communication occurs when you remain silent when you ought to ask for help or
eplain your needs Passive behavior communicates a sense of inferiority The passive person acts as if otherslt
rights and needs are more important than his or her own
ith this communication style others donltt know when you need help because you try to act as if therelts no
problem This behavior doesnltt serve you well on the job or with the individuals for whom youltre working n
your work as a paraprofessional you need to feel comfortable and know that you have the right to ask for
assistance when needed
Aggressive communication is very demanding and is often disrespectful to those at whom itlts directed
Aggressive communication fre(uently gives the impression that 8my needs wants and rights come first9
hen someone is acting in an aggressive manner he or she doesnltt ask for assistance but demands it This
communication style is usually met by strong disapproval
Communicating with Students
hen talking with students it is important to engage in behaviors that facilitate openness and acceptance
hen we actively demonstrate specific behaviors students tend to be more receptive to listening and
communicating with us
Follow these suggestions while communicating with students
Posture
Try to make your posture mirror that of the students t is helpful to have your shoulders s(uared with
the student0s and on about the same level so you are face3to3face t is also helpful to have a slightly
forward lean toward the student
Eye Contact
ampye contact with students shows that you are interested in what they have to say
Facial Eression
hat is shown on your face should match what is on the child0s miling when the child is obviously
sad would be an eample of an incongruent facial epression
istance
Distance from the child shouldn0t be too close or too distantgt about to $ feet is the average
tanding too close can make the student uncomfortable while standing too far away can indicate that
you are disinterested in what the students is saying
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istracting Behaviors
Distracting behaviors such as playing with your hands staring out the window or doing something
else while listening should be eliminated when talking to students or staff members
oice $uality
our tone should match the child0s t would be inappropriate to be loud if the child is in a (uiet
mood
ead a few more helful hints hereamp
Initiating and Directing Student Responses
As educators we ask (uestions of students on a daily basis As with any form of communication the way the
(uestion is phrased will affect the (uality and type of answer we will receive The purpose of asking (uestions
to gain information from others These are called information seeking (uestions ther (uestions may provide
information and direct the student to answer in a certain way or they may clarify or confirm information
ost of the (uestions asked of students are direct (uestions and a specific answer is re(uired Bor eample
8an you tell me the answer to C9 This form of (uestion is interrogative and is usually a closed answer
(uestion where the student is looking for a specific answer Euestions that are open ended (uestions and
indicate to the student to epress his or her thoughts or opinions Bor eample 84ow did you come to that
conclusion9
2y becoming a more effective (uestioner you are providing opportunities for students to more openly respond
and relay their thoughts This promotes students to be more reflective and provides situations for them to
actively become involved in their learning 2y learning more about your style of (uestioning you will become
more effective when asking (uestions
Use these suggestions to practice effectively asking questions of students
Pause effectively before and after asing a (uestion
Pausing before you ask a (uestion gives you time to phrase your (uestion Pausing after you ask your(uestion allows the student to think about their response
)onitor your (uestioning interactions
hat types of (uestions do you ask Do you ask closed (uestions when what you really wanted were
for the student to elaborate on his or her answer Ask the (uestion in a format reflective of the
information you are seeking
s meaningful (uestions
onitor how many (uestions you ask and the types of (uestions ould you make (uestioning more
effective if you asked fewer (uestions more (uestions or different types of (uestions
Chec for +nderstanding
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t is important that we monitor students0 understanding To check if a student understands what was
communicated ask the student to repeat directions (uestions or summari+e what was said
Positive Communication Strategies
t is very important for you to have an effective working relationship with the people you work with regularly A
major component of this relationship involves good communication Good communication not only involves the
ability to speak but also e(ually as important is the ability to listen 2y practicing effective communication
relationships can be greatly enhanced which will result in the best possible support for students and their
families
4ere are some strategies to remember when trying to pay attention to positive communication
Active listeners make good communicators Active listeners have positive attitudes and open minds They show
interest in what the other person is saying by nonverbal cues good eye contact and remembering what was
said
ampveryonelts attitudes and feelings must be known respected and understood f they arenltt shared the
relationship wonltt be open or growing Those attitudes cover such arenas as individual roles and duties
persons with disabilities instructional styles management styles and the contributions of others and each
other-
An understanding of similarities and differences between supervisor and paraprofessional must be recogni+ed
and understood Those may relate to different values cultural and religious heritage levels of education or
levels of eperience
ou and the teacher who directs your work should develop and share a common vocabulary and a system of
nonverbal cues 7erbal and nonverbal cues play an important part in communication Gestures facial
epressions posture and eye contact are eamples of nonverbal communication Bacial epressions give
feedback about whether or not information has been understood and is being received and the listenerlts
attitude about the information Posture and body movements also communicate attitude ampye contact and facial
epressions can give a sense of a positive F or negative F relationship between people
The teacher who directs your work must make sure directions and epectations are clearly understood and that
you are able to perform the assigned tasks prior to implementing them
ou must be willing and assertive enough to ask for clarification or assistance if the assignment isnltt
understood ou must eplain clearly what you need to be successful in your position
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ou and the teacher who directs your work should discuss and decide together what special interests talents
and training the paraprofessional has that will complement and enhance the delivery of services
The team must work together to create a climate of cooperation trust respect and loyalty by meeting
regularly to discuss procedures and techni(ues that will establish and maintain open channels of
communication
ilence is a form of communication tlts a difficult form of communication to understand because it can mean
anger or grief or depression t can also mean that the listener understands what is being said t is important
to be assertive in your response when listening so that the person who is trying to communicate with you
knows your level of understanding and that there is agreement ilence can block that ability to have
cooperative communication
Factors ffecting istening
Listening Skills
)istening is an important part of effective communication e need to concentrate on encouraging not only
students but ourselves to ehibit good listening behaviors and strategies )istening is a process that involves
actively hearing what another person is communicating and attending to that communication )istening is how
we receive the verbal portion of a person0s message 2y listening we can show concern and interest in
understanding both the person and the situation
)istening can be affected by personal bias environmental factors a short attention span rehearsing a
response daydreaming hot words or through the use of filtering
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ctive istening Strategies
Active listening is the process of listening and responding in such a way that the speaker feels accepted and
respected by the listener t is an essential part of communication Active listening begins with an attitude of
acceptance and respect for the other person This kind of listening re(uires the listener to carefully 8take in9
the speakerlts words and respond in a way that shows appreciation for the speaker the speakerlts literal
meaning and the feelings and 8themes9 behind the speakerlts words ur efforts to establish an accepting
respectful climate will encourage the speaker to open up and allow herselfhimself to become known by the
listener
ommunication has several avenues that can get crossed if the speaker is not clear with the message or the
listener decodes it incorrectly hen we use our own words to repeat back what we think the student has just
communicated we are clarifying their message This HfeedbackH is called active listening Bor eample
tudent don0t like this school as much as my old one People are not very niceH
Para ou are unhappy at this school
tudent eah haven0t made any good friends o one includes me
Para ou feel left out here
tudent eah wish knew more people
The paraprofessional is verbali+ing what heshe thinks the student is saying This lets the student affirm what
the paraprofessional said or eplain their meaning in a different way
Active listening helps you communicate more productively with the student Active listening helps you more
fully understand what the student is saying and also helps the student articulate their concerns The time it
takes to learn and use active listening provides a number of benefits
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ctive Listening
4elps students deal with and HdefuseH strong feelings
4elps students understand their own emotions
Bacilitates problem solving
=eeps the responsibility with the student
akes students more willing to listen to others
Promotes a closer more meaningful relationship between para and student
uidelines for ctive Listening
how that you accept what the person says because it is true for that person ampye contact nods of the
head and responses such as 8 see9 or 8 understand9 indicate that you have heard and accept what
the speaker is saying Acceptance does not imply agreement
)ook for 8the music behind the words9 Tune in to the speakerlts feelings identify unspoken 8themes9
and try to grasp the overall picture 1esponses such as 8ou seem angry calm happy etc9
acknowledge feelings and indicate that you accept their being epressed Pay attention to nonverbal
cues and to what they communicate
1eflect back to the person what you have heard 1esponses such as 8ou seem to be saying9 or 8f
understand you correctly you mean9 allow the speaker to correct any misperceptions you might
have
$ Ask eploratory or clarifying (uestions to further your understanding and to enhance the personlts
feelings of being listened to and understood 84ow do you feel about that9 8an you say more about
that9
hings to void
Generali+ing 2ecause they direct the focus away from the speaker general statements 8ampverybody
feels that wayI9- usually arenltt helpful imilarly talking about your own eperiences 8 felt the same
way when9- will derail the speaker To say that you understand is enough Judging the peaker Approving or disapproving of what the speaker says calls attention to your value
system and away from the speakerlts concerns
Giving pinions ffering Advice and olving the Problem uch responses generally narrow the
speakerlts options and take responsibility away from the speaker rather than encouraging the speaker
to arrive at herhis own best solutions or allowing for collaboration
$ ampplaining or nterpreting the peakerlts 2ehavior 8ou probably feel that way because9 is a
psychoanalytic line that will likely create defensiveness
K Asking 8hy9 Euestions 8hy9 (uestions direct people into their heads and away from their feelings
8hy do you feel that way9 8hy do you think that9 may also create defensiveness as the speaker
seeks to justify herhimself
Problem Solving- voiding and esolving Conflicts
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nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation Problem solving techni(ues are a necessary component of working within a
team and working with students ow that we have discussed communication and listening skills they become
primary components in the problem3solving framework
nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation There may be some times when avoiding a conflict may be a good choice Bor
eample during a brief contact with an individual that you most likely will never see again it may be a good
idea to avoid a conflict 4owever in a work setting it is important to deal with conflict in a productive timely
and respectful way 6nresolved issues can negatively affect relationships the work environment and the
service (uality
Problem Solving- Constructive Criticism
onstructive criticism is most effective when it is delivered in a relaed manner riticism should eist to help
the paraprofessional or teacher understand what behaviors or work habits can be improved onstructive
criticism can be enhanced through the use of H messages9
The use of 8 messages9 can be a positive strategy to deal with conflict H essagesH can help you separate
the person from the problem and allow you to deal with the situation at hand without being aggressive towards
another person 8 essages9 let you eplain to another person how their behavior or actions affect you
without being perceived as hostile f the person confronted does not show an interest in problem solving you
may need to give a stronger 8 message9
Problem Solving )odel
hen problems arise it is best to try to solve the problem through the use of communication The following
model is designed to allow the paraprofessional to solve problems in a non3confrontational manner The model
utili+es five steps in which participants communicate ideas problems alternatives and solutions to one
another The following series of problem3solving techni(ues were developed by Anna )ou Pickett LMM- ou
may find these steps helpful in improving your ability to work better in a team t is important for you to
always address the person with whom you have the problem ork through the model and try to solve the
problem with the other person f you find that the problem still eists go through the channels of command
using the problem solving model
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Step ne$ Identify and Descrie the amprolem
Put the problem into your own words Try to use an H messageH to communicate your feelings Allow the other
person the opportunity to communicate their feelings as well A situation must be seen and clearly understood
before it can be resolved t isnltt always easy to put a problem into words but if it canltt be stated clearly it
will be impossible to choose a course of action that will lead to a satisfactory solution ampach person must
describe the situation in his or her own words and from their point of view This can be done by asking
(uestions like 8hat is the problem9 8ho is involved9 8ho is affected9 84ow are they affected9
Step wo$ Define and determine the causes of the prolem
Determine what the real problem is Get to the heart of the problem nce you have determined what the
problem is try to determine the cause of the problem hat behaviors or circumstances lead to the problem
2oth parties must agree on the problem and its causes before you can move to the net step tlts essential
net to determine what caused the problem as it caused by outside conditions such as contractual
agreements budget crunches etc- n this case the team may have little control over the situation but can
work together to decide how to 8survive9 the situation together or work to change it The cause may be a
misunderstanding of job roles and responsibilities The problem may be caused by a difference in values
attitudes age work eperience education cultural heritage religious beliefs or other personal traits
hatever the cause it must be clearly determined
Step hree$ Identify and evaluate potential solutions
2rainstorm as many solutions as you can Try not to think of pros and cons of the solutions generated Do not
analy+e the solutions just list them ow you can develop strategies Ask yourselves 8hat do we want to
achieve and how can we go about achieving it9 All those who are involved in the conflict should brainstorm a
list of solutions ore information may be needed in some areas to have a workable list of solutions Take the
time to get all the information needed Analy+e potential solutions 3 ill it work and what will it entail arrow
down the solutions and try to find a few that you can both agree on
Step Four$ Select a solution
Decide on a solution that both parties can agree on ake sure that both parties have an e(ual part in the
solution Decide who is going to do what and when et a date to meet again to discuss progress All those
participating in the brainstorming should decide which solution will fit the best for all involved ampveryone must
agree on the solution try it out and see if it works and get back together to revise or change the plan as
needed 2efore making any changes though each party should give the solution enough time to see if it will
work since new behaviors and skills donltt often change easily
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Step Five$ valuate the results
4as anything changed s another meeting needed 1evising and changing to meet the needs is essential o
solution is ever permanent The group should regularly evaluate the solution and make adjustments as
needed f the solution isnltt working maybe help from outside sources is needed
Problem Solving with the Teacher ho irects our or
n working side by side day after day with the teacher who directs your work youltre bound to have
differences in the way each of you would handle different situations These may be differences revolving
around procedures personal issues or techni(ues t may be that the two of you have different perceptions or
perhaps you have clashing emotional needs The conflict may come from a source as basic and common- as
having limited resources and deciding how to use them
onflict isnltt necessarily negative Although it may not seem so at the time there are positive functions of
conflict that are important to remember when working through differences Positive functions of conflict include
it
bull makes people have to clarify their position
bull helps others looks at different perceptions concerns and interests
bull encourages others to look for new facts
bull provides a source for developing more specific and long lasting solutions
bull gives the opportunity to establish mutual trust
bull results in personal and social change
bull prevents situations from getting worse
tlts essential to work through differences in order for the paraprofessional and the teacher supervisor or the
larger team to succeed in providing the best service possible for the students or students ampffective teams are
marked by mutual ownership 6sing consensus during problem3solving discussions is critical for each person so
all can claim ownership for the outcomes and solutions
mportant guidelines for using a consensus approach are
bull )istening and paying attention to each other
bull Asking open3ended (uestions using 8what9 and 8how9
bull ot agreeing too (uickly with each other
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bull Generating multiple options F challenge the limitsI
bull Treating options as alternatives not answers
bull ot arguing blindly for your views
bull Treating your differences as strengths
ou will know you have reached consensus when
bull 2oth of you agree on a single alternative
bull ampach of you can honestly say
o 8 believe you understand my point of view9
o 8 believe understand your point of view9
o 8hether or not prefer this decision support it because it was arrived at fairly and openly
and itlts the best solution for us at this time9
Summary
ou have reached the conclusion of this unit hoosing the net arrow will take you back to the core area home
page Please have your facilitator advise you on what steps to take net
To continue eploring topics addressed in this unit follow the eplore link from the core area home page
Information for this unit was gathered in part from the following resources
A oparison of Passi$e Asserti$e and Aggressi$e Beha$ior adapted ith perission fro training aterials de$eloped amp the Aerican
ederation of Teachers Washington
Bod anguage and oice adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
+ordon Training nternational (-1) Teacher Effecti$eness Training etrie$ed on April 16 -- fro +ordon Training nternational
Weamp site httpwwwgordontrainingcomindexhtml
nstitute on ounit ntegration (nd) The Paraprofessional An ntroduction (acilitator0s Edition and tudent0s Edition) opiled amp
2ean Ness 3inneapolis 3N 4ni$ersit of 3innesota
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Pic5ett A (19) A Training Progra for Paraprofessionals Wor5ing ith pecial Education and elated er$ices Ne 7or5 N7
National esource enter for Paraprofessionals in pecial Education and elated er$ices
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Pro8ect PAA (nd) Paraeducator elf tud Progra etrie$ed on April 11 -- fro Pro8ect PAA Weamp site
httpparaunledudefaulthtml
Tel$e Barriers to ounication adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
Lesson 2
bull Twelve 2arriers to ommunication
Lesson 4
bull 2ehavior tyles
Lesson 5
bull 2ody )anguage and 7oice
bull 1oadblocks
Lesson 6
bull Paraprofessional elf3ampvaluation Borm
Lesson 7
bull cenario
Lesson 8
bull Active )istening
Lesson 9
bull 4ow Do ou 1espond to onflict
Lesson 10
bull 8 9 essage
Lesson 11
bull Problem olving
Lesson 12
bull 1ole Play Activity
(I)IIS
Activities that are included in this section include only those activities that will be led by the facilitator ther
activities can be found in the lessons
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Passive Assertive N Aggressive 2ehavior and 2ody )anguage Activity
tudents will read and discuss the two charts A omparison of Passive Assertive and Aggressive 2ehavior
and 2ody )anguage and 7oice ince manipulative behavior has not been discussed separately ask students
which category they feel manipulative behaviors most often fall within Bacilitate a discussion or role play idea
to demonstrate various body postures and language
1ole Play on ommunication tyles
Ask for volunteers to do the following role play one taking an aggressive approach one a passive approach
and one an assertive approach The fourth will act as the supervisor who will react to these situations After
the role plays discuss which method of addressing the supervisor was the most effective ampncourage students
to be assertive when resolving issues
ituation The school paraprofessional has just completed the first week on the job and is beginning to feel
comfortable with the role but on Briday is told that starting onday he or she is to ride the bus with a very
unruly bunch of students to maintain control The paraprofessional feels totally une(uipped to handle this role
and doesnltt know how to prepare 4e or she goes to the supervisor to discuss the upcoming assignment 4ave
each student act out this situation with the supervisor The passive person will say little and have a hard time
epressing fears and concerns The aggressive person will make demands The assertive one will clearly state
concerns ask for proper support and negotiate with the supervisor
Divide the class into groups of eight to ten students standing in a circle Direct each person to reach across
the circle and hold the hand of the person across from them Then with the other hand reach across the circle
and hold the hand of another person ake sure everyone is holding the hand of two different people so the
group is tied in a knot Tell the group that the object is to untangle themselves without letting go 4ow did
they go about untangling the knots hat happened to the group as you began to untangle the knot 4ow did
the group work together to untangle itself hat strategies did the group use to plan its untangling hat did
you learn about solving comple problems in a group
DIS(USSI
ommunication kill 1ating
4ave paraprofessionals fill out the rating on their owngt facilitate a discussion on communication skills and
make suggestions on ways to strengthen weak areas an also use this topic as a discussion on your discussion
board
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4ave students draw a line down the middle of a sheet of paper n the left write 8my strengths9 and on the
right 8my weaknesses9 ake a list of your strengths and weaknesses on the job including your
communication skills as you see them hare this list with someone at work or a family member or friend This
assignment will be turned in and discussed in the net session
Teamwork and ommunication
6se these topical (uestions to facilitate discussions with your learning group
Teamwork
O Discuss the characteristics that must be present for effective teamwork
Discuss situations in which you were part of a team
hat were the characteristics of the team 4ow well the team function ere there any characteristics that
were absent from the team that would have helped the team to function better f so how did their absence
impact the team
O 2rainstorm with the group some positive steps they can take to become more e(ual members of teams
2rainstorm ideas of how a paraprofessional can be a member of a team meeting when the meetings are held at
times they cannot attend ie during bus duty after or before hours- ne solution could be for the
paraprofessional to develop a written form with his or her supervisor to use to relay information about the
individual being discussed that clearly addresses the paraprofessionallts concerns and eperiences
O Discuss job roles responsibilities goals time communication and the importance of each in the role of the
paraprofessional in a teamwork situation There might be a lot of discussion about how the paraprofessional
doesnltt feel a part of a team and isnltt allowed to participate as an active team member
O Discuss each of the task functions 4ave students give eamples of each 1elate team discussions to both
education and direct care situations ake sure students understand these are important functions for all
members of the team to recogni+e tudents will come up with eamples of teams with which theyltve been
involved or familiar and that worked well together 2rainstorm with students how they can encourage others
they work with to use the positive behaviors more fre(uently
ommunication
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hat are several steps you can take to improve listening skills
hy do you think effective communication is important to the relationship between the paraprofessional and
the supervisor
Give an eample of a time when you feel you communicated in a positive manner with someone hat made it
successful
hat elements contribute to effective communication
hat strategies can paraprofessionals and their supervisors use to enhance communication
)ist various ways that a person communicates
hy is communication important
hat do you feel are your strengths in active listening
hat active listening skills would you like to improve
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bull Act responsibly and follow through
bull Act in a direct manner
bull amppress yourself honestly and respectfully
Passive or nonassertive communication occurs when you remain silent when you ought to ask for help or
