Utah Special Education Paraeducator Handbook - Granite School ...

Consequences
Remember from the ABCs of behavior that consequences follow a behavior. In order to be proactive you
and the teacher should have planned for these in advance. Consequences should be logical and
connected to the behavior. It is logical because it "fits" the nature of the behavior. For example, if a
student completes his work early, he is able to do something he enjoys such as reading a book. If a
student fails to complete an in-class assignment, she will have to finish it during free time. These are
examples of reasonable consequences that match the behavior.
For more information on proactive strategies see:
http://www.una.edu/faculty/onlineacademy/State/Adobe%20Reader/DO%20NOT%20OPEN%20progra
m%20files/Management/During%20-%20Encouragement%20.pdf.
B. Support the supervisor’s behavior management plan
It is the responsibility of your supervising teacher to create and implement the classroom management
plan. As a member of the instructional team, it is your responsibility to support that plan through words
and actions. This is important. Students learn and progress when all team members are on the same
page.
Paraeducators show support when they prompt or remind students to follow classroom expectations or
rules, enforce consequences, and encourage students to meet expectations. Examples of supporting the
behavior management plan include:
reminding a student to stop talking and focus on the task at hand,
praising students who are listening and paying attention,
redirecting a student who is distracted,
at the teacher’s request, directing a student to another seat as a consequence for continuing to
talk to classmate, and
praising a student for making a good choice.
Section 2: Supporting Competencies
C. Demonstrate knowledge of learner characteristics and factors that influence behavior
A student's disability affects his or her learning needs. It is important for you to understand how a
child’s disability affects learning. If a student is classified with one disability, she may also have
characteristics of other disabilities. For example, a student may be classified as having a specific
learning disability. Due to years of frustration in school, the student may have learned some acting out
behaviors that interfere with his or his ability to learn. A good Individualized Education Plan (IEP)
addresses all behaviors of concern for that particular student.
The more you understand and relate to your student’s needs, strengths, and learning styles, the more
you can assist and support them. Students feel comfortable with someone who understands their
Utah Paraeducator Handbook Page 38