Adults monopolizing conversations about youth

We keep youth off to the side while the adults talk and talk about how to improve the world. To youth, it is a lot of talk and little change. It’s ironic and sad that youth, with the biggest stake in the future, are so often seen and not heard. Think of all the areas where adults are monopolizing a conversation in which youth have the largest stake.

I just read this on Huff Post Impact Canada, in an article coauthored by Angela Maiers and Saul Kaplan.

That last sentence is key.

Think of all the areas where adults are monopolizing a conversation in which youth have the largest stake.

I think of this from the perspective of adult education, where the ‘adults’ (teachers and professionals) monopolize the conversations about youth (and some not youth – adult education students in Quebec range from 16 to whatever).

How wonderful it could be to involve students in professional development. In evaluation design. In program and instructional design.

Collaboration for student success: teachers and para-educators working together

**Kartoo Visual search for paraeducators**
(type paraeducator in the search field, click on the mindmap key)

The idea of extra help in the classroom is becoming more and more a reality for many classroom teachers. As we move away from stand alone resource room models towards inclusion for students with needs there is a recognition that para-educators play a crucial role in improving student achievement and success in the classroom (NEA).

Though I believe we are moving further away from the traditionally accepted role of the classroom teacher as the ‘sage on the stage’ in his or her classroom, we are far from able to say that the role is historical fact. It still exists in many classrooms. And even when it doesn’t, it can be very intimidating for a teacher to have someone come into their classroom. It is hard to share a classroom with another educator.

Last year I worked with a group of educators – teachers, teaching assistants (para-educators), and administrators – from different schools in Montreal in professional development sessions under the heading, Collaboration for Student Success/Travaillons Ensemble pour un Meilleur Rendement Scolaire. Here are some of the ideas we generated as we explored how to guarantee successful teacher/paraeducator collaboration.

We looked at Context.


The context led us to develop an Essential Question

How can I, the teacher, make an effective intervention in the lives of the students in my classrooms with the tools I have (and by the way, just what are those tools?)

This question led us to develop some Common Definitions. Most importantly, for this discussion, we spoke of the tools that were available to us and we decided that the most important were people: our colleagues and consultants. We also searched for a common definition of collaboration and we decided that in order to effectively collaborate we had to have a shared vision for the classroom. We had to begin to pay attention to the same things in our classroom in order to be able to learn from the phenomena in our classrooms and to be able to plan accordingly.

The first Plan of Action that arose from these definitions naturally formed itself around how to establish a shared vision amongst the classroom teaching team (the main players being the class teacher and the para-educator(s)).

We decided that it could only grow from conversation.

We also came up with essential conversations around Expectations.

Teachers are ultimately responsible for curriculum, evaluation, and reporting. The para-educator facilitates the delivery and activities around this.

Conversations at the beginning of a teacher/para-educator relationship could be facilitated by asking questions such as:


Teachers also noted that it was important for them to know how their para-educator worked best, what his or her strengths were, so they could plan accordingly.

Our favourite resource to facilitate teacher and para-educator collaboration is available through ASCD and is called:

A Teacher’s Guide to Working with Paraeducators and Other Classroom Aides
By Jill Morgan and Betty Y. Ashbakar (ASCD, 2001)

There are some really clear and spot-on question sheets that teachers and para-educators can use to clarify their relationship in terms of the roles and responsibilities of both educators. I will go so far as to say it is essential reading for teacher/paraeducator collaboration.

Basically this is what we decided was key – it is essential for teachers and para-educators to have a clear and common vision of what each of their roles and responsibilities are towards the classroom and the students in it. The only way this can happen is by talking about it.

Some other resources:

Getting Educated: Paraeducators

Project Para: Pareducator Self-Study Program

Special Connections: An Introduction to Working Effectively with Paraeducators

Turning to One Another: Simple Conversations to Restore Hope to the Future

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Parent involvement at school

After re-reading some of the responses to my posting, Parents protest ‘time out’ cage in classroom, I get a sense that the consensus is for a shift towards more parental involvement at school.

What does this mean? More parent-led activities? Higher attendance at parent-teacher interviews? A combination of the two?

Research shows that a connection between school and family is an indicator of student success, in terms of “academic achievement, attendance, attitude and continued education”.
(from Critical Issue: Creating the School Climate and Structures to Support Parent and Family Involvement)

The USA’s National Coalition for Parent Involvement in Education includes the following as a result of school and family partnerships in education:

According to Eddy Dumoulin, a school principal and MELS (Quebec Ministry of Education) education consultant, a child’s educational team is composed primarily of teacher, principal and parent (symposium on special needs, 2007, Montreal). This makes sense, and it seems that this is the direction in which we need to go, though when I speak with friends who are parents many of them aren’t so sure about what is going on in their child’s classroom. And when I speak with other teachers, some of them have never met one or both of a student’s parents.

SO. How can we make this shift? And what kind of involvement is needed?