eplain your needs Passive behavior communicates a sense of inferiority The passive person acts as if otherslt
rights and needs are more important than his or her own
ith this communication style others donltt know when you need help because you try to act as if therelts no
problem This behavior doesnltt serve you well on the job or with the individuals for whom youltre working n
your work as a paraprofessional you need to feel comfortable and know that you have the right to ask for
assistance when needed
Aggressive communication is very demanding and is often disrespectful to those at whom itlts directed
Aggressive communication fre(uently gives the impression that 8my needs wants and rights come first9
hen someone is acting in an aggressive manner he or she doesnltt ask for assistance but demands it This
communication style is usually met by strong disapproval
Communicating with Students
hen talking with students it is important to engage in behaviors that facilitate openness and acceptance
hen we actively demonstrate specific behaviors students tend to be more receptive to listening and
communicating with us
Follow these suggestions while communicating with students
Posture
Try to make your posture mirror that of the students t is helpful to have your shoulders s(uared with
the student0s and on about the same level so you are face3to3face t is also helpful to have a slightly
forward lean toward the student
Eye Contact
ampye contact with students shows that you are interested in what they have to say
Facial Eression
hat is shown on your face should match what is on the child0s miling when the child is obviously
sad would be an eample of an incongruent facial epression
istance
Distance from the child shouldn0t be too close or too distantgt about to $ feet is the average
tanding too close can make the student uncomfortable while standing too far away can indicate that
you are disinterested in what the students is saying
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istracting Behaviors
Distracting behaviors such as playing with your hands staring out the window or doing something
else while listening should be eliminated when talking to students or staff members
oice $uality
our tone should match the child0s t would be inappropriate to be loud if the child is in a (uiet
mood
ead a few more helful hints hereamp
Initiating and Directing Student Responses
As educators we ask (uestions of students on a daily basis As with any form of communication the way the
(uestion is phrased will affect the (uality and type of answer we will receive The purpose of asking (uestions
to gain information from others These are called information seeking (uestions ther (uestions may provide
information and direct the student to answer in a certain way or they may clarify or confirm information
ost of the (uestions asked of students are direct (uestions and a specific answer is re(uired Bor eample
8an you tell me the answer to C9 This form of (uestion is interrogative and is usually a closed answer
(uestion where the student is looking for a specific answer Euestions that are open ended (uestions and
indicate to the student to epress his or her thoughts or opinions Bor eample 84ow did you come to that
conclusion9
2y becoming a more effective (uestioner you are providing opportunities for students to more openly respond
and relay their thoughts This promotes students to be more reflective and provides situations for them to
actively become involved in their learning 2y learning more about your style of (uestioning you will become
more effective when asking (uestions
Use these suggestions to practice effectively asking questions of students
Pause effectively before and after asing a (uestion
Pausing before you ask a (uestion gives you time to phrase your (uestion Pausing after you ask your(uestion allows the student to think about their response
)onitor your (uestioning interactions
hat types of (uestions do you ask Do you ask closed (uestions when what you really wanted were
for the student to elaborate on his or her answer Ask the (uestion in a format reflective of the
information you are seeking
s meaningful (uestions
onitor how many (uestions you ask and the types of (uestions ould you make (uestioning more
effective if you asked fewer (uestions more (uestions or different types of (uestions
Chec for +nderstanding
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t is important that we monitor students0 understanding To check if a student understands what was
communicated ask the student to repeat directions (uestions or summari+e what was said
Positive Communication Strategies
t is very important for you to have an effective working relationship with the people you work with regularly A
major component of this relationship involves good communication Good communication not only involves the
ability to speak but also e(ually as important is the ability to listen 2y practicing effective communication
relationships can be greatly enhanced which will result in the best possible support for students and their
families
4ere are some strategies to remember when trying to pay attention to positive communication
Active listeners make good communicators Active listeners have positive attitudes and open minds They show
interest in what the other person is saying by nonverbal cues good eye contact and remembering what was
said
ampveryonelts attitudes and feelings must be known respected and understood f they arenltt shared the
relationship wonltt be open or growing Those attitudes cover such arenas as individual roles and duties
persons with disabilities instructional styles management styles and the contributions of others and each
other-
An understanding of similarities and differences between supervisor and paraprofessional must be recogni+ed
and understood Those may relate to different values cultural and religious heritage levels of education or
levels of eperience
ou and the teacher who directs your work should develop and share a common vocabulary and a system of
nonverbal cues 7erbal and nonverbal cues play an important part in communication Gestures facial
epressions posture and eye contact are eamples of nonverbal communication Bacial epressions give
feedback about whether or not information has been understood and is being received and the listenerlts
attitude about the information Posture and body movements also communicate attitude ampye contact and facial
epressions can give a sense of a positive F or negative F relationship between people
The teacher who directs your work must make sure directions and epectations are clearly understood and that
you are able to perform the assigned tasks prior to implementing them
ou must be willing and assertive enough to ask for clarification or assistance if the assignment isnltt
understood ou must eplain clearly what you need to be successful in your position
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ou and the teacher who directs your work should discuss and decide together what special interests talents
and training the paraprofessional has that will complement and enhance the delivery of services
The team must work together to create a climate of cooperation trust respect and loyalty by meeting
regularly to discuss procedures and techni(ues that will establish and maintain open channels of
communication
ilence is a form of communication tlts a difficult form of communication to understand because it can mean
anger or grief or depression t can also mean that the listener understands what is being said t is important
to be assertive in your response when listening so that the person who is trying to communicate with you
knows your level of understanding and that there is agreement ilence can block that ability to have
cooperative communication
Factors ffecting istening
Listening Skills
)istening is an important part of effective communication e need to concentrate on encouraging not only
students but ourselves to ehibit good listening behaviors and strategies )istening is a process that involves
actively hearing what another person is communicating and attending to that communication )istening is how
we receive the verbal portion of a person0s message 2y listening we can show concern and interest in
understanding both the person and the situation
)istening can be affected by personal bias environmental factors a short attention span rehearsing a
response daydreaming hot words or through the use of filtering
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ctive istening Strategies
Active listening is the process of listening and responding in such a way that the speaker feels accepted and
respected by the listener t is an essential part of communication Active listening begins with an attitude of
acceptance and respect for the other person This kind of listening re(uires the listener to carefully 8take in9
the speakerlts words and respond in a way that shows appreciation for the speaker the speakerlts literal
meaning and the feelings and 8themes9 behind the speakerlts words ur efforts to establish an accepting
respectful climate will encourage the speaker to open up and allow herselfhimself to become known by the
listener
ommunication has several avenues that can get crossed if the speaker is not clear with the message or the
listener decodes it incorrectly hen we use our own words to repeat back what we think the student has just
communicated we are clarifying their message This HfeedbackH is called active listening Bor eample
tudent don0t like this school as much as my old one People are not very niceH
Para ou are unhappy at this school
tudent eah haven0t made any good friends o one includes me
Para ou feel left out here
tudent eah wish knew more people
The paraprofessional is verbali+ing what heshe thinks the student is saying This lets the student affirm what
the paraprofessional said or eplain their meaning in a different way
Active listening helps you communicate more productively with the student Active listening helps you more
fully understand what the student is saying and also helps the student articulate their concerns The time it
takes to learn and use active listening provides a number of benefits
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ctive Listening
4elps students deal with and HdefuseH strong feelings
4elps students understand their own emotions
Bacilitates problem solving
=eeps the responsibility with the student
akes students more willing to listen to others
Promotes a closer more meaningful relationship between para and student
uidelines for ctive Listening
how that you accept what the person says because it is true for that person ampye contact nods of the
head and responses such as 8 see9 or 8 understand9 indicate that you have heard and accept what
the speaker is saying Acceptance does not imply agreement
)ook for 8the music behind the words9 Tune in to the speakerlts feelings identify unspoken 8themes9
and try to grasp the overall picture 1esponses such as 8ou seem angry calm happy etc9
acknowledge feelings and indicate that you accept their being epressed Pay attention to nonverbal
cues and to what they communicate
1eflect back to the person what you have heard 1esponses such as 8ou seem to be saying9 or 8f
understand you correctly you mean9 allow the speaker to correct any misperceptions you might
have
$ Ask eploratory or clarifying (uestions to further your understanding and to enhance the personlts
feelings of being listened to and understood 84ow do you feel about that9 8an you say more about
that9
hings to void
Generali+ing 2ecause they direct the focus away from the speaker general statements 8ampverybody
feels that wayI9- usually arenltt helpful imilarly talking about your own eperiences 8 felt the same
way when9- will derail the speaker To say that you understand is enough Judging the peaker Approving or disapproving of what the speaker says calls attention to your value
system and away from the speakerlts concerns
Giving pinions ffering Advice and olving the Problem uch responses generally narrow the
speakerlts options and take responsibility away from the speaker rather than encouraging the speaker
to arrive at herhis own best solutions or allowing for collaboration
$ ampplaining or nterpreting the peakerlts 2ehavior 8ou probably feel that way because9 is a
psychoanalytic line that will likely create defensiveness
K Asking 8hy9 Euestions 8hy9 (uestions direct people into their heads and away from their feelings
8hy do you feel that way9 8hy do you think that9 may also create defensiveness as the speaker
seeks to justify herhimself
Problem Solving- voiding and esolving Conflicts
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nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation Problem solving techni(ues are a necessary component of working within a
team and working with students ow that we have discussed communication and listening skills they become
primary components in the problem3solving framework
nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation There may be some times when avoiding a conflict may be a good choice Bor
eample during a brief contact with an individual that you most likely will never see again it may be a good
idea to avoid a conflict 4owever in a work setting it is important to deal with conflict in a productive timely
and respectful way 6nresolved issues can negatively affect relationships the work environment and the
service (uality
Problem Solving- Constructive Criticism
onstructive criticism is most effective when it is delivered in a relaed manner riticism should eist to help
the paraprofessional or teacher understand what behaviors or work habits can be improved onstructive
criticism can be enhanced through the use of H messages9
The use of 8 messages9 can be a positive strategy to deal with conflict H essagesH can help you separate
the person from the problem and allow you to deal with the situation at hand without being aggressive towards
another person 8 essages9 let you eplain to another person how their behavior or actions affect you
without being perceived as hostile f the person confronted does not show an interest in problem solving you
may need to give a stronger 8 message9
Problem Solving )odel
hen problems arise it is best to try to solve the problem through the use of communication The following
model is designed to allow the paraprofessional to solve problems in a non3confrontational manner The model
utili+es five steps in which participants communicate ideas problems alternatives and solutions to one
another The following series of problem3solving techni(ues were developed by Anna )ou Pickett LMM- ou
may find these steps helpful in improving your ability to work better in a team t is important for you to
always address the person with whom you have the problem ork through the model and try to solve the
problem with the other person f you find that the problem still eists go through the channels of command
using the problem solving model
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Step ne$ Identify and Descrie the amprolem
Put the problem into your own words Try to use an H messageH to communicate your feelings Allow the other
person the opportunity to communicate their feelings as well A situation must be seen and clearly understood
before it can be resolved t isnltt always easy to put a problem into words but if it canltt be stated clearly it
will be impossible to choose a course of action that will lead to a satisfactory solution ampach person must
describe the situation in his or her own words and from their point of view This can be done by asking
(uestions like 8hat is the problem9 8ho is involved9 8ho is affected9 84ow are they affected9
Step wo$ Define and determine the causes of the prolem
Determine what the real problem is Get to the heart of the problem nce you have determined what the
problem is try to determine the cause of the problem hat behaviors or circumstances lead to the problem
2oth parties must agree on the problem and its causes before you can move to the net step tlts essential
net to determine what caused the problem as it caused by outside conditions such as contractual
agreements budget crunches etc- n this case the team may have little control over the situation but can
work together to decide how to 8survive9 the situation together or work to change it The cause may be a
misunderstanding of job roles and responsibilities The problem may be caused by a difference in values
attitudes age work eperience education cultural heritage religious beliefs or other personal traits
hatever the cause it must be clearly determined
Step hree$ Identify and evaluate potential solutions
2rainstorm as many solutions as you can Try not to think of pros and cons of the solutions generated Do not
analy+e the solutions just list them ow you can develop strategies Ask yourselves 8hat do we want to
achieve and how can we go about achieving it9 All those who are involved in the conflict should brainstorm a
list of solutions ore information may be needed in some areas to have a workable list of solutions Take the
time to get all the information needed Analy+e potential solutions 3 ill it work and what will it entail arrow
down the solutions and try to find a few that you can both agree on
Step Four$ Select a solution
Decide on a solution that both parties can agree on ake sure that both parties have an e(ual part in the
solution Decide who is going to do what and when et a date to meet again to discuss progress All those
participating in the brainstorming should decide which solution will fit the best for all involved ampveryone must
agree on the solution try it out and see if it works and get back together to revise or change the plan as
needed 2efore making any changes though each party should give the solution enough time to see if it will
work since new behaviors and skills donltt often change easily
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Step Five$ valuate the results
4as anything changed s another meeting needed 1evising and changing to meet the needs is essential o
solution is ever permanent The group should regularly evaluate the solution and make adjustments as
needed f the solution isnltt working maybe help from outside sources is needed
Problem Solving with the Teacher ho irects our or
n working side by side day after day with the teacher who directs your work youltre bound to have
differences in the way each of you would handle different situations These may be differences revolving
around procedures personal issues or techni(ues t may be that the two of you have different perceptions or
perhaps you have clashing emotional needs The conflict may come from a source as basic and common- as
having limited resources and deciding how to use them
onflict isnltt necessarily negative Although it may not seem so at the time there are positive functions of
conflict that are important to remember when working through differences Positive functions of conflict include
it
bull makes people have to clarify their position
bull helps others looks at different perceptions concerns and interests
bull encourages others to look for new facts
bull provides a source for developing more specific and long lasting solutions
bull gives the opportunity to establish mutual trust
bull results in personal and social change
bull prevents situations from getting worse
tlts essential to work through differences in order for the paraprofessional and the teacher supervisor or the
larger team to succeed in providing the best service possible for the students or students ampffective teams are
marked by mutual ownership 6sing consensus during problem3solving discussions is critical for each person so
all can claim ownership for the outcomes and solutions
mportant guidelines for using a consensus approach are
bull )istening and paying attention to each other
bull Asking open3ended (uestions using 8what9 and 8how9
bull ot agreeing too (uickly with each other
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bull Generating multiple options F challenge the limitsI
bull Treating options as alternatives not answers
bull ot arguing blindly for your views
bull Treating your differences as strengths
ou will know you have reached consensus when
bull 2oth of you agree on a single alternative
bull ampach of you can honestly say
o 8 believe you understand my point of view9
o 8 believe understand your point of view9
o 8hether or not prefer this decision support it because it was arrived at fairly and openly
and itlts the best solution for us at this time9
Summary
ou have reached the conclusion of this unit hoosing the net arrow will take you back to the core area home
page Please have your facilitator advise you on what steps to take net
To continue eploring topics addressed in this unit follow the eplore link from the core area home page
Information for this unit was gathered in part from the following resources
A oparison of Passi$e Asserti$e and Aggressi$e Beha$ior adapted ith perission fro training aterials de$eloped amp the Aerican
ederation of Teachers Washington
Bod anguage and oice adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
+ordon Training nternational (-1) Teacher Effecti$eness Training etrie$ed on April 16 -- fro +ordon Training nternational
Weamp site httpwwwgordontrainingcomindexhtml
nstitute on ounit ntegration (nd) The Paraprofessional An ntroduction (acilitator0s Edition and tudent0s Edition) opiled amp
2ean Ness 3inneapolis 3N 4ni$ersit of 3innesota
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Pic5ett A (19) A Training Progra for Paraprofessionals Wor5ing ith pecial Education and elated er$ices Ne 7or5 N7
National esource enter for Paraprofessionals in pecial Education and elated er$ices
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Pro8ect PAA (nd) Paraeducator elf tud Progra etrie$ed on April 11 -- fro Pro8ect PAA Weamp site
httpparaunledudefaulthtml
Tel$e Barriers to ounication adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
Lesson 2
bull Twelve 2arriers to ommunication
Lesson 4
bull 2ehavior tyles
Lesson 5
bull 2ody )anguage and 7oice
bull 1oadblocks
Lesson 6
bull Paraprofessional elf3ampvaluation Borm
Lesson 7
bull cenario
Lesson 8
bull Active )istening
Lesson 9
bull 4ow Do ou 1espond to onflict
Lesson 10
bull 8 9 essage
Lesson 11
bull Problem olving
Lesson 12
bull 1ole Play Activity
(I)IIS
Activities that are included in this section include only those activities that will be led by the facilitator ther
activities can be found in the lessons
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Passive Assertive N Aggressive 2ehavior and 2ody )anguage Activity
tudents will read and discuss the two charts A omparison of Passive Assertive and Aggressive 2ehavior
and 2ody )anguage and 7oice ince manipulative behavior has not been discussed separately ask students
which category they feel manipulative behaviors most often fall within Bacilitate a discussion or role play idea
to demonstrate various body postures and language
1ole Play on ommunication tyles
Ask for volunteers to do the following role play one taking an aggressive approach one a passive approach
and one an assertive approach The fourth will act as the supervisor who will react to these situations After
the role plays discuss which method of addressing the supervisor was the most effective ampncourage students
to be assertive when resolving issues
ituation The school paraprofessional has just completed the first week on the job and is beginning to feel
comfortable with the role but on Briday is told that starting onday he or she is to ride the bus with a very
unruly bunch of students to maintain control The paraprofessional feels totally une(uipped to handle this role
and doesnltt know how to prepare 4e or she goes to the supervisor to discuss the upcoming assignment 4ave
each student act out this situation with the supervisor The passive person will say little and have a hard time
epressing fears and concerns The aggressive person will make demands The assertive one will clearly state
concerns ask for proper support and negotiate with the supervisor
Divide the class into groups of eight to ten students standing in a circle Direct each person to reach across
the circle and hold the hand of the person across from them Then with the other hand reach across the circle
and hold the hand of another person ake sure everyone is holding the hand of two different people so the
group is tied in a knot Tell the group that the object is to untangle themselves without letting go 4ow did
they go about untangling the knots hat happened to the group as you began to untangle the knot 4ow did
the group work together to untangle itself hat strategies did the group use to plan its untangling hat did
you learn about solving comple problems in a group
DIS(USSI
ommunication kill 1ating
4ave paraprofessionals fill out the rating on their owngt facilitate a discussion on communication skills and
make suggestions on ways to strengthen weak areas an also use this topic as a discussion on your discussion
board
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4ave students draw a line down the middle of a sheet of paper n the left write 8my strengths9 and on the
right 8my weaknesses9 ake a list of your strengths and weaknesses on the job including your
communication skills as you see them hare this list with someone at work or a family member or friend This
assignment will be turned in and discussed in the net session
Teamwork and ommunication
6se these topical (uestions to facilitate discussions with your learning group
Teamwork
O Discuss the characteristics that must be present for effective teamwork
Discuss situations in which you were part of a team
hat were the characteristics of the team 4ow well the team function ere there any characteristics that
were absent from the team that would have helped the team to function better f so how did their absence
impact the team
O 2rainstorm with the group some positive steps they can take to become more e(ual members of teams
2rainstorm ideas of how a paraprofessional can be a member of a team meeting when the meetings are held at
times they cannot attend ie during bus duty after or before hours- ne solution could be for the
paraprofessional to develop a written form with his or her supervisor to use to relay information about the
individual being discussed that clearly addresses the paraprofessionallts concerns and eperiences
O Discuss job roles responsibilities goals time communication and the importance of each in the role of the
paraprofessional in a teamwork situation There might be a lot of discussion about how the paraprofessional
doesnltt feel a part of a team and isnltt allowed to participate as an active team member
O Discuss each of the task functions 4ave students give eamples of each 1elate team discussions to both
education and direct care situations ake sure students understand these are important functions for all
members of the team to recogni+e tudents will come up with eamples of teams with which theyltve been
involved or familiar and that worked well together 2rainstorm with students how they can encourage others
they work with to use the positive behaviors more fre(uently
ommunication
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hat are several steps you can take to improve listening skills
hy do you think effective communication is important to the relationship between the paraprofessional and
the supervisor
Give an eample of a time when you feel you communicated in a positive manner with someone hat made it
successful
hat elements contribute to effective communication
hat strategies can paraprofessionals and their supervisors use to enhance communication
)ist various ways that a person communicates
hy is communication important
hat do you feel are your strengths in active listening
hat active listening skills would you like to improve
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istracting Behaviors
Distracting behaviors such as playing with your hands staring out the window or doing something
else while listening should be eliminated when talking to students or staff members
oice $uality
our tone should match the child0s t would be inappropriate to be loud if the child is in a (uiet
