Not a Pusher, But a Partner: One Para's Journey in Special Education

Show Notes

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Enter the world of special education through the eyes of Jenny Jacks. Her twelve years at a small private preschool, followed by six years as a para in various public school settings, have given her unique insights into supporting diverse learners. With warmth and practical wisdom, Jenny reveals how the strategies that work best are rarely one-size-fits-all but must instead be tailored to each child's specific needs.
 
 From simple modifications like providing lined paper for students with spatial challenges to understanding when a child just needs space to process emotions, Jenny shares the approaches that have helped her students thrive. Her practical wisdom resonates whether you're working with identified students with IEPs or children who simply need extra support to succeed.
 
 What stands out most is Jenny's philosophy on building trust through consistency and approaching challenges with a servant's heart. "If it's not disruptive or destructive, does it need to be addressed in the moment?" she asks, challenging listeners to consider whether immediate intervention is always necessary. This question alone transforms how we might respond to students experiencing emotional dysregulation.
 
 Jenny's collaborative approach with classroom teachers demonstrates how paraprofessionals can be most effective by maintaining open communication, asking for feedback, and putting the student's needs at the center of every decision. Her willingness to reach out to occupational therapists, former teachers, and specialists shows her commitment to finding solutions that work.
 
 The conversation culminates with a powerful message about purpose in education: "If you're not there to help students succeed, why are you there?" It reminds us that behind every effective intervention is genuine care for students' well-being and future success.
 
 Whether you're a teacher, paraprofessional, parent, or administrator, this episode offers valuable insights into supporting students with diverse needs through patience, individualized strategies, and what Jenny beautifully describes as teaching with a servant's heart. Listen and discover how "regulation before expectation" can transform your approach to supporting all learners.

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What is Life in the IEP Tribe?

Join us as we dive into the world of special education with two educators who have walked the same path as many of you. In addition to teaching in self-contained and collaborative settings, our hosts bring a unique perspective to the challenges and triumphs of raising a special needs child. From classroom strategies to heartfelt family moments, they offer practical advice, empathy, and a community of support. Discover how their personal experiences can shed light on your journey and gain valuable insights into navigating the complexities of special education both in and out of the classroom. Welcome to the tribe!

Speaker 1: so here we go, right.

We just finished, not too
terribly long ago, number 20 in

our in our podcast, life journey
.

Yeah, I'll call it a journey.

So what we're gonna do is we're
going to continue with the

having great guests and talking
about different things, and so

we have yet another guest with
us this evening who has spent

some time, has spent actually a
considerable amount of time in

the education field, and we have
had the opportunity to work

with her side by side one year
right, it was one year to one, I

think it was one year and we've
had a great time getting to

know our guest for this episode.

So, laura, yes, would you like
to go ahead and introduce her?

Speaker 2: Sure, so we're going
to start sounding like, oh,

everybody's their friend, but I
still feel we are fortunate to

have all these people that we
work with and that we forge

these relationships with, and
especially having a common bond

with the drawing towards the
children with disabilities that

need a little bit of extra help.

And so our guest this episode
is Miss Jenny.

Jax and Jenny, like Jared said,
you've had multiple different

settings, that you've worked
with students, but you've worked

with students, and I'm sure
you've worked with students that

have been also unidentified,
not just identified.

Speaker 1: They didn't have
names.

Speaker 2: No, sorry Okay.

Speaker 3: In the process kids.

Right but will you just give us
a little bit of your background.

As far as working with children
of all abilities, yeah, so I

worked at Bright Beginnings
Morning School for about 12

years, so at a little private
preschool.

But you know, even then, like
there were some kids that came

through that you just kind of
you know, you know you could,

you just knew they're like
there's something that they're

going to need a little extra
help, or they need you to sit

with them a little more than the
others, or they need a lot of

redirecting, or, you know, maybe
they get a lot upset more than

others.

So, even though you know it
wasn't like in the public school

setting, it's still you're able
to sometimes, kind of you know,

identify the kids that maybe
need a little extra, you know, a

little extra one-on-one help,
even young, you know.

I mean you can see things
moving forward.

And then I've been blessed to
work at Matilda Harris for six

years, started out as a
kindergarten para for two years

and then they moved me to being
an instructional para, then to a

pre-K special education para,
back to an instructional para.

