The Art of the Assist: How Paraprofessionals Can Offer Suggestions That Strengthen, Not Undermine
Every classroom thrives on teamwork. Teachers orchestrate the complex symphony of learning, and paraprofessionals (paras) are the essential instrumentalists, providing invaluable support that keeps everything running smoothly. But sometimes, a para sees something – a student struggling, a potential tweak to an activity, a different way to explain a concept – and wonders: “How do I share this idea without stepping on the teacher’s toes?”
It’s a common and understandable concern. Teachers carry immense responsibility for their classrooms. Their authority, expertise, and vision are central to the learning environment. The fear of undermining that is real and valid. Yet, paras possess unique perspectives, often noticing nuances the busy teacher might miss. Their insights are gold for student success. So, how can paras navigate this delicate balance, offering suggestions that feel like collaboration, not criticism?
Understanding the Teacher’s World: Why Suggestions Can Feel Thorny
To offer suggestions effectively, it helps to step into the teacher’s shoes:
1. Ownership and Responsibility: This is their classroom. They designed the lessons, manage the dynamics, and are ultimately accountable for student outcomes. Unsolicited advice, however well-intentioned, can sometimes feel like a challenge to their competence or autonomy.
2. The Pressure Cooker: Teachers juggle countless demands – curriculum pacing, assessments, diverse learner needs, administrative tasks, parent communication. In the midst of this whirlwind, feedback, even constructive, can feel like another burden.
3. The Vulnerability Factor: Teaching is deeply personal. It involves constant decisions and improvisation. Suggesting a different approach can inadvertently tap into a teacher’s own insecurities about a lesson or interaction, making them feel defensive.
4. The Public Factor: Offering a suggestion in front of students or even other staff can undermine the teacher’s authority in the moment. Timing and location are crucial.
Strategies for Paras: Framing Suggestions That Land Well
Knowing these sensitivities, paras can adopt approaches that make their contributions welcome and productive:
1. Build the Foundation First: Trust is everything.
Demonstrate Reliability: Consistently fulfill your assigned duties well. When teachers see you as competent, dependable, and fully invested in their goals for the students, they’re far more likely to be open to your input.
Observe and Learn: Take time to understand the teacher’s style, routines, priorities, and classroom management philosophy. This context helps you frame suggestions that align with their overall approach.
Ask Before Assuming: Instead of launching into a suggestion, ask clarifying questions. “I noticed Jason seemed really stuck during the independent work. Was that the kind of struggle you were anticipating, or is there something specific you wanted me to focus on supporting?” This shows respect for their intent and opens a dialogue.
2. Choose Your Moment Wisely:
Privately is Paramount: Never offer a suggestion or correction in front of students or colleagues unless it’s a pre-arranged co-teaching signal. Find a quiet moment after class, during planning time, or via a quick, private email/note.
Avoid the Heat of Battle: Don’t interrupt a lesson mid-flow unless it’s a critical safety issue or you have a pre-arranged signal for immediate support. Wait until the pressure has eased.
Respect Planning Time: Teachers’ prep periods are sacred. If it’s not urgent, ask, “Is now a good time to quickly share an observation from this morning, or would later be better?”
3. Master the Language of Collaboration:
Lead with “I” and Observation: Frame your suggestion based on your specific observation, not a judgment. Instead of “That activity didn’t work,” try, “I noticed several students seemed confused during the sequencing activity. I wondered if…”
Frame as a Question or Exploration: Phrase your idea as an inquiry, not a directive. “Have you considered trying…?” “What would you think about…?” “I was wondering if X might help Y student…?” This invites the teacher into the conversation.
Focus on the Student Need: Anchor your suggestion firmly in observed student behavior or learning. “I saw Sarah getting frustrated with the scissors. I wonder if adaptive scissors or a different cutting strategy might help?” This keeps the focus on shared goals.
Offer Support, Not Solutions (Unless Asked): Position yourself as a partner in problem-solving. “I noticed Marcus struggling to stay focused during the read-aloud. Would you like me to try sitting with him and providing some quiet fidget tools tomorrow?” or “I have some ideas about breaking down that math step for the small group. Would it be helpful to brainstorm?”
Acknowledge Their Expertise: A little humility goes a long way. “I know you have a great handle on how to reach them, but I wondered if…” or “Based on what I’ve seen work with him before, maybe…”
4. Be Specific and Solution-Oriented:
Vague comments (“That could be better”) are unhelpful and frustrating. Be clear about what you observed and offer a concrete, actionable suggestion. Explain why you think it might help.
Focus on possibilities, not just problems. “Perhaps we could try…” instead of “This isn’t working.”
5. Respect the Final Call: Remember, the teacher is the instructional leader. They may accept your suggestion, adapt it, or decide against it based on factors you might not be aware of. Respect their decision gracefully. “Okay, thanks for considering it. Let me know how I can best support the plan.” Your professionalism builds long-term trust.
A Note for Teachers: Cultivating a Culture Where Suggestions Flourish
This partnership is a two-way street. Teachers can actively create an environment where paras feel safe and encouraged to share insights:
Explicitly Invite Input: Say, “I value your perspective. Please feel free to share any observations or ideas you have about the students or activities.”
Schedule Regular Check-ins: Dedicate 5-10 minutes weekly (or as needed) specifically for collaboration and brainstorming.
Listen Actively: When a para shares an observation or suggestion, listen with an open mind. Ask clarifying questions. Acknowledge their effort. “Thanks for noticing that about Leo. What are you thinking might help?”
Credit Appropriately: If you implement a para’s idea (or one inspired by it), acknowledge it! “Mrs. Johnson had a great idea about how we could organize these materials…” This builds morale and shows value.
Separate Idea from Implementation: Just because you discuss an idea doesn’t mean you have to use it immediately, or exactly as proposed. Explain your reasoning kindly if you choose a different path.
Model Receptiveness: Show you’re open to refining your practice. When a suggestion works, share the success! “That tip about using the visual timer for transitions worked brilliantly!”
The Ultimate Goal: Students Win
When teachers and paras communicate effectively and respectfully, leveraging each other’s strengths and observations, the real winners are the students. Paras offer a unique vantage point – often closer to individual student struggles and triumphs during small group work or one-on-one support. Their suggestions aren’t challenges to authority; they are vital pieces of the puzzle in understanding and supporting every learner. By mastering the art of offering suggestions thoughtfully and collaboratively, paras become not just helpers, but indispensable thought partners in creating the most effective, responsive, and supportive learning environment possible. It’s not about undermining; it’s about building up the team, and most importantly, lifting up the students they both serve.
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