mood
ead a few more helful hints hereamp
Initiating and Directing Student Responses
As educators we ask (uestions of students on a daily basis As with any form of communication the way the
(uestion is phrased will affect the (uality and type of answer we will receive The purpose of asking (uestions
to gain information from others These are called information seeking (uestions ther (uestions may provide
information and direct the student to answer in a certain way or they may clarify or confirm information
ost of the (uestions asked of students are direct (uestions and a specific answer is re(uired Bor eample
8an you tell me the answer to C9 This form of (uestion is interrogative and is usually a closed answer
(uestion where the student is looking for a specific answer Euestions that are open ended (uestions and
indicate to the student to epress his or her thoughts or opinions Bor eample 84ow did you come to that
conclusion9
2y becoming a more effective (uestioner you are providing opportunities for students to more openly respond
and relay their thoughts This promotes students to be more reflective and provides situations for them to
actively become involved in their learning 2y learning more about your style of (uestioning you will become
more effective when asking (uestions
Use these suggestions to practice effectively asking questions of students
Pause effectively before and after asing a (uestion
Pausing before you ask a (uestion gives you time to phrase your (uestion Pausing after you ask your(uestion allows the student to think about their response
)onitor your (uestioning interactions
hat types of (uestions do you ask Do you ask closed (uestions when what you really wanted were
for the student to elaborate on his or her answer Ask the (uestion in a format reflective of the
information you are seeking
s meaningful (uestions
onitor how many (uestions you ask and the types of (uestions ould you make (uestioning more
effective if you asked fewer (uestions more (uestions or different types of (uestions
Chec for +nderstanding
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t is important that we monitor students0 understanding To check if a student understands what was
communicated ask the student to repeat directions (uestions or summari+e what was said
Positive Communication Strategies
t is very important for you to have an effective working relationship with the people you work with regularly A
major component of this relationship involves good communication Good communication not only involves the
ability to speak but also e(ually as important is the ability to listen 2y practicing effective communication
relationships can be greatly enhanced which will result in the best possible support for students and their
families
4ere are some strategies to remember when trying to pay attention to positive communication
Active listeners make good communicators Active listeners have positive attitudes and open minds They show
interest in what the other person is saying by nonverbal cues good eye contact and remembering what was
said
ampveryonelts attitudes and feelings must be known respected and understood f they arenltt shared the
relationship wonltt be open or growing Those attitudes cover such arenas as individual roles and duties
persons with disabilities instructional styles management styles and the contributions of others and each
other-
An understanding of similarities and differences between supervisor and paraprofessional must be recogni+ed
and understood Those may relate to different values cultural and religious heritage levels of education or
levels of eperience
ou and the teacher who directs your work should develop and share a common vocabulary and a system of
nonverbal cues 7erbal and nonverbal cues play an important part in communication Gestures facial
epressions posture and eye contact are eamples of nonverbal communication Bacial epressions give
feedback about whether or not information has been understood and is being received and the listenerlts
attitude about the information Posture and body movements also communicate attitude ampye contact and facial
epressions can give a sense of a positive F or negative F relationship between people
The teacher who directs your work must make sure directions and epectations are clearly understood and that
you are able to perform the assigned tasks prior to implementing them
ou must be willing and assertive enough to ask for clarification or assistance if the assignment isnltt
understood ou must eplain clearly what you need to be successful in your position
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ou and the teacher who directs your work should discuss and decide together what special interests talents
and training the paraprofessional has that will complement and enhance the delivery of services
The team must work together to create a climate of cooperation trust respect and loyalty by meeting
regularly to discuss procedures and techni(ues that will establish and maintain open channels of
communication
ilence is a form of communication tlts a difficult form of communication to understand because it can mean
anger or grief or depression t can also mean that the listener understands what is being said t is important
to be assertive in your response when listening so that the person who is trying to communicate with you
knows your level of understanding and that there is agreement ilence can block that ability to have
cooperative communication
Factors ffecting istening
Listening Skills
)istening is an important part of effective communication e need to concentrate on encouraging not only
students but ourselves to ehibit good listening behaviors and strategies )istening is a process that involves
actively hearing what another person is communicating and attending to that communication )istening is how
we receive the verbal portion of a person0s message 2y listening we can show concern and interest in
understanding both the person and the situation
)istening can be affected by personal bias environmental factors a short attention span rehearsing a
response daydreaming hot words or through the use of filtering
8122019 strategies and approaches
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ctive istening Strategies
Active listening is the process of listening and responding in such a way that the speaker feels accepted and
respected by the listener t is an essential part of communication Active listening begins with an attitude of
acceptance and respect for the other person This kind of listening re(uires the listener to carefully 8take in9
the speakerlts words and respond in a way that shows appreciation for the speaker the speakerlts literal
meaning and the feelings and 8themes9 behind the speakerlts words ur efforts to establish an accepting
respectful climate will encourage the speaker to open up and allow herselfhimself to become known by the
listener
ommunication has several avenues that can get crossed if the speaker is not clear with the message or the
listener decodes it incorrectly hen we use our own words to repeat back what we think the student has just
communicated we are clarifying their message This HfeedbackH is called active listening Bor eample
tudent don0t like this school as much as my old one People are not very niceH
Para ou are unhappy at this school
tudent eah haven0t made any good friends o one includes me
Para ou feel left out here
tudent eah wish knew more people
The paraprofessional is verbali+ing what heshe thinks the student is saying This lets the student affirm what
the paraprofessional said or eplain their meaning in a different way
Active listening helps you communicate more productively with the student Active listening helps you more
fully understand what the student is saying and also helps the student articulate their concerns The time it
takes to learn and use active listening provides a number of benefits
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ctive Listening
4elps students deal with and HdefuseH strong feelings
4elps students understand their own emotions
Bacilitates problem solving
=eeps the responsibility with the student
akes students more willing to listen to others
Promotes a closer more meaningful relationship between para and student
uidelines for ctive Listening
how that you accept what the person says because it is true for that person ampye contact nods of the
head and responses such as 8 see9 or 8 understand9 indicate that you have heard and accept what
the speaker is saying Acceptance does not imply agreement
)ook for 8the music behind the words9 Tune in to the speakerlts feelings identify unspoken 8themes9
and try to grasp the overall picture 1esponses such as 8ou seem angry calm happy etc9
acknowledge feelings and indicate that you accept their being epressed Pay attention to nonverbal
cues and to what they communicate
1eflect back to the person what you have heard 1esponses such as 8ou seem to be saying9 or 8f
understand you correctly you mean9 allow the speaker to correct any misperceptions you might
have
$ Ask eploratory or clarifying (uestions to further your understanding and to enhance the personlts
feelings of being listened to and understood 84ow do you feel about that9 8an you say more about
that9
hings to void
Generali+ing 2ecause they direct the focus away from the speaker general statements 8ampverybody
feels that wayI9- usually arenltt helpful imilarly talking about your own eperiences 8 felt the same
way when9- will derail the speaker To say that you understand is enough Judging the peaker Approving or disapproving of what the speaker says calls attention to your value
system and away from the speakerlts concerns
Giving pinions ffering Advice and olving the Problem uch responses generally narrow the
speakerlts options and take responsibility away from the speaker rather than encouraging the speaker
to arrive at herhis own best solutions or allowing for collaboration
$ ampplaining or nterpreting the peakerlts 2ehavior 8ou probably feel that way because9 is a
psychoanalytic line that will likely create defensiveness
K Asking 8hy9 Euestions 8hy9 (uestions direct people into their heads and away from their feelings
8hy do you feel that way9 8hy do you think that9 may also create defensiveness as the speaker
seeks to justify herhimself
Problem Solving- voiding and esolving Conflicts
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nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation Problem solving techni(ues are a necessary component of working within a
team and working with students ow that we have discussed communication and listening skills they become
primary components in the problem3solving framework
nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation There may be some times when avoiding a conflict may be a good choice Bor
eample during a brief contact with an individual that you most likely will never see again it may be a good
idea to avoid a conflict 4owever in a work setting it is important to deal with conflict in a productive timely
and respectful way 6nresolved issues can negatively affect relationships the work environment and the
service (uality
Problem Solving- Constructive Criticism
onstructive criticism is most effective when it is delivered in a relaed manner riticism should eist to help
the paraprofessional or teacher understand what behaviors or work habits can be improved onstructive
criticism can be enhanced through the use of H messages9
The use of 8 messages9 can be a positive strategy to deal with conflict H essagesH can help you separate
the person from the problem and allow you to deal with the situation at hand without being aggressive towards
another person 8 essages9 let you eplain to another person how their behavior or actions affect you
without being perceived as hostile f the person confronted does not show an interest in problem solving you
may need to give a stronger 8 message9
Problem Solving )odel
hen problems arise it is best to try to solve the problem through the use of communication The following
model is designed to allow the paraprofessional to solve problems in a non3confrontational manner The model
utili+es five steps in which participants communicate ideas problems alternatives and solutions to one
another The following series of problem3solving techni(ues were developed by Anna )ou Pickett LMM- ou
may find these steps helpful in improving your ability to work better in a team t is important for you to
always address the person with whom you have the problem ork through the model and try to solve the
problem with the other person f you find that the problem still eists go through the channels of command
using the problem solving model
8122019 strategies and approaches
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Step ne$ Identify and Descrie the amprolem
Put the problem into your own words Try to use an H messageH to communicate your feelings Allow the other
person the opportunity to communicate their feelings as well A situation must be seen and clearly understood
before it can be resolved t isnltt always easy to put a problem into words but if it canltt be stated clearly it
will be impossible to choose a course of action that will lead to a satisfactory solution ampach person must
describe the situation in his or her own words and from their point of view This can be done by asking
(uestions like 8hat is the problem9 8ho is involved9 8ho is affected9 84ow are they affected9
Step wo$ Define and determine the causes of the prolem
Determine what the real problem is Get to the heart of the problem nce you have determined what the
problem is try to determine the cause of the problem hat behaviors or circumstances lead to the problem
2oth parties must agree on the problem and its causes before you can move to the net step tlts essential
net to determine what caused the problem as it caused by outside conditions such as contractual
agreements budget crunches etc- n this case the team may have little control over the situation but can
work together to decide how to 8survive9 the situation together or work to change it The cause may be a
misunderstanding of job roles and responsibilities The problem may be caused by a difference in values
attitudes age work eperience education cultural heritage religious beliefs or other personal traits
hatever the cause it must be clearly determined
Step hree$ Identify and evaluate potential solutions
2rainstorm as many solutions as you can Try not to think of pros and cons of the solutions generated Do not
analy+e the solutions just list them ow you can develop strategies Ask yourselves 8hat do we want to
achieve and how can we go about achieving it9 All those who are involved in the conflict should brainstorm a
list of solutions ore information may be needed in some areas to have a workable list of solutions Take the
time to get all the information needed Analy+e potential solutions 3 ill it work and what will it entail arrow
down the solutions and try to find a few that you can both agree on
Step Four$ Select a solution
Decide on a solution that both parties can agree on ake sure that both parties have an e(ual part in the
solution Decide who is going to do what and when et a date to meet again to discuss progress All those
participating in the brainstorming should decide which solution will fit the best for all involved ampveryone must
agree on the solution try it out and see if it works and get back together to revise or change the plan as
needed 2efore making any changes though each party should give the solution enough time to see if it will
work since new behaviors and skills donltt often change easily
8122019 strategies and approaches
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Step Five$ valuate the results
4as anything changed s another meeting needed 1evising and changing to meet the needs is essential o
solution is ever permanent The group should regularly evaluate the solution and make adjustments as
needed f the solution isnltt working maybe help from outside sources is needed
Problem Solving with the Teacher ho irects our or
n working side by side day after day with the teacher who directs your work youltre bound to have
differences in the way each of you would handle different situations These may be differences revolving
around procedures personal issues or techni(ues t may be that the two of you have different perceptions or
perhaps you have clashing emotional needs The conflict may come from a source as basic and common- as
having limited resources and deciding how to use them
onflict isnltt necessarily negative Although it may not seem so at the time there are positive functions of
conflict that are important to remember when working through differences Positive functions of conflict include
it
bull makes people have to clarify their position
bull helps others looks at different perceptions concerns and interests
bull encourages others to look for new facts
bull provides a source for developing more specific and long lasting solutions
bull gives the opportunity to establish mutual trust
bull results in personal and social change
bull prevents situations from getting worse
tlts essential to work through differences in order for the paraprofessional and the teacher supervisor or the
larger team to succeed in providing the best service possible for the students or students ampffective teams are
marked by mutual ownership 6sing consensus during problem3solving discussions is critical for each person so
all can claim ownership for the outcomes and solutions
mportant guidelines for using a consensus approach are
bull )istening and paying attention to each other
bull Asking open3ended (uestions using 8what9 and 8how9
bull ot agreeing too (uickly with each other
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bull Generating multiple options F challenge the limitsI
bull Treating options as alternatives not answers
bull ot arguing blindly for your views
bull Treating your differences as strengths
ou will know you have reached consensus when
bull 2oth of you agree on a single alternative
bull ampach of you can honestly say
o 8 believe you understand my point of view9
o 8 believe understand your point of view9
o 8hether or not prefer this decision support it because it was arrived at fairly and openly
and itlts the best solution for us at this time9
Summary
ou have reached the conclusion of this unit hoosing the net arrow will take you back to the core area home
page Please have your facilitator advise you on what steps to take net
To continue eploring topics addressed in this unit follow the eplore link from the core area home page
Information for this unit was gathered in part from the following resources
A oparison of Passi$e Asserti$e and Aggressi$e Beha$ior adapted ith perission fro training aterials de$eloped amp the Aerican
ederation of Teachers Washington
Bod anguage and oice adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
+ordon Training nternational (-1) Teacher Effecti$eness Training etrie$ed on April 16 -- fro +ordon Training nternational
Weamp site httpwwwgordontrainingcomindexhtml
nstitute on ounit ntegration (nd) The Paraprofessional An ntroduction (acilitator0s Edition and tudent0s Edition) opiled amp
2ean Ness 3inneapolis 3N 4ni$ersit of 3innesota
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Pic5ett A (19) A Training Progra for Paraprofessionals Wor5ing ith pecial Education and elated er$ices Ne 7or5 N7
National esource enter for Paraprofessionals in pecial Education and elated er$ices
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1619
Pro8ect PAA (nd) Paraeducator elf tud Progra etrie$ed on April 11 -- fro Pro8ect PAA Weamp site
httpparaunledudefaulthtml
Tel$e Barriers to ounication adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
Lesson 2
bull Twelve 2arriers to ommunication
Lesson 4
bull 2ehavior tyles
Lesson 5
bull 2ody )anguage and 7oice
bull 1oadblocks
Lesson 6
bull Paraprofessional elf3ampvaluation Borm
Lesson 7
bull cenario
Lesson 8
bull Active )istening
Lesson 9
bull 4ow Do ou 1espond to onflict
Lesson 10
bull 8 9 essage
Lesson 11
bull Problem olving
Lesson 12
bull 1ole Play Activity
(I)IIS
Activities that are included in this section include only those activities that will be led by the facilitator ther
activities can be found in the lessons
8122019 strategies and approaches
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Passive Assertive N Aggressive 2ehavior and 2ody )anguage Activity
tudents will read and discuss the two charts A omparison of Passive Assertive and Aggressive 2ehavior
and 2ody )anguage and 7oice ince manipulative behavior has not been discussed separately ask students
which category they feel manipulative behaviors most often fall within Bacilitate a discussion or role play idea
to demonstrate various body postures and language
1ole Play on ommunication tyles
Ask for volunteers to do the following role play one taking an aggressive approach one a passive approach
and one an assertive approach The fourth will act as the supervisor who will react to these situations After
the role plays discuss which method of addressing the supervisor was the most effective ampncourage students
to be assertive when resolving issues
ituation The school paraprofessional has just completed the first week on the job and is beginning to feel
comfortable with the role but on Briday is told that starting onday he or she is to ride the bus with a very
unruly bunch of students to maintain control The paraprofessional feels totally une(uipped to handle this role
and doesnltt know how to prepare 4e or she goes to the supervisor to discuss the upcoming assignment 4ave
each student act out this situation with the supervisor The passive person will say little and have a hard time
epressing fears and concerns The aggressive person will make demands The assertive one will clearly state
concerns ask for proper support and negotiate with the supervisor
Divide the class into groups of eight to ten students standing in a circle Direct each person to reach across
the circle and hold the hand of the person across from them Then with the other hand reach across the circle
and hold the hand of another person ake sure everyone is holding the hand of two different people so the
group is tied in a knot Tell the group that the object is to untangle themselves without letting go 4ow did
they go about untangling the knots hat happened to the group as you began to untangle the knot 4ow did
the group work together to untangle itself hat strategies did the group use to plan its untangling hat did
you learn about solving comple problems in a group
DIS(USSI
ommunication kill 1ating
4ave paraprofessionals fill out the rating on their owngt facilitate a discussion on communication skills and
make suggestions on ways to strengthen weak areas an also use this topic as a discussion on your discussion
board
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1819
4ave students draw a line down the middle of a sheet of paper n the left write 8my strengths9 and on the
right 8my weaknesses9 ake a list of your strengths and weaknesses on the job including your
communication skills as you see them hare this list with someone at work or a family member or friend This
assignment will be turned in and discussed in the net session
Teamwork and ommunication
6se these topical (uestions to facilitate discussions with your learning group
Teamwork
O Discuss the characteristics that must be present for effective teamwork
Discuss situations in which you were part of a team
hat were the characteristics of the team 4ow well the team function ere there any characteristics that
were absent from the team that would have helped the team to function better f so how did their absence
impact the team
O 2rainstorm with the group some positive steps they can take to become more e(ual members of teams
2rainstorm ideas of how a paraprofessional can be a member of a team meeting when the meetings are held at
times they cannot attend ie during bus duty after or before hours- ne solution could be for the
paraprofessional to develop a written form with his or her supervisor to use to relay information about the
individual being discussed that clearly addresses the paraprofessionallts concerns and eperiences
O Discuss job roles responsibilities goals time communication and the importance of each in the role of the
paraprofessional in a teamwork situation There might be a lot of discussion about how the paraprofessional
doesnltt feel a part of a team and isnltt allowed to participate as an active team member
O Discuss each of the task functions 4ave students give eamples of each 1elate team discussions to both
education and direct care situations ake sure students understand these are important functions for all
members of the team to recogni+e tudents will come up with eamples of teams with which theyltve been
involved or familiar and that worked well together 2rainstorm with students how they can encourage others
they work with to use the positive behaviors more fre(uently
ommunication
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hat are several steps you can take to improve listening skills
hy do you think effective communication is important to the relationship between the paraprofessional and
the supervisor
Give an eample of a time when you feel you communicated in a positive manner with someone hat made it
successful
hat elements contribute to effective communication
hat strategies can paraprofessionals and their supervisors use to enhance communication
)ist various ways that a person communicates
hy is communication important
hat do you feel are your strengths in active listening
hat active listening skills would you like to improve
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t is important that we monitor students0 understanding To check if a student understands what was
communicated ask the student to repeat directions (uestions or summari+e what was said
Positive Communication Strategies
t is very important for you to have an effective working relationship with the people you work with regularly A
major component of this relationship involves good communication Good communication not only involves the
ability to speak but also e(ually as important is the ability to listen 2y practicing effective communication
relationships can be greatly enhanced which will result in the best possible support for students and their
families
4ere are some strategies to remember when trying to pay attention to positive communication
Active listeners make good communicators Active listeners have positive attitudes and open minds They show
interest in what the other person is saying by nonverbal cues good eye contact and remembering what was
said
ampveryonelts attitudes and feelings must be known respected and understood f they arenltt shared the
relationship wonltt be open or growing Those attitudes cover such arenas as individual roles and duties
persons with disabilities instructional styles management styles and the contributions of others and each
other-
An understanding of similarities and differences between supervisor and paraprofessional must be recogni+ed
and understood Those may relate to different values cultural and religious heritage levels of education or
levels of eperience
ou and the teacher who directs your work should develop and share a common vocabulary and a system of
nonverbal cues 7erbal and nonverbal cues play an important part in communication Gestures facial
epressions posture and eye contact are eamples of nonverbal communication Bacial epressions give
feedback about whether or not information has been understood and is being received and the listenerlts
attitude about the information Posture and body movements also communicate attitude ampye contact and facial
epressions can give a sense of a positive F or negative F relationship between people
The teacher who directs your work must make sure directions and epectations are clearly understood and that
you are able to perform the assigned tasks prior to implementing them
ou must be willing and assertive enough to ask for clarification or assistance if the assignment isnltt