So I've got to go and work with
all ages Because even then,

like with the instructional
paras, it was like this year

it's second, third, fourth,
fifth, fourth, fifth so I've

kind of and then the first year
I did instructional para.

I worked for second, third, so
I've kind of really got to work

all ages, all grade levels, um
throughout the school, so so

I've loved it so did you choose
to do go into the special

education um settings that they
are, were you approached to do?

it, or initially they the
kindergarten class I was in.

They got rid of a class so they
no longer needed a kindergarten

para, so they kind of I think
they made a spot as an

instructional para, helping out
with small group things with a

couple of the teachers, and
which I actually loved Like I

love doing the small groups with
them and doing things like that

.

And then the next year they
asked if I would be a special

education pre-K para, and so it
wasn't something that, like I

was ever not happy to do but I
didn't.

That was not initially what I
was ever hired to do, gotcha.

Speaker 2: And so I know that,
like you said, that you'd had

some experience with the at the
pre-K level, and I can't

remember how this went.

Was Miss Robin one of your
paras, or did you work?

Speaker 3: with her.

She was Miss Robin was because
I was with Shawna Lewis.

She was pregnant and she was
going to come back.

As most moms say, I'm going to
come back after the baby's born

and then you have your sweet
babies and you're like I can't

do it.

So Miss Robin was so wonderful
to kind of step in and come and

help me and she's just amazing.

She's such an amazing person
and I love being able to work

with her and get to know her.

So she did.

She stepped in.

Speaker 1: Try having her as
your mom.

Speaker 3: It's pretty awesome.

Speaker 1: It is, it's
incredibly awesome.

Speaker 3: I'm not seeing any
downside.

Speaker 2: Nope, nope, not in
there a bit, because I know that

she talked about, you know, the
bright beginnings and about

seeing, being able to see the
some of the kids that need a

little bit extra help.

And as we, as most people, know
that a private school tends to

have smaller numbers of students
, did you find that more

beneficial, say, for helping to
identify some of these children

in that setting than in a public
general kindergarten class?

Speaker 3: uh, public general,
um, kindergarten class I don't

know if it, I don't know if I
noticed that it was easier.

I feel like sometimes some
things jump out as, oh, this

doesn't seem like a typical way
a five-year-old is is doing

things, or this doesn't seem
typical for, you know, a

kindergartner or most
kindergartners can do this at

this stage, you know.

So I feel like some things jump
out quickly, but then there are

some things that when you're in
a small setting you can notice

things that maybe just could get
lost in the mix If it was one

of those things that's not kind
of an in your face obvious thing

, Like I know for a lot of
people, just like even things

like inattentive things.

With ADHD, some things are
written off as oh, they're young

or oh, they're this, or, you
know, I mean some things or

sometimes the quiet, really
submissive kids that are calm

and mellow.

They're easy to kind of
overlook because they're not the

ones, you know, I don't want to
say causing problems, because

that's not.

They're not causing problems,
but they're not.

They're not the ones that are
challenging you or that you're

constantly having to like call
their names out, and sometimes

those quiet, calm kids that are
struggling fall through the

cracks because they're not
drawing the attention.

So I do feel like in a small
setting like that, even the

small one's got the exact amount
of attention that the maybe

more energetic ones did, because
you had eight of them.

It's a lot easier to give eight
children at least some amount

of undivided attention
throughout the day than it is 28

children, you know I mean so.

I do think, depending on what
you're looking for, yes, it is

easier in a small setting for
maybe some of those not so

obvious things to kind of show
up.

Speaker 1: Right, the students
that, like you said, they're not

drawing the most attention to
themselves, kind of

inadvertently, kind of slip off
to the side and then fast

forward a handful of months.

You're like, oh, my goodness,
like, oh, we should have been

working on this, you know,
months ago, and but because

they're not, yeah, Lighting the
room on fire or anything.

Speaker 2: Hey, hey, look at me,
yeah, lighting the room on fire

or anything.

Hey, hey, look at me, well, as
um, within these experiences

with the larger um groups and I
know you say you work with a

small group, setting um or small
groups now, but in, you know,

working with the students, you
have been in larger groups, so

what are?

And in these larger groups you
have, you know, an array of

needs and so what are some of
the strategies that you have

seen beneficial to help those
students that have these diverse

learning needs?

Speaker 3: Um, I think you know
it's.

It's so like not not weird but,
it's so strange because you

really have to have like such a
wide array of things.

