Mr. Williams is a first-grade teacher with a new teacher aide this year. At the beginning of the year, the teacher aide said that she had 20 years of experience and they did not need to meet on a regular basis. Mr. Williams assigned four of his struggling readers to work with the teacher aide in a small group for 30 minutes a day. During the first month of progress monitoring, these students did
not show any progress. What can Mr. Williams do to improve his relationship with the teacher aide and ensure that effective instruction is delivered?
What will be an ideal response?
Mr. Williams needs to take a more active role in teaching the four struggling students as well as instructing and collaborating with the teacher aide. The four students should rotate between him and the teacher aide for instruction so that he can share the instructional responsibility and more closely monitor their progress. In addition, he should make a regular time to meet with the teacher aide so that they can discuss student-related information and so that he can provide feedback and instructional support. Modeling of specific teaching strategies should be a component of the support. When possible, the teacher aide should receive on-the-job training from the special education teacher or the regular teacher.
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According to the literature, one should always work in an insight-oriented way with Latino clients.
Answer the following statement(s) true (T) or false (F)
The No Child Left Behind Act requires testing of all public school children beginning in 3rd grade
Indicate whether the statement is true or false
Instruments that compare children's performance to others of similar age or grade level are called _____________________
a. criterion-referenced b. curriculum-referenced c. performance-referenced d. norm-referenced