understood ou must eplain clearly what you need to be successful in your position
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ou and the teacher who directs your work should discuss and decide together what special interests talents
and training the paraprofessional has that will complement and enhance the delivery of services
The team must work together to create a climate of cooperation trust respect and loyalty by meeting
regularly to discuss procedures and techni(ues that will establish and maintain open channels of
communication
ilence is a form of communication tlts a difficult form of communication to understand because it can mean
anger or grief or depression t can also mean that the listener understands what is being said t is important
to be assertive in your response when listening so that the person who is trying to communicate with you
knows your level of understanding and that there is agreement ilence can block that ability to have
cooperative communication
Factors ffecting istening
Listening Skills
)istening is an important part of effective communication e need to concentrate on encouraging not only
students but ourselves to ehibit good listening behaviors and strategies )istening is a process that involves
actively hearing what another person is communicating and attending to that communication )istening is how
we receive the verbal portion of a person0s message 2y listening we can show concern and interest in
understanding both the person and the situation
)istening can be affected by personal bias environmental factors a short attention span rehearsing a
response daydreaming hot words or through the use of filtering
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ctive istening Strategies
Active listening is the process of listening and responding in such a way that the speaker feels accepted and
respected by the listener t is an essential part of communication Active listening begins with an attitude of
acceptance and respect for the other person This kind of listening re(uires the listener to carefully 8take in9
the speakerlts words and respond in a way that shows appreciation for the speaker the speakerlts literal
meaning and the feelings and 8themes9 behind the speakerlts words ur efforts to establish an accepting
respectful climate will encourage the speaker to open up and allow herselfhimself to become known by the
listener
ommunication has several avenues that can get crossed if the speaker is not clear with the message or the
listener decodes it incorrectly hen we use our own words to repeat back what we think the student has just
communicated we are clarifying their message This HfeedbackH is called active listening Bor eample
tudent don0t like this school as much as my old one People are not very niceH
Para ou are unhappy at this school
tudent eah haven0t made any good friends o one includes me
Para ou feel left out here
tudent eah wish knew more people
The paraprofessional is verbali+ing what heshe thinks the student is saying This lets the student affirm what
the paraprofessional said or eplain their meaning in a different way
Active listening helps you communicate more productively with the student Active listening helps you more
fully understand what the student is saying and also helps the student articulate their concerns The time it
takes to learn and use active listening provides a number of benefits
8122019 strategies and approaches
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ctive Listening
4elps students deal with and HdefuseH strong feelings
4elps students understand their own emotions
Bacilitates problem solving
=eeps the responsibility with the student
akes students more willing to listen to others
Promotes a closer more meaningful relationship between para and student
uidelines for ctive Listening
how that you accept what the person says because it is true for that person ampye contact nods of the
head and responses such as 8 see9 or 8 understand9 indicate that you have heard and accept what
the speaker is saying Acceptance does not imply agreement
)ook for 8the music behind the words9 Tune in to the speakerlts feelings identify unspoken 8themes9
and try to grasp the overall picture 1esponses such as 8ou seem angry calm happy etc9
acknowledge feelings and indicate that you accept their being epressed Pay attention to nonverbal
cues and to what they communicate
1eflect back to the person what you have heard 1esponses such as 8ou seem to be saying9 or 8f
understand you correctly you mean9 allow the speaker to correct any misperceptions you might
have
$ Ask eploratory or clarifying (uestions to further your understanding and to enhance the personlts
feelings of being listened to and understood 84ow do you feel about that9 8an you say more about
that9
hings to void
Generali+ing 2ecause they direct the focus away from the speaker general statements 8ampverybody
feels that wayI9- usually arenltt helpful imilarly talking about your own eperiences 8 felt the same
way when9- will derail the speaker To say that you understand is enough Judging the peaker Approving or disapproving of what the speaker says calls attention to your value
system and away from the speakerlts concerns
Giving pinions ffering Advice and olving the Problem uch responses generally narrow the
speakerlts options and take responsibility away from the speaker rather than encouraging the speaker
to arrive at herhis own best solutions or allowing for collaboration
$ ampplaining or nterpreting the peakerlts 2ehavior 8ou probably feel that way because9 is a
psychoanalytic line that will likely create defensiveness
K Asking 8hy9 Euestions 8hy9 (uestions direct people into their heads and away from their feelings
8hy do you feel that way9 8hy do you think that9 may also create defensiveness as the speaker
seeks to justify herhimself
Problem Solving- voiding and esolving Conflicts
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nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation Problem solving techni(ues are a necessary component of working within a
team and working with students ow that we have discussed communication and listening skills they become
primary components in the problem3solving framework
nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation There may be some times when avoiding a conflict may be a good choice Bor
eample during a brief contact with an individual that you most likely will never see again it may be a good
idea to avoid a conflict 4owever in a work setting it is important to deal with conflict in a productive timely
and respectful way 6nresolved issues can negatively affect relationships the work environment and the
service (uality
Problem Solving- Constructive Criticism
onstructive criticism is most effective when it is delivered in a relaed manner riticism should eist to help
the paraprofessional or teacher understand what behaviors or work habits can be improved onstructive
criticism can be enhanced through the use of H messages9
The use of 8 messages9 can be a positive strategy to deal with conflict H essagesH can help you separate
the person from the problem and allow you to deal with the situation at hand without being aggressive towards
another person 8 essages9 let you eplain to another person how their behavior or actions affect you
without being perceived as hostile f the person confronted does not show an interest in problem solving you
may need to give a stronger 8 message9
Problem Solving )odel
hen problems arise it is best to try to solve the problem through the use of communication The following
model is designed to allow the paraprofessional to solve problems in a non3confrontational manner The model
utili+es five steps in which participants communicate ideas problems alternatives and solutions to one
another The following series of problem3solving techni(ues were developed by Anna )ou Pickett LMM- ou
may find these steps helpful in improving your ability to work better in a team t is important for you to
always address the person with whom you have the problem ork through the model and try to solve the
problem with the other person f you find that the problem still eists go through the channels of command
using the problem solving model
8122019 strategies and approaches
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Step ne$ Identify and Descrie the amprolem
Put the problem into your own words Try to use an H messageH to communicate your feelings Allow the other
person the opportunity to communicate their feelings as well A situation must be seen and clearly understood
before it can be resolved t isnltt always easy to put a problem into words but if it canltt be stated clearly it
will be impossible to choose a course of action that will lead to a satisfactory solution ampach person must
describe the situation in his or her own words and from their point of view This can be done by asking
(uestions like 8hat is the problem9 8ho is involved9 8ho is affected9 84ow are they affected9
Step wo$ Define and determine the causes of the prolem
Determine what the real problem is Get to the heart of the problem nce you have determined what the
problem is try to determine the cause of the problem hat behaviors or circumstances lead to the problem
2oth parties must agree on the problem and its causes before you can move to the net step tlts essential
net to determine what caused the problem as it caused by outside conditions such as contractual
agreements budget crunches etc- n this case the team may have little control over the situation but can
work together to decide how to 8survive9 the situation together or work to change it The cause may be a
misunderstanding of job roles and responsibilities The problem may be caused by a difference in values
attitudes age work eperience education cultural heritage religious beliefs or other personal traits
hatever the cause it must be clearly determined
Step hree$ Identify and evaluate potential solutions
2rainstorm as many solutions as you can Try not to think of pros and cons of the solutions generated Do not
analy+e the solutions just list them ow you can develop strategies Ask yourselves 8hat do we want to
achieve and how can we go about achieving it9 All those who are involved in the conflict should brainstorm a
list of solutions ore information may be needed in some areas to have a workable list of solutions Take the
time to get all the information needed Analy+e potential solutions 3 ill it work and what will it entail arrow
down the solutions and try to find a few that you can both agree on
Step Four$ Select a solution
Decide on a solution that both parties can agree on ake sure that both parties have an e(ual part in the
solution Decide who is going to do what and when et a date to meet again to discuss progress All those
participating in the brainstorming should decide which solution will fit the best for all involved ampveryone must
agree on the solution try it out and see if it works and get back together to revise or change the plan as
needed 2efore making any changes though each party should give the solution enough time to see if it will
work since new behaviors and skills donltt often change easily
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1419
Step Five$ valuate the results
4as anything changed s another meeting needed 1evising and changing to meet the needs is essential o
solution is ever permanent The group should regularly evaluate the solution and make adjustments as
needed f the solution isnltt working maybe help from outside sources is needed
Problem Solving with the Teacher ho irects our or
n working side by side day after day with the teacher who directs your work youltre bound to have
differences in the way each of you would handle different situations These may be differences revolving
around procedures personal issues or techni(ues t may be that the two of you have different perceptions or
perhaps you have clashing emotional needs The conflict may come from a source as basic and common- as
having limited resources and deciding how to use them
onflict isnltt necessarily negative Although it may not seem so at the time there are positive functions of
conflict that are important to remember when working through differences Positive functions of conflict include
it
bull makes people have to clarify their position
bull helps others looks at different perceptions concerns and interests
bull encourages others to look for new facts
bull provides a source for developing more specific and long lasting solutions
bull gives the opportunity to establish mutual trust
bull results in personal and social change
bull prevents situations from getting worse
tlts essential to work through differences in order for the paraprofessional and the teacher supervisor or the
larger team to succeed in providing the best service possible for the students or students ampffective teams are
marked by mutual ownership 6sing consensus during problem3solving discussions is critical for each person so
all can claim ownership for the outcomes and solutions
mportant guidelines for using a consensus approach are
bull )istening and paying attention to each other
bull Asking open3ended (uestions using 8what9 and 8how9
bull ot agreeing too (uickly with each other
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1519
bull Generating multiple options F challenge the limitsI
bull Treating options as alternatives not answers
bull ot arguing blindly for your views
bull Treating your differences as strengths
ou will know you have reached consensus when
bull 2oth of you agree on a single alternative
bull ampach of you can honestly say
o 8 believe you understand my point of view9
o 8 believe understand your point of view9
o 8hether or not prefer this decision support it because it was arrived at fairly and openly
and itlts the best solution for us at this time9
Summary
ou have reached the conclusion of this unit hoosing the net arrow will take you back to the core area home
page Please have your facilitator advise you on what steps to take net
To continue eploring topics addressed in this unit follow the eplore link from the core area home page
Information for this unit was gathered in part from the following resources
A oparison of Passi$e Asserti$e and Aggressi$e Beha$ior adapted ith perission fro training aterials de$eloped amp the Aerican
ederation of Teachers Washington
Bod anguage and oice adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
+ordon Training nternational (-1) Teacher Effecti$eness Training etrie$ed on April 16 -- fro +ordon Training nternational
Weamp site httpwwwgordontrainingcomindexhtml
nstitute on ounit ntegration (nd) The Paraprofessional An ntroduction (acilitator0s Edition and tudent0s Edition) opiled amp
2ean Ness 3inneapolis 3N 4ni$ersit of 3innesota
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Pic5ett A (19) A Training Progra for Paraprofessionals Wor5ing ith pecial Education and elated er$ices Ne 7or5 N7
National esource enter for Paraprofessionals in pecial Education and elated er$ices
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1619
Pro8ect PAA (nd) Paraeducator elf tud Progra etrie$ed on April 11 -- fro Pro8ect PAA Weamp site
httpparaunledudefaulthtml
Tel$e Barriers to ounication adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
Lesson 2
bull Twelve 2arriers to ommunication
Lesson 4
bull 2ehavior tyles
Lesson 5
bull 2ody )anguage and 7oice
bull 1oadblocks
Lesson 6
bull Paraprofessional elf3ampvaluation Borm
Lesson 7
bull cenario
Lesson 8
bull Active )istening
Lesson 9
bull 4ow Do ou 1espond to onflict
Lesson 10
bull 8 9 essage
Lesson 11
bull Problem olving
Lesson 12
bull 1ole Play Activity
(I)IIS
Activities that are included in this section include only those activities that will be led by the facilitator ther
activities can be found in the lessons
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1719
Passive Assertive N Aggressive 2ehavior and 2ody )anguage Activity
tudents will read and discuss the two charts A omparison of Passive Assertive and Aggressive 2ehavior
and 2ody )anguage and 7oice ince manipulative behavior has not been discussed separately ask students
which category they feel manipulative behaviors most often fall within Bacilitate a discussion or role play idea
to demonstrate various body postures and language
1ole Play on ommunication tyles
Ask for volunteers to do the following role play one taking an aggressive approach one a passive approach
and one an assertive approach The fourth will act as the supervisor who will react to these situations After
the role plays discuss which method of addressing the supervisor was the most effective ampncourage students
to be assertive when resolving issues
ituation The school paraprofessional has just completed the first week on the job and is beginning to feel
comfortable with the role but on Briday is told that starting onday he or she is to ride the bus with a very
unruly bunch of students to maintain control The paraprofessional feels totally une(uipped to handle this role
and doesnltt know how to prepare 4e or she goes to the supervisor to discuss the upcoming assignment 4ave
each student act out this situation with the supervisor The passive person will say little and have a hard time
epressing fears and concerns The aggressive person will make demands The assertive one will clearly state
concerns ask for proper support and negotiate with the supervisor
Divide the class into groups of eight to ten students standing in a circle Direct each person to reach across
the circle and hold the hand of the person across from them Then with the other hand reach across the circle
and hold the hand of another person ake sure everyone is holding the hand of two different people so the
group is tied in a knot Tell the group that the object is to untangle themselves without letting go 4ow did
they go about untangling the knots hat happened to the group as you began to untangle the knot 4ow did
the group work together to untangle itself hat strategies did the group use to plan its untangling hat did
you learn about solving comple problems in a group
DIS(USSI
ommunication kill 1ating
4ave paraprofessionals fill out the rating on their owngt facilitate a discussion on communication skills and
make suggestions on ways to strengthen weak areas an also use this topic as a discussion on your discussion
board
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1819
4ave students draw a line down the middle of a sheet of paper n the left write 8my strengths9 and on the
right 8my weaknesses9 ake a list of your strengths and weaknesses on the job including your
communication skills as you see them hare this list with someone at work or a family member or friend This
assignment will be turned in and discussed in the net session
Teamwork and ommunication
6se these topical (uestions to facilitate discussions with your learning group
Teamwork
O Discuss the characteristics that must be present for effective teamwork
Discuss situations in which you were part of a team
hat were the characteristics of the team 4ow well the team function ere there any characteristics that
were absent from the team that would have helped the team to function better f so how did their absence
impact the team
O 2rainstorm with the group some positive steps they can take to become more e(ual members of teams
2rainstorm ideas of how a paraprofessional can be a member of a team meeting when the meetings are held at
times they cannot attend ie during bus duty after or before hours- ne solution could be for the
paraprofessional to develop a written form with his or her supervisor to use to relay information about the
individual being discussed that clearly addresses the paraprofessionallts concerns and eperiences
O Discuss job roles responsibilities goals time communication and the importance of each in the role of the
paraprofessional in a teamwork situation There might be a lot of discussion about how the paraprofessional
doesnltt feel a part of a team and isnltt allowed to participate as an active team member
O Discuss each of the task functions 4ave students give eamples of each 1elate team discussions to both
education and direct care situations ake sure students understand these are important functions for all
members of the team to recogni+e tudents will come up with eamples of teams with which theyltve been
involved or familiar and that worked well together 2rainstorm with students how they can encourage others
they work with to use the positive behaviors more fre(uently
ommunication
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hat are several steps you can take to improve listening skills
hy do you think effective communication is important to the relationship between the paraprofessional and
the supervisor
Give an eample of a time when you feel you communicated in a positive manner with someone hat made it
successful
hat elements contribute to effective communication
hat strategies can paraprofessionals and their supervisors use to enhance communication
)ist various ways that a person communicates
hy is communication important
hat do you feel are your strengths in active listening
hat active listening skills would you like to improve
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ou and the teacher who directs your work should discuss and decide together what special interests talents
and training the paraprofessional has that will complement and enhance the delivery of services
The team must work together to create a climate of cooperation trust respect and loyalty by meeting
regularly to discuss procedures and techni(ues that will establish and maintain open channels of
communication
ilence is a form of communication tlts a difficult form of communication to understand because it can mean
anger or grief or depression t can also mean that the listener understands what is being said t is important
to be assertive in your response when listening so that the person who is trying to communicate with you
knows your level of understanding and that there is agreement ilence can block that ability to have
cooperative communication
Factors ffecting istening
Listening Skills
)istening is an important part of effective communication e need to concentrate on encouraging not only
students but ourselves to ehibit good listening behaviors and strategies )istening is a process that involves
actively hearing what another person is communicating and attending to that communication )istening is how
we receive the verbal portion of a person0s message 2y listening we can show concern and interest in
understanding both the person and the situation
)istening can be affected by personal bias environmental factors a short attention span rehearsing a
response daydreaming hot words or through the use of filtering
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ctive istening Strategies
Active listening is the process of listening and responding in such a way that the speaker feels accepted and
respected by the listener t is an essential part of communication Active listening begins with an attitude of
acceptance and respect for the other person This kind of listening re(uires the listener to carefully 8take in9
the speakerlts words and respond in a way that shows appreciation for the speaker the speakerlts literal
meaning and the feelings and 8themes9 behind the speakerlts words ur efforts to establish an accepting
respectful climate will encourage the speaker to open up and allow herselfhimself to become known by the
listener
ommunication has several avenues that can get crossed if the speaker is not clear with the message or the
listener decodes it incorrectly hen we use our own words to repeat back what we think the student has just
communicated we are clarifying their message This HfeedbackH is called active listening Bor eample
tudent don0t like this school as much as my old one People are not very niceH
Para ou are unhappy at this school
tudent eah haven0t made any good friends o one includes me
Para ou feel left out here
tudent eah wish knew more people
The paraprofessional is verbali+ing what heshe thinks the student is saying This lets the student affirm what
the paraprofessional said or eplain their meaning in a different way
Active listening helps you communicate more productively with the student Active listening helps you more
fully understand what the student is saying and also helps the student articulate their concerns The time it
takes to learn and use active listening provides a number of benefits
8122019 strategies and approaches
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ctive Listening
4elps students deal with and HdefuseH strong feelings
4elps students understand their own emotions
Bacilitates problem solving
=eeps the responsibility with the student
akes students more willing to listen to others
Promotes a closer more meaningful relationship between para and student
uidelines for ctive Listening
how that you accept what the person says because it is true for that person ampye contact nods of the
head and responses such as 8 see9 or 8 understand9 indicate that you have heard and accept what
the speaker is saying Acceptance does not imply agreement
)ook for 8the music behind the words9 Tune in to the speakerlts feelings identify unspoken 8themes9
and try to grasp the overall picture 1esponses such as 8ou seem angry calm happy etc9
acknowledge feelings and indicate that you accept their being epressed Pay attention to nonverbal
cues and to what they communicate
1eflect back to the person what you have heard 1esponses such as 8ou seem to be saying9 or 8f
understand you correctly you mean9 allow the speaker to correct any misperceptions you might
have
$ Ask eploratory or clarifying (uestions to further your understanding and to enhance the personlts
feelings of being listened to and understood 84ow do you feel about that9 8an you say more about
that9
hings to void
Generali+ing 2ecause they direct the focus away from the speaker general statements 8ampverybody
feels that wayI9- usually arenltt helpful imilarly talking about your own eperiences 8 felt the same
way when9- will derail the speaker To say that you understand is enough Judging the peaker Approving or disapproving of what the speaker says calls attention to your value
system and away from the speakerlts concerns
Giving pinions ffering Advice and olving the Problem uch responses generally narrow the
speakerlts options and take responsibility away from the speaker rather than encouraging the speaker
to arrive at herhis own best solutions or allowing for collaboration
$ ampplaining or nterpreting the peakerlts 2ehavior 8ou probably feel that way because9 is a
psychoanalytic line that will likely create defensiveness
K Asking 8hy9 Euestions 8hy9 (uestions direct people into their heads and away from their feelings
8hy do you feel that way9 8hy do you think that9 may also create defensiveness as the speaker
seeks to justify herhimself
Problem Solving- voiding and esolving Conflicts
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nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation Problem solving techni(ues are a necessary component of working within a
team and working with students ow that we have discussed communication and listening skills they become
primary components in the problem3solving framework
nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation There may be some times when avoiding a conflict may be a good choice Bor
eample during a brief contact with an individual that you most likely will never see again it may be a good
idea to avoid a conflict 4owever in a work setting it is important to deal with conflict in a productive timely
and respectful way 6nresolved issues can negatively affect relationships the work environment and the
service (uality
Problem Solving- Constructive Criticism
onstructive criticism is most effective when it is delivered in a relaed manner riticism should eist to help
the paraprofessional or teacher understand what behaviors or work habits can be improved onstructive
criticism can be enhanced through the use of H messages9
The use of 8 messages9 can be a positive strategy to deal with conflict H essagesH can help you separate
the person from the problem and allow you to deal with the situation at hand without being aggressive towards
