Teacher works with a severely mentally impaired student. A paraprofessional also works with this student (currently, a substitute paraprofessional). This substitute paraprofessional was violent/disrespectful with the student. The teacher was having a difficult time dealing/confronting the paraprofessional with her concerns. The teacher explained that one of the substitute paraprofessionals worked out well, but the substitute was not interested in coming back because of a particular student's behavior. When the teacher confronted the violent situation with the new substitute, she immediately tended to the student's needs. The paraprofessional asked the teacher if he did anything wrong. The teacher told the paraprofessional that he let the situation go too far and his behavior was unacceptable. The teacher feels she told the paraprofessional in an "underhanded" way but questions whether she needed to be more direct. The teacher has concerns about the parent's reaction.
A teacher will feel frustrated because a child is in danger and questions her options and decisions in a split second. A teacher might feel frustrated because she believed she was working with a professional with similar standards.
Theories behind practice:
Impact on others:
The teacher should document the situation and discuss with principal.
This session, which had been canceled due to weather, was made up in January. The attendance was low. The conversation, however, was intense and group members supported the teacher's immediate reactions that supported the child's welfare.