Response to Carol Fried
Hello Carol, I support you in your discussion that it is important that the paraeducator sees him/herself foremost as an educator. A teacher does not answer phones during class, and a teacher is trained to handle classroom management in a respectful way. Paraeducators should also show interest in working with pupils and help students achieve their academic objectives. In cases where a para has already completed school, but he or she notices a student with special need and needs to be assisted, the teacher may allow the para to help the student because the student believed the para was the most suitable person to help him or her (McDowell & Budd, 2018).
Reference
McDowell, N., & Budd, J. (2018). The perspectives of teachers and paraeducators on the relationship between classroom clutter and learning experiences for students with cerebral visual impairment. Journal of Visual Impairment & Blindness, 112(3), 248-260.
Response to Cristina Butler
Hello Cristina, I agree with you in your discussion that the first thing that should be done is that during each instance an unfavorable action occurs, as the educator, addressing the instance between classes to the para educator would be a proactive approach. As a teacher of the class, it is good to call the para educator later for a brief meeting and inform him or her that it is good to acknowledge the student (Geslak, 2019). The para educator should also ensure that in case he or she has a phone in the classroom, they should ensure it is in a silent mode to avoid distracting the student.
Reference
Geslak, D. S. (2019). Paraeducators: Valuable Front-Line Insights for Physical Educators. Palaestra, 33(4).