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Skills for Teacher Aides

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2

Kia tau tātou te whanau o tēnei Kāhui

Kia ora ai te whakaarotahi, te whakawhiti mātauranga

Kia ora ai hoki o tātou whanau , tātou hapori katoa

Ka hikitia ka hikitia hiki hikitia Whakarewa ki runga rawa

Tuturu o whiti whakamaua kia Tina! (Tina !)

Haumie Hui e Taiki e

Let us join and be satisfied with our progress of our group

Where our collaboration and sharing of knowledge has enriched us

And the wellbeing of all of our Families and our community

Encourage and support and raise to its highest level

Let us be true and hold fast to our ideals

And be united in our endeavours

Kāhui Ako Karakia

He Koha

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First and Then

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Limited Options

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Wait time

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The 4 Ss

Slow Down

Say Less

Stress Important Words

Show

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Gradual Release of Responsibility

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Visual Communication/AAC devices

DON’T GIVE UP!

Summary:

Model talker use as much as possible

Wait for the student to think and respond

Presume that the student is competent

Validate all forms of communication

Use the talker in real situations to build authentic relationships

Make sure students can access their talkers at all times

Never touch or use a student’s talker without consent

Focus on core vocabulary

Bigger the better for printed visuals

Modelling - Show….without expectation of a response….say what you want to say on the talker….may need to model 1000x +

Slow down take the time to use talker e.g. toilet don’t focus on rushing to the toilet, focus on the communication (unless urgent of course!)
Assume understanding
Don’t give up its language acquisition it takes ages!
Deliberate acts of teaching e.g. modelling alongside a picture book
Builds spoken language development
Like limited options but expanded.
Always take their voice with them

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De-escalation (1 of 3) - Lucky vs Unlucky

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Lucky vs Unlucky

Neurodiverse children, especially those with ADHD, receive an extra 20,000 corrective and negative comments compared to neurotypical peers by the time they are 10.

Lucky

Cry

Withdraw

Complain

Verbally ask for help

Unlucky

Hit

Kick

Yell

Spit

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What is behaviour?

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PALMS- Non-verbal communication

P - Awareness of where you are and what is around you

• Make sure the ākonga doesn’t feel trapped or hemmed in

• Ensure that you’re not blocked in

• Remove the audience – ask other ākonga to move away

• Remove items that could be used as weapons

A - Positive and helpful attitude

• Talk calmly (decrease language)

• Show you’re willing to find a solution to the problem.

Avoid:arguing, interrupting, ‘calm down’, ‘no’, ‘don’t’ or contradicting what the ākonga says (even if they have got it ‘wrong’)

L - ‘Normal’ eye contact (for the ākonga)

• Do not stare

• Eye contact can signal non-aggression

• Active listening – head nodding and repeating phrases to show understanding

M - Maintain a comfortable distance (comfortable for both parties).

• Appropriate distance = ākonga would have to take a step forward to touch (or hit or kick) you.

• Do not place yourself below the ākonga or in a position that is hard to retreat from.

• Do not lean over the ākonga.

• ‘Shepherding’

S - Shoulders relaxed and turned slightly to the side.

• Stand slightly to one side of the ākonga and place one foot backwards to support you.

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