another person 8 essages9 let you eplain to another person how their behavior or actions affect you
without being perceived as hostile f the person confronted does not show an interest in problem solving you
may need to give a stronger 8 message9
Problem Solving )odel
hen problems arise it is best to try to solve the problem through the use of communication The following
model is designed to allow the paraprofessional to solve problems in a non3confrontational manner The model
utili+es five steps in which participants communicate ideas problems alternatives and solutions to one
another The following series of problem3solving techni(ues were developed by Anna )ou Pickett LMM- ou
may find these steps helpful in improving your ability to work better in a team t is important for you to
always address the person with whom you have the problem ork through the model and try to solve the
problem with the other person f you find that the problem still eists go through the channels of command
using the problem solving model
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Step ne$ Identify and Descrie the amprolem
Put the problem into your own words Try to use an H messageH to communicate your feelings Allow the other
person the opportunity to communicate their feelings as well A situation must be seen and clearly understood
before it can be resolved t isnltt always easy to put a problem into words but if it canltt be stated clearly it
will be impossible to choose a course of action that will lead to a satisfactory solution ampach person must
describe the situation in his or her own words and from their point of view This can be done by asking
(uestions like 8hat is the problem9 8ho is involved9 8ho is affected9 84ow are they affected9
Step wo$ Define and determine the causes of the prolem
Determine what the real problem is Get to the heart of the problem nce you have determined what the
problem is try to determine the cause of the problem hat behaviors or circumstances lead to the problem
2oth parties must agree on the problem and its causes before you can move to the net step tlts essential
net to determine what caused the problem as it caused by outside conditions such as contractual
agreements budget crunches etc- n this case the team may have little control over the situation but can
work together to decide how to 8survive9 the situation together or work to change it The cause may be a
misunderstanding of job roles and responsibilities The problem may be caused by a difference in values
attitudes age work eperience education cultural heritage religious beliefs or other personal traits
hatever the cause it must be clearly determined
Step hree$ Identify and evaluate potential solutions
2rainstorm as many solutions as you can Try not to think of pros and cons of the solutions generated Do not
analy+e the solutions just list them ow you can develop strategies Ask yourselves 8hat do we want to
achieve and how can we go about achieving it9 All those who are involved in the conflict should brainstorm a
list of solutions ore information may be needed in some areas to have a workable list of solutions Take the
time to get all the information needed Analy+e potential solutions 3 ill it work and what will it entail arrow
down the solutions and try to find a few that you can both agree on
Step Four$ Select a solution
Decide on a solution that both parties can agree on ake sure that both parties have an e(ual part in the
solution Decide who is going to do what and when et a date to meet again to discuss progress All those
participating in the brainstorming should decide which solution will fit the best for all involved ampveryone must
agree on the solution try it out and see if it works and get back together to revise or change the plan as
needed 2efore making any changes though each party should give the solution enough time to see if it will
work since new behaviors and skills donltt often change easily
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Step Five$ valuate the results
4as anything changed s another meeting needed 1evising and changing to meet the needs is essential o
solution is ever permanent The group should regularly evaluate the solution and make adjustments as
needed f the solution isnltt working maybe help from outside sources is needed
Problem Solving with the Teacher ho irects our or
n working side by side day after day with the teacher who directs your work youltre bound to have
differences in the way each of you would handle different situations These may be differences revolving
around procedures personal issues or techni(ues t may be that the two of you have different perceptions or
perhaps you have clashing emotional needs The conflict may come from a source as basic and common- as
having limited resources and deciding how to use them
onflict isnltt necessarily negative Although it may not seem so at the time there are positive functions of
conflict that are important to remember when working through differences Positive functions of conflict include
it
bull makes people have to clarify their position
bull helps others looks at different perceptions concerns and interests
bull encourages others to look for new facts
bull provides a source for developing more specific and long lasting solutions
bull gives the opportunity to establish mutual trust
bull results in personal and social change
bull prevents situations from getting worse
tlts essential to work through differences in order for the paraprofessional and the teacher supervisor or the
larger team to succeed in providing the best service possible for the students or students ampffective teams are
marked by mutual ownership 6sing consensus during problem3solving discussions is critical for each person so
all can claim ownership for the outcomes and solutions
mportant guidelines for using a consensus approach are
bull )istening and paying attention to each other
bull Asking open3ended (uestions using 8what9 and 8how9
bull ot agreeing too (uickly with each other
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bull Generating multiple options F challenge the limitsI
bull Treating options as alternatives not answers
bull ot arguing blindly for your views
bull Treating your differences as strengths
ou will know you have reached consensus when
bull 2oth of you agree on a single alternative
bull ampach of you can honestly say
o 8 believe you understand my point of view9
o 8 believe understand your point of view9
o 8hether or not prefer this decision support it because it was arrived at fairly and openly
and itlts the best solution for us at this time9
Summary
ou have reached the conclusion of this unit hoosing the net arrow will take you back to the core area home
page Please have your facilitator advise you on what steps to take net
To continue eploring topics addressed in this unit follow the eplore link from the core area home page
Information for this unit was gathered in part from the following resources
A oparison of Passi$e Asserti$e and Aggressi$e Beha$ior adapted ith perission fro training aterials de$eloped amp the Aerican
ederation of Teachers Washington
Bod anguage and oice adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
+ordon Training nternational (-1) Teacher Effecti$eness Training etrie$ed on April 16 -- fro +ordon Training nternational
Weamp site httpwwwgordontrainingcomindexhtml
nstitute on ounit ntegration (nd) The Paraprofessional An ntroduction (acilitator0s Edition and tudent0s Edition) opiled amp
2ean Ness 3inneapolis 3N 4ni$ersit of 3innesota
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Pic5ett A (19) A Training Progra for Paraprofessionals Wor5ing ith pecial Education and elated er$ices Ne 7or5 N7
National esource enter for Paraprofessionals in pecial Education and elated er$ices
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Pro8ect PAA (nd) Paraeducator elf tud Progra etrie$ed on April 11 -- fro Pro8ect PAA Weamp site
httpparaunledudefaulthtml
Tel$e Barriers to ounication adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
Lesson 2
bull Twelve 2arriers to ommunication
Lesson 4
bull 2ehavior tyles
Lesson 5
bull 2ody )anguage and 7oice
bull 1oadblocks
Lesson 6
bull Paraprofessional elf3ampvaluation Borm
Lesson 7
bull cenario
Lesson 8
bull Active )istening
Lesson 9
bull 4ow Do ou 1espond to onflict
Lesson 10
bull 8 9 essage
Lesson 11
bull Problem olving
Lesson 12
bull 1ole Play Activity
(I)IIS
Activities that are included in this section include only those activities that will be led by the facilitator ther
activities can be found in the lessons
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Passive Assertive N Aggressive 2ehavior and 2ody )anguage Activity
tudents will read and discuss the two charts A omparison of Passive Assertive and Aggressive 2ehavior
and 2ody )anguage and 7oice ince manipulative behavior has not been discussed separately ask students
which category they feel manipulative behaviors most often fall within Bacilitate a discussion or role play idea
to demonstrate various body postures and language
1ole Play on ommunication tyles
Ask for volunteers to do the following role play one taking an aggressive approach one a passive approach
and one an assertive approach The fourth will act as the supervisor who will react to these situations After
the role plays discuss which method of addressing the supervisor was the most effective ampncourage students
to be assertive when resolving issues
ituation The school paraprofessional has just completed the first week on the job and is beginning to feel
comfortable with the role but on Briday is told that starting onday he or she is to ride the bus with a very
unruly bunch of students to maintain control The paraprofessional feels totally une(uipped to handle this role
and doesnltt know how to prepare 4e or she goes to the supervisor to discuss the upcoming assignment 4ave
each student act out this situation with the supervisor The passive person will say little and have a hard time
epressing fears and concerns The aggressive person will make demands The assertive one will clearly state
concerns ask for proper support and negotiate with the supervisor
Divide the class into groups of eight to ten students standing in a circle Direct each person to reach across
the circle and hold the hand of the person across from them Then with the other hand reach across the circle
and hold the hand of another person ake sure everyone is holding the hand of two different people so the
group is tied in a knot Tell the group that the object is to untangle themselves without letting go 4ow did
they go about untangling the knots hat happened to the group as you began to untangle the knot 4ow did
the group work together to untangle itself hat strategies did the group use to plan its untangling hat did
you learn about solving comple problems in a group
DIS(USSI
ommunication kill 1ating
4ave paraprofessionals fill out the rating on their owngt facilitate a discussion on communication skills and
make suggestions on ways to strengthen weak areas an also use this topic as a discussion on your discussion
board
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4ave students draw a line down the middle of a sheet of paper n the left write 8my strengths9 and on the
right 8my weaknesses9 ake a list of your strengths and weaknesses on the job including your
communication skills as you see them hare this list with someone at work or a family member or friend This
assignment will be turned in and discussed in the net session
Teamwork and ommunication
6se these topical (uestions to facilitate discussions with your learning group
Teamwork
O Discuss the characteristics that must be present for effective teamwork
Discuss situations in which you were part of a team
hat were the characteristics of the team 4ow well the team function ere there any characteristics that
were absent from the team that would have helped the team to function better f so how did their absence
impact the team
O 2rainstorm with the group some positive steps they can take to become more e(ual members of teams
2rainstorm ideas of how a paraprofessional can be a member of a team meeting when the meetings are held at
times they cannot attend ie during bus duty after or before hours- ne solution could be for the
paraprofessional to develop a written form with his or her supervisor to use to relay information about the
individual being discussed that clearly addresses the paraprofessionallts concerns and eperiences
O Discuss job roles responsibilities goals time communication and the importance of each in the role of the
paraprofessional in a teamwork situation There might be a lot of discussion about how the paraprofessional
doesnltt feel a part of a team and isnltt allowed to participate as an active team member
O Discuss each of the task functions 4ave students give eamples of each 1elate team discussions to both
education and direct care situations ake sure students understand these are important functions for all
members of the team to recogni+e tudents will come up with eamples of teams with which theyltve been
involved or familiar and that worked well together 2rainstorm with students how they can encourage others
they work with to use the positive behaviors more fre(uently
ommunication
8122019 strategies and approaches
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hat are several steps you can take to improve listening skills
hy do you think effective communication is important to the relationship between the paraprofessional and
the supervisor
Give an eample of a time when you feel you communicated in a positive manner with someone hat made it
successful
hat elements contribute to effective communication
hat strategies can paraprofessionals and their supervisors use to enhance communication
)ist various ways that a person communicates
hy is communication important
hat do you feel are your strengths in active listening
hat active listening skills would you like to improve
8122019 strategies and approaches
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ctive istening Strategies
Active listening is the process of listening and responding in such a way that the speaker feels accepted and
respected by the listener t is an essential part of communication Active listening begins with an attitude of
acceptance and respect for the other person This kind of listening re(uires the listener to carefully 8take in9
the speakerlts words and respond in a way that shows appreciation for the speaker the speakerlts literal
meaning and the feelings and 8themes9 behind the speakerlts words ur efforts to establish an accepting
respectful climate will encourage the speaker to open up and allow herselfhimself to become known by the
listener
ommunication has several avenues that can get crossed if the speaker is not clear with the message or the
listener decodes it incorrectly hen we use our own words to repeat back what we think the student has just
communicated we are clarifying their message This HfeedbackH is called active listening Bor eample
tudent don0t like this school as much as my old one People are not very niceH
Para ou are unhappy at this school
tudent eah haven0t made any good friends o one includes me
Para ou feel left out here
tudent eah wish knew more people
The paraprofessional is verbali+ing what heshe thinks the student is saying This lets the student affirm what
the paraprofessional said or eplain their meaning in a different way
Active listening helps you communicate more productively with the student Active listening helps you more
fully understand what the student is saying and also helps the student articulate their concerns The time it
takes to learn and use active listening provides a number of benefits
8122019 strategies and approaches
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ctive Listening
4elps students deal with and HdefuseH strong feelings
4elps students understand their own emotions
Bacilitates problem solving
=eeps the responsibility with the student
akes students more willing to listen to others
Promotes a closer more meaningful relationship between para and student
uidelines for ctive Listening
how that you accept what the person says because it is true for that person ampye contact nods of the
head and responses such as 8 see9 or 8 understand9 indicate that you have heard and accept what
the speaker is saying Acceptance does not imply agreement
)ook for 8the music behind the words9 Tune in to the speakerlts feelings identify unspoken 8themes9
and try to grasp the overall picture 1esponses such as 8ou seem angry calm happy etc9
acknowledge feelings and indicate that you accept their being epressed Pay attention to nonverbal
cues and to what they communicate
1eflect back to the person what you have heard 1esponses such as 8ou seem to be saying9 or 8f
understand you correctly you mean9 allow the speaker to correct any misperceptions you might
have
$ Ask eploratory or clarifying (uestions to further your understanding and to enhance the personlts
feelings of being listened to and understood 84ow do you feel about that9 8an you say more about
that9
hings to void
Generali+ing 2ecause they direct the focus away from the speaker general statements 8ampverybody
feels that wayI9- usually arenltt helpful imilarly talking about your own eperiences 8 felt the same
way when9- will derail the speaker To say that you understand is enough Judging the peaker Approving or disapproving of what the speaker says calls attention to your value
system and away from the speakerlts concerns
Giving pinions ffering Advice and olving the Problem uch responses generally narrow the
speakerlts options and take responsibility away from the speaker rather than encouraging the speaker
to arrive at herhis own best solutions or allowing for collaboration
$ ampplaining or nterpreting the peakerlts 2ehavior 8ou probably feel that way because9 is a
psychoanalytic line that will likely create defensiveness
K Asking 8hy9 Euestions 8hy9 (uestions direct people into their heads and away from their feelings
8hy do you feel that way9 8hy do you think that9 may also create defensiveness as the speaker
seeks to justify herhimself
Problem Solving- voiding and esolving Conflicts
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1219
nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation Problem solving techni(ues are a necessary component of working within a
team and working with students ow that we have discussed communication and listening skills they become
primary components in the problem3solving framework
nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation There may be some times when avoiding a conflict may be a good choice Bor
eample during a brief contact with an individual that you most likely will never see again it may be a good
idea to avoid a conflict 4owever in a work setting it is important to deal with conflict in a productive timely
and respectful way 6nresolved issues can negatively affect relationships the work environment and the
service (uality
Problem Solving- Constructive Criticism
onstructive criticism is most effective when it is delivered in a relaed manner riticism should eist to help
the paraprofessional or teacher understand what behaviors or work habits can be improved onstructive
criticism can be enhanced through the use of H messages9
The use of 8 messages9 can be a positive strategy to deal with conflict H essagesH can help you separate
the person from the problem and allow you to deal with the situation at hand without being aggressive towards
another person 8 essages9 let you eplain to another person how their behavior or actions affect you
without being perceived as hostile f the person confronted does not show an interest in problem solving you
may need to give a stronger 8 message9
Problem Solving )odel
hen problems arise it is best to try to solve the problem through the use of communication The following
model is designed to allow the paraprofessional to solve problems in a non3confrontational manner The model
utili+es five steps in which participants communicate ideas problems alternatives and solutions to one
another The following series of problem3solving techni(ues were developed by Anna )ou Pickett LMM- ou
may find these steps helpful in improving your ability to work better in a team t is important for you to
always address the person with whom you have the problem ork through the model and try to solve the
problem with the other person f you find that the problem still eists go through the channels of command
using the problem solving model
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1319
Step ne$ Identify and Descrie the amprolem
Put the problem into your own words Try to use an H messageH to communicate your feelings Allow the other
person the opportunity to communicate their feelings as well A situation must be seen and clearly understood
before it can be resolved t isnltt always easy to put a problem into words but if it canltt be stated clearly it
will be impossible to choose a course of action that will lead to a satisfactory solution ampach person must
describe the situation in his or her own words and from their point of view This can be done by asking
(uestions like 8hat is the problem9 8ho is involved9 8ho is affected9 84ow are they affected9
Step wo$ Define and determine the causes of the prolem
Determine what the real problem is Get to the heart of the problem nce you have determined what the
problem is try to determine the cause of the problem hat behaviors or circumstances lead to the problem
2oth parties must agree on the problem and its causes before you can move to the net step tlts essential
net to determine what caused the problem as it caused by outside conditions such as contractual
agreements budget crunches etc- n this case the team may have little control over the situation but can
work together to decide how to 8survive9 the situation together or work to change it The cause may be a
misunderstanding of job roles and responsibilities The problem may be caused by a difference in values
attitudes age work eperience education cultural heritage religious beliefs or other personal traits
hatever the cause it must be clearly determined
Step hree$ Identify and evaluate potential solutions
2rainstorm as many solutions as you can Try not to think of pros and cons of the solutions generated Do not
analy+e the solutions just list them ow you can develop strategies Ask yourselves 8hat do we want to
achieve and how can we go about achieving it9 All those who are involved in the conflict should brainstorm a
list of solutions ore information may be needed in some areas to have a workable list of solutions Take the
time to get all the information needed Analy+e potential solutions 3 ill it work and what will it entail arrow
down the solutions and try to find a few that you can both agree on
Step Four$ Select a solution
Decide on a solution that both parties can agree on ake sure that both parties have an e(ual part in the
solution Decide who is going to do what and when et a date to meet again to discuss progress All those
participating in the brainstorming should decide which solution will fit the best for all involved ampveryone must
agree on the solution try it out and see if it works and get back together to revise or change the plan as
needed 2efore making any changes though each party should give the solution enough time to see if it will
work since new behaviors and skills donltt often change easily
8122019 strategies and approaches
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Step Five$ valuate the results
4as anything changed s another meeting needed 1evising and changing to meet the needs is essential o
solution is ever permanent The group should regularly evaluate the solution and make adjustments as
needed f the solution isnltt working maybe help from outside sources is needed
Problem Solving with the Teacher ho irects our or
n working side by side day after day with the teacher who directs your work youltre bound to have
differences in the way each of you would handle different situations These may be differences revolving
around procedures personal issues or techni(ues t may be that the two of you have different perceptions or
perhaps you have clashing emotional needs The conflict may come from a source as basic and common- as
having limited resources and deciding how to use them
onflict isnltt necessarily negative Although it may not seem so at the time there are positive functions of
conflict that are important to remember when working through differences Positive functions of conflict include
it
bull makes people have to clarify their position
bull helps others looks at different perceptions concerns and interests
bull encourages others to look for new facts
bull provides a source for developing more specific and long lasting solutions
bull gives the opportunity to establish mutual trust
bull results in personal and social change
bull prevents situations from getting worse
tlts essential to work through differences in order for the paraprofessional and the teacher supervisor or the
larger team to succeed in providing the best service possible for the students or students ampffective teams are
marked by mutual ownership 6sing consensus during problem3solving discussions is critical for each person so
all can claim ownership for the outcomes and solutions
mportant guidelines for using a consensus approach are
bull )istening and paying attention to each other
bull Asking open3ended (uestions using 8what9 and 8how9
bull ot agreeing too (uickly with each other
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1519
bull Generating multiple options F challenge the limitsI
bull Treating options as alternatives not answers
bull ot arguing blindly for your views
bull Treating your differences as strengths
ou will know you have reached consensus when
bull 2oth of you agree on a single alternative
bull ampach of you can honestly say
o 8 believe you understand my point of view9
o 8 believe understand your point of view9
o 8hether or not prefer this decision support it because it was arrived at fairly and openly
and itlts the best solution for us at this time9
Summary
ou have reached the conclusion of this unit hoosing the net arrow will take you back to the core area home
page Please have your facilitator advise you on what steps to take net
To continue eploring topics addressed in this unit follow the eplore link from the core area home page
Information for this unit was gathered in part from the following resources
A oparison of Passi$e Asserti$e and Aggressi$e Beha$ior adapted ith perission fro training aterials de$eloped amp the Aerican
ederation of Teachers Washington
Bod anguage and oice adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
+ordon Training nternational (-1) Teacher Effecti$eness Training etrie$ed on April 16 -- fro +ordon Training nternational
Weamp site httpwwwgordontrainingcomindexhtml
nstitute on ounit ntegration (nd) The Paraprofessional An ntroduction (acilitator0s Edition and tudent0s Edition) opiled amp
2ean Ness 3inneapolis 3N 4ni$ersit of 3innesota
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Pic5ett A (19) A Training Progra for Paraprofessionals Wor5ing ith pecial Education and elated er$ices Ne 7or5 N7
National esource enter for Paraprofessionals in pecial Education and elated er$ices
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1619
Pro8ect PAA (nd) Paraeducator elf tud Progra etrie$ed on April 11 -- fro Pro8ect PAA Weamp site
httpparaunledudefaulthtml
Tel$e Barriers to ounication adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
Lesson 2
bull Twelve 2arriers to ommunication
Lesson 4
bull 2ehavior tyles
Lesson 5
bull 2ody )anguage and 7oice
bull 1oadblocks
Lesson 6
bull Paraprofessional elf3ampvaluation Borm
Lesson 7
bull cenario
Lesson 8
bull Active )istening
Lesson 9
bull 4ow Do ou 1espond to onflict
Lesson 10
bull 8 9 essage
Lesson 11
bull Problem olving
Lesson 12
bull 1ole Play Activity
(I)IIS
Activities that are included in this section include only those activities that will be led by the facilitator ther
activities can be found in the lessons
