Teachers, Interventionists, Staff

FUNDAMENTAL USERS teachers, interventionists, staff

What makes a good classroom for teachers, interventionists and staff?

• Flexible and stable furniture • Quiet rooms • Easy access to materials and technologies • Good acoustics • Sightlines and visibility • Storage • Natural light • Natural materials

What we should know about teachers, interventionists and staff?

• Special educators & facilitators suffer “burnout” at a higher rate than regular teachers – +50% leave the profession within 5 years and 75% leave the profession in 10 years – the average teacher (40% within 5 years). • Lack of communication is a critical issue – from administration & from parents. • Educators need quiet rooms to de-stress. • Educators who get more training, have better engagement. • A discussion of purpose is helpful for re-centering. • Student expectations can often lead to feelings of failure – set more realistic goals with students. • Time management can be difficult due to the amount of paperwork and planning. Automation / Talk to Text technology could be beneficial. • A feeling of “Lack of support from colleagues / supervisors” is a critical factor. • Day-to-day stress is significantly higher for special education teachers because there are multiple points of potential disruption to monitor. • Para-educators and teachers should have shared goals with students – communication. • Proactive teamwork strategies lesson the communication gaps that lead to frustration. • Role-based training can be helpful to having a shared approach to interventions with students so that teamwork can be consistent. • Emotional intelligence and self-awareness by the educator are important to be able to better understand how they will react in a given situation.

Figure 19