You do because what one student
needs the other student could

care less about.

You know, because we have some
students like something as small

as, like I read, you read,
because the students have no

motivation to read or they don't
feel confident.

So it's like, well, I'll read a
page, you read a page, and that

then they're happy to do it.

You know, some students it's
the first, then type motivations

because they really want to do
something fun, and it's kind of

like well, first you have to do
your assignment, then we can do

this, and you kind of motivate
them that way.

Or I know some students it's
hard for them to copy from the

board, just because that it
doesn't seem like a big deal.

But having to look up and down,
especially if they can't spell

well, you know, I mean looking
up and down takes so much time

and even motor skills to be like
up down right.

And it's like when the students
are writing.

You know, because I am in a you
know, a gen ed class at the

moment with these students, so
they're having to keep up with

the, you know, so they're having
to keep up the students I'm

working with, with everyone else
.

So it's like some students I'll
get a whiteboard and I write

what's on the board and I just
put it in front of them and then

they don't have to look up and
down, they can just look side to

side or you know, wherever I
put the whiteboard and some

students it goes faster,
honestly, if I spell it out like

while they're writing.

I'll be like if we're spelling
like, honestly, today I think

one of the words was like
molecule and I was like M O, l

and it was just filling the
blanks, but but even like having

to stop and look to write every
letter, it just means me saying

it.

They knew their alphabet, they
know their letters, so they were

able, they were able to write
at a a more even pace with the

class if I was there telling
them what to do.

So and then even as small as
some notes don't have lines, and

I think a lot of teachers like
I don't know if it, like I don't

think it occurs to them I think
a lot of the kids have spatial

issues.

Writing is really large or they
write sideways or whatnot, and

buying ledger liners and drawing
lines for the students on their

papers so that where there's
not lines, I have one I carry in

my bag and I'll make lines on
the paper, so then it's easier

for them to be able to write and
not use up more space than

needed or, you know, kind of
drift off.

So it's really just.

You know, it's very.

It really just varies almost
student by student what works

with them and what different
things I try to entail.

I mean we even have one student
that he cannot not tap, roll a

pencil, uh, picket something
snaps.

I mean he is constantly moving
his hand.

So if it's in a moment where
the teacher's talking or reading

or we have to sit quietly, he
plays with, with Plato and like

and he is content as long as and
he is quiet and still and not

distracting, and he just sits at
his table and quietly does that

.

And I mean that's.

You know the teacher was cool
with him doing that and I.

But that was I mean a quick fix
, as soon as we gave him that no

more disruptions, no more
noises, no more distractions.

And you know so, as soon as we
gave him that no more

disruptions, no more noises, no
more distractions.

And you know so it really just
depends on the student.

Speaker 2: But there's a huge, I
feel like, array of things that

I do depending on the classroom
and the kid I'm with.

I'm sure that having, like you
said, the teacher was OK with

that.

So you know when you're doing
these things and thinking of

these strategies and working
with the student and you have to

collaborate with the teachers,
and if there's other paras or

there's other support personnel
in the classroom, how do you,

how do you manage that Like
working with the student and

collaborating with the teacher
and other people?

Speaker 3: I always feel like,
you know, I don't know

everything and I think sometimes
, going into a classroom, I

normally it's like at the
beginning of the year.

If I go into a classroom, if
it's a teacher I don't know, I

normally introduce myself.

You know I ask them what it is
that they need me to do, how I'm

going to be most helpful.

You know, like some teachers
want me to pull kids at the back

table and work more one-on-one.

Some teachers want me to just
redirect.

You know I'm obviously
depending on the needs of the

students, but I feel like we're
a team and when I'm in there

it's my job to make their job
easier by meeting the students',

needs.

And you know if there's
something I'm not doing and I

tell them I'm like I go into
each teacher's classroom like

you are not going to offend me,
like I'm it is so you will have

to work to bother me.

Like if I'm doing something and
it's not helpful, please tell

me, cause otherwise I'm just
wasting our time.

And if there's something I need
to do differently, please tell

me, because my whole point of my
job is to help.

It is to help the student,
which therefore helps the

teacher.

So if, if I'm not doing that I
need her to tell me.

And so I kind of tell teachers
from the get go.

Like please tell me, like I
won't be upset, this is my job,

like.

So I think you know I lean on
the teachers and not just the

teacher in the classroom.