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1719
Passive Assertive N Aggressive 2ehavior and 2ody )anguage Activity
tudents will read and discuss the two charts A omparison of Passive Assertive and Aggressive 2ehavior
and 2ody )anguage and 7oice ince manipulative behavior has not been discussed separately ask students
which category they feel manipulative behaviors most often fall within Bacilitate a discussion or role play idea
to demonstrate various body postures and language
1ole Play on ommunication tyles
Ask for volunteers to do the following role play one taking an aggressive approach one a passive approach
and one an assertive approach The fourth will act as the supervisor who will react to these situations After
the role plays discuss which method of addressing the supervisor was the most effective ampncourage students
to be assertive when resolving issues
ituation The school paraprofessional has just completed the first week on the job and is beginning to feel
comfortable with the role but on Briday is told that starting onday he or she is to ride the bus with a very
unruly bunch of students to maintain control The paraprofessional feels totally une(uipped to handle this role
and doesnltt know how to prepare 4e or she goes to the supervisor to discuss the upcoming assignment 4ave
each student act out this situation with the supervisor The passive person will say little and have a hard time
epressing fears and concerns The aggressive person will make demands The assertive one will clearly state
concerns ask for proper support and negotiate with the supervisor
Divide the class into groups of eight to ten students standing in a circle Direct each person to reach across
the circle and hold the hand of the person across from them Then with the other hand reach across the circle
and hold the hand of another person ake sure everyone is holding the hand of two different people so the
group is tied in a knot Tell the group that the object is to untangle themselves without letting go 4ow did
they go about untangling the knots hat happened to the group as you began to untangle the knot 4ow did
the group work together to untangle itself hat strategies did the group use to plan its untangling hat did
you learn about solving comple problems in a group
DIS(USSI
ommunication kill 1ating
4ave paraprofessionals fill out the rating on their owngt facilitate a discussion on communication skills and
make suggestions on ways to strengthen weak areas an also use this topic as a discussion on your discussion
board
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1819
4ave students draw a line down the middle of a sheet of paper n the left write 8my strengths9 and on the
right 8my weaknesses9 ake a list of your strengths and weaknesses on the job including your
communication skills as you see them hare this list with someone at work or a family member or friend This
assignment will be turned in and discussed in the net session
Teamwork and ommunication
6se these topical (uestions to facilitate discussions with your learning group
Teamwork
O Discuss the characteristics that must be present for effective teamwork
Discuss situations in which you were part of a team
hat were the characteristics of the team 4ow well the team function ere there any characteristics that
were absent from the team that would have helped the team to function better f so how did their absence
impact the team
O 2rainstorm with the group some positive steps they can take to become more e(ual members of teams
2rainstorm ideas of how a paraprofessional can be a member of a team meeting when the meetings are held at
times they cannot attend ie during bus duty after or before hours- ne solution could be for the
paraprofessional to develop a written form with his or her supervisor to use to relay information about the
individual being discussed that clearly addresses the paraprofessionallts concerns and eperiences
O Discuss job roles responsibilities goals time communication and the importance of each in the role of the
paraprofessional in a teamwork situation There might be a lot of discussion about how the paraprofessional
doesnltt feel a part of a team and isnltt allowed to participate as an active team member
O Discuss each of the task functions 4ave students give eamples of each 1elate team discussions to both
education and direct care situations ake sure students understand these are important functions for all
members of the team to recogni+e tudents will come up with eamples of teams with which theyltve been
involved or familiar and that worked well together 2rainstorm with students how they can encourage others
they work with to use the positive behaviors more fre(uently
ommunication
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1919
hat are several steps you can take to improve listening skills
hy do you think effective communication is important to the relationship between the paraprofessional and
the supervisor
Give an eample of a time when you feel you communicated in a positive manner with someone hat made it
successful
hat elements contribute to effective communication
hat strategies can paraprofessionals and their supervisors use to enhance communication
)ist various ways that a person communicates
hy is communication important
hat do you feel are your strengths in active listening
hat active listening skills would you like to improve
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1119
ctive Listening
4elps students deal with and HdefuseH strong feelings
4elps students understand their own emotions
Bacilitates problem solving
=eeps the responsibility with the student
akes students more willing to listen to others
Promotes a closer more meaningful relationship between para and student
uidelines for ctive Listening
how that you accept what the person says because it is true for that person ampye contact nods of the
head and responses such as 8 see9 or 8 understand9 indicate that you have heard and accept what
the speaker is saying Acceptance does not imply agreement
)ook for 8the music behind the words9 Tune in to the speakerlts feelings identify unspoken 8themes9
and try to grasp the overall picture 1esponses such as 8ou seem angry calm happy etc9
acknowledge feelings and indicate that you accept their being epressed Pay attention to nonverbal
cues and to what they communicate
1eflect back to the person what you have heard 1esponses such as 8ou seem to be saying9 or 8f
understand you correctly you mean9 allow the speaker to correct any misperceptions you might
have
$ Ask eploratory or clarifying (uestions to further your understanding and to enhance the personlts
feelings of being listened to and understood 84ow do you feel about that9 8an you say more about
that9
hings to void
Generali+ing 2ecause they direct the focus away from the speaker general statements 8ampverybody
feels that wayI9- usually arenltt helpful imilarly talking about your own eperiences 8 felt the same
way when9- will derail the speaker To say that you understand is enough Judging the peaker Approving or disapproving of what the speaker says calls attention to your value
system and away from the speakerlts concerns
Giving pinions ffering Advice and olving the Problem uch responses generally narrow the
speakerlts options and take responsibility away from the speaker rather than encouraging the speaker
to arrive at herhis own best solutions or allowing for collaboration
$ ampplaining or nterpreting the peakerlts 2ehavior 8ou probably feel that way because9 is a
psychoanalytic line that will likely create defensiveness
K Asking 8hy9 Euestions 8hy9 (uestions direct people into their heads and away from their feelings
8hy do you feel that way9 8hy do you think that9 may also create defensiveness as the speaker
seeks to justify herhimself
Problem Solving- voiding and esolving Conflicts
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1219
nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation Problem solving techni(ues are a necessary component of working within a
team and working with students ow that we have discussed communication and listening skills they become
primary components in the problem3solving framework
nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation There may be some times when avoiding a conflict may be a good choice Bor
eample during a brief contact with an individual that you most likely will never see again it may be a good
idea to avoid a conflict 4owever in a work setting it is important to deal with conflict in a productive timely
and respectful way 6nresolved issues can negatively affect relationships the work environment and the
service (uality
Problem Solving- Constructive Criticism
onstructive criticism is most effective when it is delivered in a relaed manner riticism should eist to help
the paraprofessional or teacher understand what behaviors or work habits can be improved onstructive
criticism can be enhanced through the use of H messages9
The use of 8 messages9 can be a positive strategy to deal with conflict H essagesH can help you separate
the person from the problem and allow you to deal with the situation at hand without being aggressive towards
another person 8 essages9 let you eplain to another person how their behavior or actions affect you
without being perceived as hostile f the person confronted does not show an interest in problem solving you
may need to give a stronger 8 message9
Problem Solving )odel
hen problems arise it is best to try to solve the problem through the use of communication The following
model is designed to allow the paraprofessional to solve problems in a non3confrontational manner The model
utili+es five steps in which participants communicate ideas problems alternatives and solutions to one
another The following series of problem3solving techni(ues were developed by Anna )ou Pickett LMM- ou
may find these steps helpful in improving your ability to work better in a team t is important for you to
always address the person with whom you have the problem ork through the model and try to solve the
problem with the other person f you find that the problem still eists go through the channels of command
using the problem solving model
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1319
Step ne$ Identify and Descrie the amprolem
Put the problem into your own words Try to use an H messageH to communicate your feelings Allow the other
person the opportunity to communicate their feelings as well A situation must be seen and clearly understood
before it can be resolved t isnltt always easy to put a problem into words but if it canltt be stated clearly it
will be impossible to choose a course of action that will lead to a satisfactory solution ampach person must
describe the situation in his or her own words and from their point of view This can be done by asking
(uestions like 8hat is the problem9 8ho is involved9 8ho is affected9 84ow are they affected9
Step wo$ Define and determine the causes of the prolem
Determine what the real problem is Get to the heart of the problem nce you have determined what the
problem is try to determine the cause of the problem hat behaviors or circumstances lead to the problem
2oth parties must agree on the problem and its causes before you can move to the net step tlts essential
net to determine what caused the problem as it caused by outside conditions such as contractual
agreements budget crunches etc- n this case the team may have little control over the situation but can
work together to decide how to 8survive9 the situation together or work to change it The cause may be a
misunderstanding of job roles and responsibilities The problem may be caused by a difference in values
attitudes age work eperience education cultural heritage religious beliefs or other personal traits
hatever the cause it must be clearly determined
Step hree$ Identify and evaluate potential solutions
2rainstorm as many solutions as you can Try not to think of pros and cons of the solutions generated Do not
analy+e the solutions just list them ow you can develop strategies Ask yourselves 8hat do we want to
achieve and how can we go about achieving it9 All those who are involved in the conflict should brainstorm a
list of solutions ore information may be needed in some areas to have a workable list of solutions Take the
time to get all the information needed Analy+e potential solutions 3 ill it work and what will it entail arrow
down the solutions and try to find a few that you can both agree on
Step Four$ Select a solution
Decide on a solution that both parties can agree on ake sure that both parties have an e(ual part in the
solution Decide who is going to do what and when et a date to meet again to discuss progress All those
participating in the brainstorming should decide which solution will fit the best for all involved ampveryone must
agree on the solution try it out and see if it works and get back together to revise or change the plan as
needed 2efore making any changes though each party should give the solution enough time to see if it will
work since new behaviors and skills donltt often change easily
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1419
Step Five$ valuate the results
4as anything changed s another meeting needed 1evising and changing to meet the needs is essential o
solution is ever permanent The group should regularly evaluate the solution and make adjustments as
needed f the solution isnltt working maybe help from outside sources is needed
Problem Solving with the Teacher ho irects our or
n working side by side day after day with the teacher who directs your work youltre bound to have
differences in the way each of you would handle different situations These may be differences revolving
around procedures personal issues or techni(ues t may be that the two of you have different perceptions or
perhaps you have clashing emotional needs The conflict may come from a source as basic and common- as
having limited resources and deciding how to use them
onflict isnltt necessarily negative Although it may not seem so at the time there are positive functions of
conflict that are important to remember when working through differences Positive functions of conflict include
it
bull makes people have to clarify their position
bull helps others looks at different perceptions concerns and interests
bull encourages others to look for new facts
bull provides a source for developing more specific and long lasting solutions
bull gives the opportunity to establish mutual trust
bull results in personal and social change
bull prevents situations from getting worse
tlts essential to work through differences in order for the paraprofessional and the teacher supervisor or the
larger team to succeed in providing the best service possible for the students or students ampffective teams are
marked by mutual ownership 6sing consensus during problem3solving discussions is critical for each person so
all can claim ownership for the outcomes and solutions
mportant guidelines for using a consensus approach are
bull )istening and paying attention to each other
bull Asking open3ended (uestions using 8what9 and 8how9
bull ot agreeing too (uickly with each other
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1519
bull Generating multiple options F challenge the limitsI
bull Treating options as alternatives not answers
bull ot arguing blindly for your views
bull Treating your differences as strengths
ou will know you have reached consensus when
bull 2oth of you agree on a single alternative
bull ampach of you can honestly say
o 8 believe you understand my point of view9
o 8 believe understand your point of view9
o 8hether or not prefer this decision support it because it was arrived at fairly and openly
and itlts the best solution for us at this time9
Summary
ou have reached the conclusion of this unit hoosing the net arrow will take you back to the core area home
page Please have your facilitator advise you on what steps to take net
To continue eploring topics addressed in this unit follow the eplore link from the core area home page
Information for this unit was gathered in part from the following resources
A oparison of Passi$e Asserti$e and Aggressi$e Beha$ior adapted ith perission fro training aterials de$eloped amp the Aerican
ederation of Teachers Washington
Bod anguage and oice adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
+ordon Training nternational (-1) Teacher Effecti$eness Training etrie$ed on April 16 -- fro +ordon Training nternational
Weamp site httpwwwgordontrainingcomindexhtml
nstitute on ounit ntegration (nd) The Paraprofessional An ntroduction (acilitator0s Edition and tudent0s Edition) opiled amp
2ean Ness 3inneapolis 3N 4ni$ersit of 3innesota
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Pic5ett A (19) A Training Progra for Paraprofessionals Wor5ing ith pecial Education and elated er$ices Ne 7or5 N7
National esource enter for Paraprofessionals in pecial Education and elated er$ices
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1619
Pro8ect PAA (nd) Paraeducator elf tud Progra etrie$ed on April 11 -- fro Pro8ect PAA Weamp site
httpparaunledudefaulthtml
Tel$e Barriers to ounication adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
Lesson 2
bull Twelve 2arriers to ommunication
Lesson 4
bull 2ehavior tyles
Lesson 5
bull 2ody )anguage and 7oice
bull 1oadblocks
Lesson 6
bull Paraprofessional elf3ampvaluation Borm
Lesson 7
bull cenario
Lesson 8
bull Active )istening
Lesson 9
bull 4ow Do ou 1espond to onflict
Lesson 10
bull 8 9 essage
Lesson 11
bull Problem olving
Lesson 12
bull 1ole Play Activity
(I)IIS
Activities that are included in this section include only those activities that will be led by the facilitator ther
activities can be found in the lessons
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1719
Passive Assertive N Aggressive 2ehavior and 2ody )anguage Activity
tudents will read and discuss the two charts A omparison of Passive Assertive and Aggressive 2ehavior
and 2ody )anguage and 7oice ince manipulative behavior has not been discussed separately ask students
which category they feel manipulative behaviors most often fall within Bacilitate a discussion or role play idea
to demonstrate various body postures and language
1ole Play on ommunication tyles
Ask for volunteers to do the following role play one taking an aggressive approach one a passive approach
and one an assertive approach The fourth will act as the supervisor who will react to these situations After
the role plays discuss which method of addressing the supervisor was the most effective ampncourage students
to be assertive when resolving issues
ituation The school paraprofessional has just completed the first week on the job and is beginning to feel
comfortable with the role but on Briday is told that starting onday he or she is to ride the bus with a very
unruly bunch of students to maintain control The paraprofessional feels totally une(uipped to handle this role
and doesnltt know how to prepare 4e or she goes to the supervisor to discuss the upcoming assignment 4ave
each student act out this situation with the supervisor The passive person will say little and have a hard time
epressing fears and concerns The aggressive person will make demands The assertive one will clearly state
concerns ask for proper support and negotiate with the supervisor
Divide the class into groups of eight to ten students standing in a circle Direct each person to reach across
the circle and hold the hand of the person across from them Then with the other hand reach across the circle
and hold the hand of another person ake sure everyone is holding the hand of two different people so the
group is tied in a knot Tell the group that the object is to untangle themselves without letting go 4ow did
they go about untangling the knots hat happened to the group as you began to untangle the knot 4ow did
the group work together to untangle itself hat strategies did the group use to plan its untangling hat did
you learn about solving comple problems in a group
DIS(USSI
ommunication kill 1ating
4ave paraprofessionals fill out the rating on their owngt facilitate a discussion on communication skills and
make suggestions on ways to strengthen weak areas an also use this topic as a discussion on your discussion
board
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1819
4ave students draw a line down the middle of a sheet of paper n the left write 8my strengths9 and on the
right 8my weaknesses9 ake a list of your strengths and weaknesses on the job including your
communication skills as you see them hare this list with someone at work or a family member or friend This
assignment will be turned in and discussed in the net session
Teamwork and ommunication
6se these topical (uestions to facilitate discussions with your learning group
Teamwork
O Discuss the characteristics that must be present for effective teamwork
Discuss situations in which you were part of a team
hat were the characteristics of the team 4ow well the team function ere there any characteristics that
were absent from the team that would have helped the team to function better f so how did their absence
impact the team
O 2rainstorm with the group some positive steps they can take to become more e(ual members of teams
2rainstorm ideas of how a paraprofessional can be a member of a team meeting when the meetings are held at
times they cannot attend ie during bus duty after or before hours- ne solution could be for the
paraprofessional to develop a written form with his or her supervisor to use to relay information about the
individual being discussed that clearly addresses the paraprofessionallts concerns and eperiences
O Discuss job roles responsibilities goals time communication and the importance of each in the role of the
paraprofessional in a teamwork situation There might be a lot of discussion about how the paraprofessional
doesnltt feel a part of a team and isnltt allowed to participate as an active team member
O Discuss each of the task functions 4ave students give eamples of each 1elate team discussions to both
education and direct care situations ake sure students understand these are important functions for all
members of the team to recogni+e tudents will come up with eamples of teams with which theyltve been
involved or familiar and that worked well together 2rainstorm with students how they can encourage others
they work with to use the positive behaviors more fre(uently
ommunication
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1919
hat are several steps you can take to improve listening skills
hy do you think effective communication is important to the relationship between the paraprofessional and
the supervisor
Give an eample of a time when you feel you communicated in a positive manner with someone hat made it
successful
hat elements contribute to effective communication
hat strategies can paraprofessionals and their supervisors use to enhance communication
)ist various ways that a person communicates
hy is communication important
hat do you feel are your strengths in active listening
hat active listening skills would you like to improve
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1219
nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation Problem solving techni(ues are a necessary component of working within a
team and working with students ow that we have discussed communication and listening skills they become
primary components in the problem3solving framework
nevitably when people work together they have different ideas of how things should be done t is important
that people have effective ways of dealing with different perspectives and personalities when involved in a
potentially conflicting situation There may be some times when avoiding a conflict may be a good choice Bor
eample during a brief contact with an individual that you most likely will never see again it may be a good
idea to avoid a conflict 4owever in a work setting it is important to deal with conflict in a productive timely
and respectful way 6nresolved issues can negatively affect relationships the work environment and the
service (uality
Problem Solving- Constructive Criticism
onstructive criticism is most effective when it is delivered in a relaed manner riticism should eist to help
the paraprofessional or teacher understand what behaviors or work habits can be improved onstructive
criticism can be enhanced through the use of H messages9
The use of 8 messages9 can be a positive strategy to deal with conflict H essagesH can help you separate
the person from the problem and allow you to deal with the situation at hand without being aggressive towards
another person 8 essages9 let you eplain to another person how their behavior or actions affect you
without being perceived as hostile f the person confronted does not show an interest in problem solving you
may need to give a stronger 8 message9
Problem Solving )odel
hen problems arise it is best to try to solve the problem through the use of communication The following
model is designed to allow the paraprofessional to solve problems in a non3confrontational manner The model
utili+es five steps in which participants communicate ideas problems alternatives and solutions to one
another The following series of problem3solving techni(ues were developed by Anna )ou Pickett LMM- ou
may find these steps helpful in improving your ability to work better in a team t is important for you to
always address the person with whom you have the problem ork through the model and try to solve the
problem with the other person f you find that the problem still eists go through the channels of command
using the problem solving model
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1319
Step ne$ Identify and Descrie the amprolem
Put the problem into your own words Try to use an H messageH to communicate your feelings Allow the other
person the opportunity to communicate their feelings as well A situation must be seen and clearly understood
before it can be resolved t isnltt always easy to put a problem into words but if it canltt be stated clearly it
will be impossible to choose a course of action that will lead to a satisfactory solution ampach person must
describe the situation in his or her own words and from their point of view This can be done by asking
(uestions like 8hat is the problem9 8ho is involved9 8ho is affected9 84ow are they affected9
Step wo$ Define and determine the causes of the prolem
Determine what the real problem is Get to the heart of the problem nce you have determined what the
problem is try to determine the cause of the problem hat behaviors or circumstances lead to the problem
2oth parties must agree on the problem and its causes before you can move to the net step tlts essential
net to determine what caused the problem as it caused by outside conditions such as contractual
agreements budget crunches etc- n this case the team may have little control over the situation but can
work together to decide how to 8survive9 the situation together or work to change it The cause may be a
misunderstanding of job roles and responsibilities The problem may be caused by a difference in values
attitudes age work eperience education cultural heritage religious beliefs or other personal traits
hatever the cause it must be clearly determined
Step hree$ Identify and evaluate potential solutions
2rainstorm as many solutions as you can Try not to think of pros and cons of the solutions generated Do not
analy+e the solutions just list them ow you can develop strategies Ask yourselves 8hat do we want to
achieve and how can we go about achieving it9 All those who are involved in the conflict should brainstorm a
list of solutions ore information may be needed in some areas to have a workable list of solutions Take the
time to get all the information needed Analy+e potential solutions 3 ill it work and what will it entail arrow
down the solutions and try to find a few that you can both agree on
Step Four$ Select a solution
Decide on a solution that both parties can agree on ake sure that both parties have an e(ual part in the
solution Decide who is going to do what and when et a date to meet again to discuss progress All those
participating in the brainstorming should decide which solution will fit the best for all involved ampveryone must
agree on the solution try it out and see if it works and get back together to revise or change the plan as
needed 2efore making any changes though each party should give the solution enough time to see if it will
work since new behaviors and skills donltt often change easily
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1419
Step Five$ valuate the results
4as anything changed s another meeting needed 1evising and changing to meet the needs is essential o
solution is ever permanent The group should regularly evaluate the solution and make adjustments as
needed f the solution isnltt working maybe help from outside sources is needed
Problem Solving with the Teacher ho irects our or
n working side by side day after day with the teacher who directs your work youltre bound to have
differences in the way each of you would handle different situations These may be differences revolving
around procedures personal issues or techni(ues t may be that the two of you have different perceptions or
perhaps you have clashing emotional needs The conflict may come from a source as basic and common- as
having limited resources and deciding how to use them
onflict isnltt necessarily negative Although it may not seem so at the time there are positive functions of
conflict that are important to remember when working through differences Positive functions of conflict include
it
bull makes people have to clarify their position
bull helps others looks at different perceptions concerns and interests
bull encourages others to look for new facts
bull provides a source for developing more specific and long lasting solutions
bull gives the opportunity to establish mutual trust
bull results in personal and social change
bull prevents situations from getting worse
tlts essential to work through differences in order for the paraprofessional and the teacher supervisor or the
larger team to succeed in providing the best service possible for the students or students ampffective teams are
marked by mutual ownership 6sing consensus during problem3solving discussions is critical for each person so
all can claim ownership for the outcomes and solutions
mportant guidelines for using a consensus approach are
bull )istening and paying attention to each other
bull Asking open3ended (uestions using 8what9 and 8how9
bull ot agreeing too (uickly with each other
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1519
bull Generating multiple options F challenge the limitsI
bull Treating options as alternatives not answers
bull ot arguing blindly for your views
bull Treating your differences as strengths
ou will know you have reached consensus when
bull 2oth of you agree on a single alternative
bull ampach of you can honestly say
o 8 believe you understand my point of view9
o 8 believe understand your point of view9
o 8hether or not prefer this decision support it because it was arrived at fairly and openly
and itlts the best solution for us at this time9
Summary
ou have reached the conclusion of this unit hoosing the net arrow will take you back to the core area home
page Please have your facilitator advise you on what steps to take net
To continue eploring topics addressed in this unit follow the eplore link from the core area home page
Information for this unit was gathered in part from the following resources
A oparison of Passi$e Asserti$e and Aggressi$e Beha$ior adapted ith perission fro training aterials de$eloped amp the Aerican
ederation of Teachers Washington
Bod anguage and oice adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
+ordon Training nternational (-1) Teacher Effecti$eness Training etrie$ed on April 16 -- fro +ordon Training nternational
Weamp site httpwwwgordontrainingcomindexhtml
nstitute on ounit ntegration (nd) The Paraprofessional An ntroduction (acilitator0s Edition and tudent0s Edition) opiled amp
2ean Ness 3inneapolis 3N 4ni$ersit of 3innesota
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Pic5ett A (19) A Training Progra for Paraprofessionals Wor5ing ith pecial Education and elated er$ices Ne 7or5 N7
National esource enter for Paraprofessionals in pecial Education and elated er$ices
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1619
Pro8ect PAA (nd) Paraeducator elf tud Progra etrie$ed on April 11 -- fro Pro8ect PAA Weamp site
httpparaunledudefaulthtml
Tel$e Barriers to ounication adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
Lesson 2
bull Twelve 2arriers to ommunication
Lesson 4
bull 2ehavior tyles
Lesson 5
bull 2ody )anguage and 7oice
bull 1oadblocks
Lesson 6
bull Paraprofessional elf3ampvaluation Borm
Lesson 7
bull cenario
Lesson 8
bull Active )istening
Lesson 9
bull 4ow Do ou 1espond to onflict
Lesson 10
bull 8 9 essage
Lesson 11
bull Problem olving
Lesson 12
bull 1ole Play Activity
(I)IIS
Activities that are included in this section include only those activities that will be led by the facilitator ther
activities can be found in the lessons
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1719
Passive Assertive N Aggressive 2ehavior and 2ody )anguage Activity
tudents will read and discuss the two charts A omparison of Passive Assertive and Aggressive 2ehavior
and 2ody )anguage and 7oice ince manipulative behavior has not been discussed separately ask students
which category they feel manipulative behaviors most often fall within Bacilitate a discussion or role play idea
to demonstrate various body postures and language
1ole Play on ommunication tyles
Ask for volunteers to do the following role play one taking an aggressive approach one a passive approach
and one an assertive approach The fourth will act as the supervisor who will react to these situations After
the role plays discuss which method of addressing the supervisor was the most effective ampncourage students
to be assertive when resolving issues
ituation The school paraprofessional has just completed the first week on the job and is beginning to feel
comfortable with the role but on Briday is told that starting onday he or she is to ride the bus with a very
unruly bunch of students to maintain control The paraprofessional feels totally une(uipped to handle this role
and doesnltt know how to prepare 4e or she goes to the supervisor to discuss the upcoming assignment 4ave
each student act out this situation with the supervisor The passive person will say little and have a hard time
epressing fears and concerns The aggressive person will make demands The assertive one will clearly state
concerns ask for proper support and negotiate with the supervisor
Divide the class into groups of eight to ten students standing in a circle Direct each person to reach across
the circle and hold the hand of the person across from them Then with the other hand reach across the circle
and hold the hand of another person ake sure everyone is holding the hand of two different people so the
group is tied in a knot Tell the group that the object is to untangle themselves without letting go 4ow did
they go about untangling the knots hat happened to the group as you began to untangle the knot 4ow did
the group work together to untangle itself hat strategies did the group use to plan its untangling hat did
you learn about solving comple problems in a group
DIS(USSI
ommunication kill 1ating
4ave paraprofessionals fill out the rating on their owngt facilitate a discussion on communication skills and
make suggestions on ways to strengthen weak areas an also use this topic as a discussion on your discussion
board
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1819
4ave students draw a line down the middle of a sheet of paper n the left write 8my strengths9 and on the
right 8my weaknesses9 ake a list of your strengths and weaknesses on the job including your
communication skills as you see them hare this list with someone at work or a family member or friend This
assignment will be turned in and discussed in the net session
Teamwork and ommunication
6se these topical (uestions to facilitate discussions with your learning group
Teamwork
O Discuss the characteristics that must be present for effective teamwork
Discuss situations in which you were part of a team
hat were the characteristics of the team 4ow well the team function ere there any characteristics that
were absent from the team that would have helped the team to function better f so how did their absence
impact the team
O 2rainstorm with the group some positive steps they can take to become more e(ual members of teams
2rainstorm ideas of how a paraprofessional can be a member of a team meeting when the meetings are held at
times they cannot attend ie during bus duty after or before hours- ne solution could be for the
paraprofessional to develop a written form with his or her supervisor to use to relay information about the
individual being discussed that clearly addresses the paraprofessionallts concerns and eperiences
O Discuss job roles responsibilities goals time communication and the importance of each in the role of the
paraprofessional in a teamwork situation There might be a lot of discussion about how the paraprofessional
doesnltt feel a part of a team and isnltt allowed to participate as an active team member
O Discuss each of the task functions 4ave students give eamples of each 1elate team discussions to both
education and direct care situations ake sure students understand these are important functions for all
members of the team to recogni+e tudents will come up with eamples of teams with which theyltve been
involved or familiar and that worked well together 2rainstorm with students how they can encourage others
they work with to use the positive behaviors more fre(uently
ommunication
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1919
hat are several steps you can take to improve listening skills
hy do you think effective communication is important to the relationship between the paraprofessional and
the supervisor
Give an eample of a time when you feel you communicated in a positive manner with someone hat made it
successful
hat elements contribute to effective communication
hat strategies can paraprofessionals and their supervisors use to enhance communication
)ist various ways that a person communicates
hy is communication important
hat do you feel are your strengths in active listening
hat active listening skills would you like to improve
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1319
Step ne$ Identify and Descrie the amprolem
Put the problem into your own words Try to use an H messageH to communicate your feelings Allow the other
person the opportunity to communicate their feelings as well A situation must be seen and clearly understood
before it can be resolved t isnltt always easy to put a problem into words but if it canltt be stated clearly it
will be impossible to choose a course of action that will lead to a satisfactory solution ampach person must
describe the situation in his or her own words and from their point of view This can be done by asking
(uestions like 8hat is the problem9 8ho is involved9 8ho is affected9 84ow are they affected9
Step wo$ Define and determine the causes of the prolem
Determine what the real problem is Get to the heart of the problem nce you have determined what the
problem is try to determine the cause of the problem hat behaviors or circumstances lead to the problem
2oth parties must agree on the problem and its causes before you can move to the net step tlts essential
net to determine what caused the problem as it caused by outside conditions such as contractual
agreements budget crunches etc- n this case the team may have little control over the situation but can
work together to decide how to 8survive9 the situation together or work to change it The cause may be a
misunderstanding of job roles and responsibilities The problem may be caused by a difference in values
attitudes age work eperience education cultural heritage religious beliefs or other personal traits
hatever the cause it must be clearly determined
Step hree$ Identify and evaluate potential solutions
2rainstorm as many solutions as you can Try not to think of pros and cons of the solutions generated Do not
analy+e the solutions just list them ow you can develop strategies Ask yourselves 8hat do we want to
achieve and how can we go about achieving it9 All those who are involved in the conflict should brainstorm a
list of solutions ore information may be needed in some areas to have a workable list of solutions Take the
time to get all the information needed Analy+e potential solutions 3 ill it work and what will it entail arrow
down the solutions and try to find a few that you can both agree on
Step Four$ Select a solution
Decide on a solution that both parties can agree on ake sure that both parties have an e(ual part in the
solution Decide who is going to do what and when et a date to meet again to discuss progress All those
participating in the brainstorming should decide which solution will fit the best for all involved ampveryone must
agree on the solution try it out and see if it works and get back together to revise or change the plan as
needed 2efore making any changes though each party should give the solution enough time to see if it will
work since new behaviors and skills donltt often change easily
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1419
Step Five$ valuate the results
4as anything changed s another meeting needed 1evising and changing to meet the needs is essential o
solution is ever permanent The group should regularly evaluate the solution and make adjustments as
needed f the solution isnltt working maybe help from outside sources is needed
Problem Solving with the Teacher ho irects our or
n working side by side day after day with the teacher who directs your work youltre bound to have
differences in the way each of you would handle different situations These may be differences revolving
around procedures personal issues or techni(ues t may be that the two of you have different perceptions or
perhaps you have clashing emotional needs The conflict may come from a source as basic and common- as
having limited resources and deciding how to use them
onflict isnltt necessarily negative Although it may not seem so at the time there are positive functions of
conflict that are important to remember when working through differences Positive functions of conflict include
it
bull makes people have to clarify their position
bull helps others looks at different perceptions concerns and interests
bull encourages others to look for new facts
bull provides a source for developing more specific and long lasting solutions
bull gives the opportunity to establish mutual trust
bull results in personal and social change
bull prevents situations from getting worse
tlts essential to work through differences in order for the paraprofessional and the teacher supervisor or the
larger team to succeed in providing the best service possible for the students or students ampffective teams are
marked by mutual ownership 6sing consensus during problem3solving discussions is critical for each person so
all can claim ownership for the outcomes and solutions
mportant guidelines for using a consensus approach are
bull )istening and paying attention to each other
bull Asking open3ended (uestions using 8what9 and 8how9
bull ot agreeing too (uickly with each other
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1519
bull Generating multiple options F challenge the limitsI
bull Treating options as alternatives not answers
bull ot arguing blindly for your views
bull Treating your differences as strengths
ou will know you have reached consensus when
bull 2oth of you agree on a single alternative
bull ampach of you can honestly say
o 8 believe you understand my point of view9
o 8 believe understand your point of view9
o 8hether or not prefer this decision support it because it was arrived at fairly and openly
and itlts the best solution for us at this time9
Summary
ou have reached the conclusion of this unit hoosing the net arrow will take you back to the core area home
page Please have your facilitator advise you on what steps to take net
To continue eploring topics addressed in this unit follow the eplore link from the core area home page
Information for this unit was gathered in part from the following resources
A oparison of Passi$e Asserti$e and Aggressi$e Beha$ior adapted ith perission fro training aterials de$eloped amp the Aerican
ederation of Teachers Washington
Bod anguage and oice adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
+ordon Training nternational (-1) Teacher Effecti$eness Training etrie$ed on April 16 -- fro +ordon Training nternational
Weamp site httpwwwgordontrainingcomindexhtml
nstitute on ounit ntegration (nd) The Paraprofessional An ntroduction (acilitator0s Edition and tudent0s Edition) opiled amp
2ean Ness 3inneapolis 3N 4ni$ersit of 3innesota
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Pic5ett A (19) A Training Progra for Paraprofessionals Wor5ing ith pecial Education and elated er$ices Ne 7or5 N7
National esource enter for Paraprofessionals in pecial Education and elated er$ices
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1619
Pro8ect PAA (nd) Paraeducator elf tud Progra etrie$ed on April 11 -- fro Pro8ect PAA Weamp site
httpparaunledudefaulthtml
Tel$e Barriers to ounication adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
Lesson 2
bull Twelve 2arriers to ommunication
Lesson 4
bull 2ehavior tyles
Lesson 5
bull 2ody )anguage and 7oice
bull 1oadblocks
Lesson 6
bull Paraprofessional elf3ampvaluation Borm
Lesson 7
bull cenario
Lesson 8
bull Active )istening
Lesson 9
bull 4ow Do ou 1espond to onflict
Lesson 10
bull 8 9 essage
Lesson 11
bull Problem olving
Lesson 12
bull 1ole Play Activity
(I)IIS
Activities that are included in this section include only those activities that will be led by the facilitator ther
activities can be found in the lessons
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1719
Passive Assertive N Aggressive 2ehavior and 2ody )anguage Activity
tudents will read and discuss the two charts A omparison of Passive Assertive and Aggressive 2ehavior
and 2ody )anguage and 7oice ince manipulative behavior has not been discussed separately ask students
which category they feel manipulative behaviors most often fall within Bacilitate a discussion or role play idea
to demonstrate various body postures and language
1ole Play on ommunication tyles
Ask for volunteers to do the following role play one taking an aggressive approach one a passive approach
and one an assertive approach The fourth will act as the supervisor who will react to these situations After
the role plays discuss which method of addressing the supervisor was the most effective ampncourage students
to be assertive when resolving issues
ituation The school paraprofessional has just completed the first week on the job and is beginning to feel
comfortable with the role but on Briday is told that starting onday he or she is to ride the bus with a very
unruly bunch of students to maintain control The paraprofessional feels totally une(uipped to handle this role
and doesnltt know how to prepare 4e or she goes to the supervisor to discuss the upcoming assignment 4ave
each student act out this situation with the supervisor The passive person will say little and have a hard time
epressing fears and concerns The aggressive person will make demands The assertive one will clearly state
concerns ask for proper support and negotiate with the supervisor
Divide the class into groups of eight to ten students standing in a circle Direct each person to reach across
the circle and hold the hand of the person across from them Then with the other hand reach across the circle
and hold the hand of another person ake sure everyone is holding the hand of two different people so the
group is tied in a knot Tell the group that the object is to untangle themselves without letting go 4ow did
they go about untangling the knots hat happened to the group as you began to untangle the knot 4ow did
the group work together to untangle itself hat strategies did the group use to plan its untangling hat did
you learn about solving comple problems in a group
DIS(USSI
ommunication kill 1ating
4ave paraprofessionals fill out the rating on their owngt facilitate a discussion on communication skills and
make suggestions on ways to strengthen weak areas an also use this topic as a discussion on your discussion
board
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1819
4ave students draw a line down the middle of a sheet of paper n the left write 8my strengths9 and on the
right 8my weaknesses9 ake a list of your strengths and weaknesses on the job including your
communication skills as you see them hare this list with someone at work or a family member or friend This
assignment will be turned in and discussed in the net session
Teamwork and ommunication
6se these topical (uestions to facilitate discussions with your learning group
Teamwork
O Discuss the characteristics that must be present for effective teamwork
Discuss situations in which you were part of a team
hat were the characteristics of the team 4ow well the team function ere there any characteristics that
were absent from the team that would have helped the team to function better f so how did their absence
impact the team
O 2rainstorm with the group some positive steps they can take to become more e(ual members of teams
2rainstorm ideas of how a paraprofessional can be a member of a team meeting when the meetings are held at
times they cannot attend ie during bus duty after or before hours- ne solution could be for the
paraprofessional to develop a written form with his or her supervisor to use to relay information about the
individual being discussed that clearly addresses the paraprofessionallts concerns and eperiences
O Discuss job roles responsibilities goals time communication and the importance of each in the role of the
paraprofessional in a teamwork situation There might be a lot of discussion about how the paraprofessional
doesnltt feel a part of a team and isnltt allowed to participate as an active team member
O Discuss each of the task functions 4ave students give eamples of each 1elate team discussions to both
education and direct care situations ake sure students understand these are important functions for all
members of the team to recogni+e tudents will come up with eamples of teams with which theyltve been
involved or familiar and that worked well together 2rainstorm with students how they can encourage others
they work with to use the positive behaviors more fre(uently
ommunication
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1919
hat are several steps you can take to improve listening skills
hy do you think effective communication is important to the relationship between the paraprofessional and
the supervisor
Give an eample of a time when you feel you communicated in a positive manner with someone hat made it
successful
hat elements contribute to effective communication
hat strategies can paraprofessionals and their supervisors use to enhance communication
)ist various ways that a person communicates
hy is communication important
hat do you feel are your strengths in active listening
hat active listening skills would you like to improve
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1419
Step Five$ valuate the results
4as anything changed s another meeting needed 1evising and changing to meet the needs is essential o
solution is ever permanent The group should regularly evaluate the solution and make adjustments as
needed f the solution isnltt working maybe help from outside sources is needed
Problem Solving with the Teacher ho irects our or
n working side by side day after day with the teacher who directs your work youltre bound to have
differences in the way each of you would handle different situations These may be differences revolving
around procedures personal issues or techni(ues t may be that the two of you have different perceptions or
perhaps you have clashing emotional needs The conflict may come from a source as basic and common- as
having limited resources and deciding how to use them
onflict isnltt necessarily negative Although it may not seem so at the time there are positive functions of
conflict that are important to remember when working through differences Positive functions of conflict include
it
bull makes people have to clarify their position
bull helps others looks at different perceptions concerns and interests
bull encourages others to look for new facts
bull provides a source for developing more specific and long lasting solutions
bull gives the opportunity to establish mutual trust
bull results in personal and social change
bull prevents situations from getting worse
tlts essential to work through differences in order for the paraprofessional and the teacher supervisor or the
larger team to succeed in providing the best service possible for the students or students ampffective teams are
marked by mutual ownership 6sing consensus during problem3solving discussions is critical for each person so
all can claim ownership for the outcomes and solutions
mportant guidelines for using a consensus approach are
bull )istening and paying attention to each other
bull Asking open3ended (uestions using 8what9 and 8how9
bull ot agreeing too (uickly with each other
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1519
bull Generating multiple options F challenge the limitsI
bull Treating options as alternatives not answers
bull ot arguing blindly for your views
bull Treating your differences as strengths
ou will know you have reached consensus when
bull 2oth of you agree on a single alternative
bull ampach of you can honestly say
o 8 believe you understand my point of view9
o 8 believe understand your point of view9
o 8hether or not prefer this decision support it because it was arrived at fairly and openly
and itlts the best solution for us at this time9
Summary
ou have reached the conclusion of this unit hoosing the net arrow will take you back to the core area home
page Please have your facilitator advise you on what steps to take net
To continue eploring topics addressed in this unit follow the eplore link from the core area home page
Information for this unit was gathered in part from the following resources
A oparison of Passi$e Asserti$e and Aggressi$e Beha$ior adapted ith perission fro training aterials de$eloped amp the Aerican
ederation of Teachers Washington
Bod anguage and oice adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
+ordon Training nternational (-1) Teacher Effecti$eness Training etrie$ed on April 16 -- fro +ordon Training nternational
Weamp site httpwwwgordontrainingcomindexhtml
nstitute on ounit ntegration (nd) The Paraprofessional An ntroduction (acilitator0s Edition and tudent0s Edition) opiled amp
2ean Ness 3inneapolis 3N 4ni$ersit of 3innesota
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Pic5ett A (19) A Training Progra for Paraprofessionals Wor5ing ith pecial Education and elated er$ices Ne 7or5 N7
National esource enter for Paraprofessionals in pecial Education and elated er$ices
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1619
Pro8ect PAA (nd) Paraeducator elf tud Progra etrie$ed on April 11 -- fro Pro8ect PAA Weamp site
httpparaunledudefaulthtml
Tel$e Barriers to ounication adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
Lesson 2
bull Twelve 2arriers to ommunication
Lesson 4
bull 2ehavior tyles
Lesson 5
bull 2ody )anguage and 7oice
bull 1oadblocks
Lesson 6
bull Paraprofessional elf3ampvaluation Borm
Lesson 7
bull cenario
Lesson 8
bull Active )istening
Lesson 9
bull 4ow Do ou 1espond to onflict
Lesson 10
bull 8 9 essage
Lesson 11
bull Problem olving
Lesson 12
bull 1ole Play Activity
(I)IIS
Activities that are included in this section include only those activities that will be led by the facilitator ther
activities can be found in the lessons
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1719
Passive Assertive N Aggressive 2ehavior and 2ody )anguage Activity
tudents will read and discuss the two charts A omparison of Passive Assertive and Aggressive 2ehavior
and 2ody )anguage and 7oice ince manipulative behavior has not been discussed separately ask students
which category they feel manipulative behaviors most often fall within Bacilitate a discussion or role play idea
to demonstrate various body postures and language
1ole Play on ommunication tyles
Ask for volunteers to do the following role play one taking an aggressive approach one a passive approach
and one an assertive approach The fourth will act as the supervisor who will react to these situations After
the role plays discuss which method of addressing the supervisor was the most effective ampncourage students
to be assertive when resolving issues
ituation The school paraprofessional has just completed the first week on the job and is beginning to feel
comfortable with the role but on Briday is told that starting onday he or she is to ride the bus with a very
unruly bunch of students to maintain control The paraprofessional feels totally une(uipped to handle this role
and doesnltt know how to prepare 4e or she goes to the supervisor to discuss the upcoming assignment 4ave
each student act out this situation with the supervisor The passive person will say little and have a hard time
epressing fears and concerns The aggressive person will make demands The assertive one will clearly state
concerns ask for proper support and negotiate with the supervisor
Divide the class into groups of eight to ten students standing in a circle Direct each person to reach across
the circle and hold the hand of the person across from them Then with the other hand reach across the circle
and hold the hand of another person ake sure everyone is holding the hand of two different people so the
group is tied in a knot Tell the group that the object is to untangle themselves without letting go 4ow did
they go about untangling the knots hat happened to the group as you began to untangle the knot 4ow did
the group work together to untangle itself hat strategies did the group use to plan its untangling hat did
you learn about solving comple problems in a group
DIS(USSI
ommunication kill 1ating
4ave paraprofessionals fill out the rating on their owngt facilitate a discussion on communication skills and
make suggestions on ways to strengthen weak areas an also use this topic as a discussion on your discussion
board
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1819
4ave students draw a line down the middle of a sheet of paper n the left write 8my strengths9 and on the
right 8my weaknesses9 ake a list of your strengths and weaknesses on the job including your
communication skills as you see them hare this list with someone at work or a family member or friend This
assignment will be turned in and discussed in the net session
Teamwork and ommunication
6se these topical (uestions to facilitate discussions with your learning group
Teamwork
O Discuss the characteristics that must be present for effective teamwork
Discuss situations in which you were part of a team
hat were the characteristics of the team 4ow well the team function ere there any characteristics that
were absent from the team that would have helped the team to function better f so how did their absence
impact the team
O 2rainstorm with the group some positive steps they can take to become more e(ual members of teams
2rainstorm ideas of how a paraprofessional can be a member of a team meeting when the meetings are held at
times they cannot attend ie during bus duty after or before hours- ne solution could be for the
paraprofessional to develop a written form with his or her supervisor to use to relay information about the
individual being discussed that clearly addresses the paraprofessionallts concerns and eperiences
O Discuss job roles responsibilities goals time communication and the importance of each in the role of the
paraprofessional in a teamwork situation There might be a lot of discussion about how the paraprofessional
doesnltt feel a part of a team and isnltt allowed to participate as an active team member
O Discuss each of the task functions 4ave students give eamples of each 1elate team discussions to both
education and direct care situations ake sure students understand these are important functions for all
members of the team to recogni+e tudents will come up with eamples of teams with which theyltve been
involved or familiar and that worked well together 2rainstorm with students how they can encourage others
they work with to use the positive behaviors more fre(uently
ommunication
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1919
hat are several steps you can take to improve listening skills
hy do you think effective communication is important to the relationship between the paraprofessional and
the supervisor
Give an eample of a time when you feel you communicated in a positive manner with someone hat made it
successful
hat elements contribute to effective communication
hat strategies can paraprofessionals and their supervisors use to enhance communication
)ist various ways that a person communicates
hy is communication important
hat do you feel are your strengths in active listening
hat active listening skills would you like to improve
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1519
bull Generating multiple options F challenge the limitsI
bull Treating options as alternatives not answers
bull ot arguing blindly for your views
bull Treating your differences as strengths
ou will know you have reached consensus when
bull 2oth of you agree on a single alternative
bull ampach of you can honestly say
o 8 believe you understand my point of view9
o 8 believe understand your point of view9
o 8hether or not prefer this decision support it because it was arrived at fairly and openly
and itlts the best solution for us at this time9
Summary
ou have reached the conclusion of this unit hoosing the net arrow will take you back to the core area home
page Please have your facilitator advise you on what steps to take net
To continue eploring topics addressed in this unit follow the eplore link from the core area home page
Information for this unit was gathered in part from the following resources
A oparison of Passi$e Asserti$e and Aggressi$e Beha$ior adapted ith perission fro training aterials de$eloped amp the Aerican
ederation of Teachers Washington
Bod anguage and oice adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
+ordon Training nternational (-1) Teacher Effecti$eness Training etrie$ed on April 16 -- fro +ordon Training nternational
Weamp site httpwwwgordontrainingcomindexhtml
nstitute on ounit ntegration (nd) The Paraprofessional An ntroduction (acilitator0s Edition and tudent0s Edition) opiled amp
2ean Ness 3inneapolis 3N 4ni$ersit of 3innesota
National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education
Association
Pic5ett A (19) A Training Progra for Paraprofessionals Wor5ing ith pecial Education and elated er$ices Ne 7or5 N7
National esource enter for Paraprofessionals in pecial Education and elated er$ices
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1619
Pro8ect PAA (nd) Paraeducator elf tud Progra etrie$ed on April 11 -- fro Pro8ect PAA Weamp site
httpparaunledudefaulthtml
Tel$e Barriers to ounication adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
Lesson 2
bull Twelve 2arriers to ommunication
Lesson 4
bull 2ehavior tyles
Lesson 5
bull 2ody )anguage and 7oice
bull 1oadblocks
Lesson 6
bull Paraprofessional elf3ampvaluation Borm
Lesson 7
bull cenario
Lesson 8
bull Active )istening
Lesson 9
bull 4ow Do ou 1espond to onflict
Lesson 10
bull 8 9 essage
Lesson 11
bull Problem olving
Lesson 12
bull 1ole Play Activity
(I)IIS
Activities that are included in this section include only those activities that will be led by the facilitator ther
activities can be found in the lessons
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1719
Passive Assertive N Aggressive 2ehavior and 2ody )anguage Activity
tudents will read and discuss the two charts A omparison of Passive Assertive and Aggressive 2ehavior
and 2ody )anguage and 7oice ince manipulative behavior has not been discussed separately ask students
which category they feel manipulative behaviors most often fall within Bacilitate a discussion or role play idea
to demonstrate various body postures and language
1ole Play on ommunication tyles
Ask for volunteers to do the following role play one taking an aggressive approach one a passive approach
and one an assertive approach The fourth will act as the supervisor who will react to these situations After
the role plays discuss which method of addressing the supervisor was the most effective ampncourage students
to be assertive when resolving issues
ituation The school paraprofessional has just completed the first week on the job and is beginning to feel
comfortable with the role but on Briday is told that starting onday he or she is to ride the bus with a very
unruly bunch of students to maintain control The paraprofessional feels totally une(uipped to handle this role
and doesnltt know how to prepare 4e or she goes to the supervisor to discuss the upcoming assignment 4ave
each student act out this situation with the supervisor The passive person will say little and have a hard time
epressing fears and concerns The aggressive person will make demands The assertive one will clearly state
concerns ask for proper support and negotiate with the supervisor
Divide the class into groups of eight to ten students standing in a circle Direct each person to reach across
the circle and hold the hand of the person across from them Then with the other hand reach across the circle
and hold the hand of another person ake sure everyone is holding the hand of two different people so the
group is tied in a knot Tell the group that the object is to untangle themselves without letting go 4ow did
they go about untangling the knots hat happened to the group as you began to untangle the knot 4ow did
the group work together to untangle itself hat strategies did the group use to plan its untangling hat did
you learn about solving comple problems in a group
DIS(USSI
ommunication kill 1ating
4ave paraprofessionals fill out the rating on their owngt facilitate a discussion on communication skills and
make suggestions on ways to strengthen weak areas an also use this topic as a discussion on your discussion
board
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1819
4ave students draw a line down the middle of a sheet of paper n the left write 8my strengths9 and on the
right 8my weaknesses9 ake a list of your strengths and weaknesses on the job including your
communication skills as you see them hare this list with someone at work or a family member or friend This
assignment will be turned in and discussed in the net session
Teamwork and ommunication
6se these topical (uestions to facilitate discussions with your learning group
Teamwork
O Discuss the characteristics that must be present for effective teamwork
Discuss situations in which you were part of a team
hat were the characteristics of the team 4ow well the team function ere there any characteristics that
were absent from the team that would have helped the team to function better f so how did their absence
impact the team
O 2rainstorm with the group some positive steps they can take to become more e(ual members of teams
2rainstorm ideas of how a paraprofessional can be a member of a team meeting when the meetings are held at
times they cannot attend ie during bus duty after or before hours- ne solution could be for the
paraprofessional to develop a written form with his or her supervisor to use to relay information about the
individual being discussed that clearly addresses the paraprofessionallts concerns and eperiences
O Discuss job roles responsibilities goals time communication and the importance of each in the role of the
paraprofessional in a teamwork situation There might be a lot of discussion about how the paraprofessional
doesnltt feel a part of a team and isnltt allowed to participate as an active team member
O Discuss each of the task functions 4ave students give eamples of each 1elate team discussions to both
education and direct care situations ake sure students understand these are important functions for all
members of the team to recogni+e tudents will come up with eamples of teams with which theyltve been
involved or familiar and that worked well together 2rainstorm with students how they can encourage others
they work with to use the positive behaviors more fre(uently
ommunication
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1919
hat are several steps you can take to improve listening skills
hy do you think effective communication is important to the relationship between the paraprofessional and
the supervisor
Give an eample of a time when you feel you communicated in a positive manner with someone hat made it
successful
hat elements contribute to effective communication
hat strategies can paraprofessionals and their supervisors use to enhance communication
)ist various ways that a person communicates
hy is communication important
hat do you feel are your strengths in active listening
hat active listening skills would you like to improve
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1619
Pro8ect PAA (nd) Paraeducator elf tud Progra etrie$ed on April 11 -- fro Pro8ect PAA Weamp site
httpparaunledudefaulthtml
Tel$e Barriers to ounication adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers
Washington
Lesson 2
bull Twelve 2arriers to ommunication
Lesson 4
bull 2ehavior tyles
Lesson 5
bull 2ody )anguage and 7oice
bull 1oadblocks
Lesson 6
bull Paraprofessional elf3ampvaluation Borm
Lesson 7
bull cenario
Lesson 8
bull Active )istening
Lesson 9
bull 4ow Do ou 1espond to onflict
Lesson 10
bull 8 9 essage
Lesson 11
bull Problem olving
Lesson 12
bull 1ole Play Activity
(I)IIS
Activities that are included in this section include only those activities that will be led by the facilitator ther
activities can be found in the lessons
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1719
Passive Assertive N Aggressive 2ehavior and 2ody )anguage Activity
tudents will read and discuss the two charts A omparison of Passive Assertive and Aggressive 2ehavior
and 2ody )anguage and 7oice ince manipulative behavior has not been discussed separately ask students
which category they feel manipulative behaviors most often fall within Bacilitate a discussion or role play idea
to demonstrate various body postures and language
1ole Play on ommunication tyles
Ask for volunteers to do the following role play one taking an aggressive approach one a passive approach
and one an assertive approach The fourth will act as the supervisor who will react to these situations After
the role plays discuss which method of addressing the supervisor was the most effective ampncourage students
to be assertive when resolving issues
ituation The school paraprofessional has just completed the first week on the job and is beginning to feel
comfortable with the role but on Briday is told that starting onday he or she is to ride the bus with a very
unruly bunch of students to maintain control The paraprofessional feels totally une(uipped to handle this role
and doesnltt know how to prepare 4e or she goes to the supervisor to discuss the upcoming assignment 4ave
each student act out this situation with the supervisor The passive person will say little and have a hard time
epressing fears and concerns The aggressive person will make demands The assertive one will clearly state
concerns ask for proper support and negotiate with the supervisor
Divide the class into groups of eight to ten students standing in a circle Direct each person to reach across
the circle and hold the hand of the person across from them Then with the other hand reach across the circle
and hold the hand of another person ake sure everyone is holding the hand of two different people so the
group is tied in a knot Tell the group that the object is to untangle themselves without letting go 4ow did
they go about untangling the knots hat happened to the group as you began to untangle the knot 4ow did
the group work together to untangle itself hat strategies did the group use to plan its untangling hat did
you learn about solving comple problems in a group
DIS(USSI
ommunication kill 1ating
4ave paraprofessionals fill out the rating on their owngt facilitate a discussion on communication skills and
make suggestions on ways to strengthen weak areas an also use this topic as a discussion on your discussion
board
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1819
4ave students draw a line down the middle of a sheet of paper n the left write 8my strengths9 and on the
right 8my weaknesses9 ake a list of your strengths and weaknesses on the job including your
communication skills as you see them hare this list with someone at work or a family member or friend This
assignment will be turned in and discussed in the net session
Teamwork and ommunication
6se these topical (uestions to facilitate discussions with your learning group
Teamwork
O Discuss the characteristics that must be present for effective teamwork
Discuss situations in which you were part of a team
hat were the characteristics of the team 4ow well the team function ere there any characteristics that
were absent from the team that would have helped the team to function better f so how did their absence
impact the team
O 2rainstorm with the group some positive steps they can take to become more e(ual members of teams
2rainstorm ideas of how a paraprofessional can be a member of a team meeting when the meetings are held at
times they cannot attend ie during bus duty after or before hours- ne solution could be for the
paraprofessional to develop a written form with his or her supervisor to use to relay information about the
individual being discussed that clearly addresses the paraprofessionallts concerns and eperiences
O Discuss job roles responsibilities goals time communication and the importance of each in the role of the
paraprofessional in a teamwork situation There might be a lot of discussion about how the paraprofessional
doesnltt feel a part of a team and isnltt allowed to participate as an active team member
O Discuss each of the task functions 4ave students give eamples of each 1elate team discussions to both
education and direct care situations ake sure students understand these are important functions for all
members of the team to recogni+e tudents will come up with eamples of teams with which theyltve been
involved or familiar and that worked well together 2rainstorm with students how they can encourage others
they work with to use the positive behaviors more fre(uently
ommunication
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1919
hat are several steps you can take to improve listening skills
hy do you think effective communication is important to the relationship between the paraprofessional and
the supervisor
Give an eample of a time when you feel you communicated in a positive manner with someone hat made it
successful
hat elements contribute to effective communication
hat strategies can paraprofessionals and their supervisors use to enhance communication
)ist various ways that a person communicates
hy is communication important
hat do you feel are your strengths in active listening
hat active listening skills would you like to improve
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1719
Passive Assertive N Aggressive 2ehavior and 2ody )anguage Activity
tudents will read and discuss the two charts A omparison of Passive Assertive and Aggressive 2ehavior
and 2ody )anguage and 7oice ince manipulative behavior has not been discussed separately ask students
which category they feel manipulative behaviors most often fall within Bacilitate a discussion or role play idea
to demonstrate various body postures and language
1ole Play on ommunication tyles
Ask for volunteers to do the following role play one taking an aggressive approach one a passive approach
and one an assertive approach The fourth will act as the supervisor who will react to these situations After
the role plays discuss which method of addressing the supervisor was the most effective ampncourage students
to be assertive when resolving issues
ituation The school paraprofessional has just completed the first week on the job and is beginning to feel
comfortable with the role but on Briday is told that starting onday he or she is to ride the bus with a very
unruly bunch of students to maintain control The paraprofessional feels totally une(uipped to handle this role
and doesnltt know how to prepare 4e or she goes to the supervisor to discuss the upcoming assignment 4ave
each student act out this situation with the supervisor The passive person will say little and have a hard time
epressing fears and concerns The aggressive person will make demands The assertive one will clearly state
concerns ask for proper support and negotiate with the supervisor
Divide the class into groups of eight to ten students standing in a circle Direct each person to reach across
the circle and hold the hand of the person across from them Then with the other hand reach across the circle
and hold the hand of another person ake sure everyone is holding the hand of two different people so the
group is tied in a knot Tell the group that the object is to untangle themselves without letting go 4ow did
they go about untangling the knots hat happened to the group as you began to untangle the knot 4ow did
the group work together to untangle itself hat strategies did the group use to plan its untangling hat did
you learn about solving comple problems in a group
DIS(USSI
ommunication kill 1ating
4ave paraprofessionals fill out the rating on their owngt facilitate a discussion on communication skills and
make suggestions on ways to strengthen weak areas an also use this topic as a discussion on your discussion
board
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1819
4ave students draw a line down the middle of a sheet of paper n the left write 8my strengths9 and on the
right 8my weaknesses9 ake a list of your strengths and weaknesses on the job including your
communication skills as you see them hare this list with someone at work or a family member or friend This
assignment will be turned in and discussed in the net session
Teamwork and ommunication
6se these topical (uestions to facilitate discussions with your learning group
Teamwork
O Discuss the characteristics that must be present for effective teamwork
Discuss situations in which you were part of a team
hat were the characteristics of the team 4ow well the team function ere there any characteristics that
were absent from the team that would have helped the team to function better f so how did their absence
impact the team
O 2rainstorm with the group some positive steps they can take to become more e(ual members of teams
2rainstorm ideas of how a paraprofessional can be a member of a team meeting when the meetings are held at
times they cannot attend ie during bus duty after or before hours- ne solution could be for the
paraprofessional to develop a written form with his or her supervisor to use to relay information about the
individual being discussed that clearly addresses the paraprofessionallts concerns and eperiences
O Discuss job roles responsibilities goals time communication and the importance of each in the role of the
paraprofessional in a teamwork situation There might be a lot of discussion about how the paraprofessional
doesnltt feel a part of a team and isnltt allowed to participate as an active team member
O Discuss each of the task functions 4ave students give eamples of each 1elate team discussions to both
education and direct care situations ake sure students understand these are important functions for all
members of the team to recogni+e tudents will come up with eamples of teams with which theyltve been
involved or familiar and that worked well together 2rainstorm with students how they can encourage others
they work with to use the positive behaviors more fre(uently
ommunication
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1919
hat are several steps you can take to improve listening skills
hy do you think effective communication is important to the relationship between the paraprofessional and
the supervisor
Give an eample of a time when you feel you communicated in a positive manner with someone hat made it
successful
hat elements contribute to effective communication
hat strategies can paraprofessionals and their supervisors use to enhance communication
)ist various ways that a person communicates
hy is communication important
hat do you feel are your strengths in active listening
hat active listening skills would you like to improve
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1819
4ave students draw a line down the middle of a sheet of paper n the left write 8my strengths9 and on the
right 8my weaknesses9 ake a list of your strengths and weaknesses on the job including your
communication skills as you see them hare this list with someone at work or a family member or friend This
assignment will be turned in and discussed in the net session
Teamwork and ommunication
6se these topical (uestions to facilitate discussions with your learning group
Teamwork
O Discuss the characteristics that must be present for effective teamwork
Discuss situations in which you were part of a team
hat were the characteristics of the team 4ow well the team function ere there any characteristics that
were absent from the team that would have helped the team to function better f so how did their absence
impact the team
O 2rainstorm with the group some positive steps they can take to become more e(ual members of teams
2rainstorm ideas of how a paraprofessional can be a member of a team meeting when the meetings are held at
times they cannot attend ie during bus duty after or before hours- ne solution could be for the
paraprofessional to develop a written form with his or her supervisor to use to relay information about the
individual being discussed that clearly addresses the paraprofessionallts concerns and eperiences
O Discuss job roles responsibilities goals time communication and the importance of each in the role of the
paraprofessional in a teamwork situation There might be a lot of discussion about how the paraprofessional
doesnltt feel a part of a team and isnltt allowed to participate as an active team member
O Discuss each of the task functions 4ave students give eamples of each 1elate team discussions to both
education and direct care situations ake sure students understand these are important functions for all
members of the team to recogni+e tudents will come up with eamples of teams with which theyltve been
involved or familiar and that worked well together 2rainstorm with students how they can encourage others
they work with to use the positive behaviors more fre(uently
ommunication
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1919
hat are several steps you can take to improve listening skills
hy do you think effective communication is important to the relationship between the paraprofessional and
the supervisor
Give an eample of a time when you feel you communicated in a positive manner with someone hat made it
successful
hat elements contribute to effective communication
hat strategies can paraprofessionals and their supervisors use to enhance communication
)ist various ways that a person communicates
hy is communication important
hat do you feel are your strengths in active listening
hat active listening skills would you like to improve
8122019 strategies and approaches
httpslidepdfcomreaderfullstrategies-and-approaches 1919
hat are several steps you can take to improve listening skills
hy do you think effective communication is important to the relationship between the paraprofessional and
the supervisor
Give an eample of a time when you feel you communicated in a positive manner with someone hat made it
successful
hat elements contribute to effective communication
hat strategies can paraprofessionals and their supervisors use to enhance communication
)ist various ways that a person communicates
hy is communication important
hat do you feel are your strengths in active listening
hat active listening skills would you like to improve