Like you said, I've come to
y'all and asked you questions

about students if I wasn't sure.

I've gone to other teachers in
the school if I know they taught

them the year before or have
worked with them in the past.

Or I've even messaged Taylor,
the OT, and asked her questions.

If she she had suggestions on
if I had a student that seemed

to be doing something, would she
have a suggestion on how to

help with this?

And so I feel like you know it
really is, we need each other.

So, and I've never had a teacher
not help me, like I've never

asked and had a teacher not give
me ideas or suggestions or blow

me off and honestly, if I did,
I would just go to another

teacher.

So but yeah, I mean I think you
know we're, we're a team.

So I feel like I feel like you
know you have to talk to your

teachers and you have to ask
questions, like I'm.

I know my personality might
just help along with this role,

but I'm not afraid to speak to
people or ask questions, or you

know, if I feel like I ask and I
don't get the answer, I will be

the first one to say I'm sorry.

I need you to like explain that
a little bit more in depth,

because I don't understand and
you know, I'm going to make sure

that I know what I'm supposed
to be doing.

Speaker 2: And that's fantastic,
because I know that a lot of

times it's hard to communicate
throughout our day, and so I

think making that time to talk
with the teachers and to make

sure that you understand what
they want I'm sure is

appreciated, Because I know that
sometimes you know that we'll

have conversations and if
somebody doesn't quite

understand but they don't want
to say they don't understand,

then it doesn't help anybody.

Speaker 1: Yeah, as long as
they're not Go ahead.

I say.

One of the things that we say
pretty often is you don't have

to worry about stepping on our
toes, we leave them at home.

We are toeless in the building.

Leave them at home, we are
toeless in the building.

Say whatever it is you need to
say, because at the end of the

day, like you said, the whole
purpose of us being there us,

the entire team is to help these
students be as successful as

they possibly can be, and so we
have to be able to have

conversations that aren't
necessarily fun, and we have to

be honest, and we have to be
able to have conversations that

aren't necessarily fun.

And we have to be honest and we
have to be willing to answer

those questions, because if we
don't, then there is no progress

.

Right, I think that then if
we're not doing what the teacher

wants, and then they're getting
frustrated with us, and then

they're getting frustrated with
the student and it just ends up

being a big, I think, failure
for all of them.

Well, I know too.

Going back to you, know what
strategies do you use?

And I know, oftentimes, when
people ask me, if they say, well

, you know, I have this student
or I have this child or whatever

, and this is what they do, what
can we do to help them?

I do the same thing.

I'm like well, I don't.

If I don't know the kid, it's
hard for me to give you any

direction, because there is no
one size fits all.

There is no.

You know, if I use this
strategy, then all of a sudden

everything gets easy and the
kid's behavior is great and

they're making straight A's, and
it doesn't work that way.

So we really do have to be
patient and calm and learn the

kid, and it's not going to be
the same for every kid.

It may not be the same for any
of the kids in the classroom,

but we have to stay flexible
well, what works for one or what

not even that works for one,
doesn't work for the other.

Speaker 2: Some sometimes is
what works one day doesn't work

the next day.

Yes, you think you're like,
okay, I got it figured out, and

then you come back the next day.

They're like no, I don't want
that.

Speaker 3: Yes, yes, that's all
they like to keep us on our toes

, that is for sure absolutely.

Speaker 2: Uh.

So when you're in the classroom
with the students and the

general education teacher and
challenging behaviors arise, if

what is the?

I guess not picking order, but
kind of the, the order of that.

Like, if there are students
that you're working with, do you

try to deescalate that or does
the teacher try it first?

Speaker 3: Normally, if it's
like a minor type of behavior, I

definitely am, I would say, the
first to intercede.

Only because normally the
teacher is, I mean, is teaching,

you know they're worrying about
all the other students in the

classroom and if I'm working in
a small group or one-on-one then

it's not that like that's.

You know my responsibility,
necessarily, but it would just

makes more sense that she would
not stop what she's doing to

come intervene when I'm right
there and I'm already with that

student, especially because more
than likely she may not even

know why the student's upset
because she's not over there

with him.

So so I usually am the first
like to try to handle it if it's

something that I cannot handle.

Or because there are some days
I go in classrooms and the

student is already mad, already
frustrated, came in the class

that way that day, came back
from resource that way, came

back from recess that way, and I
have no idea what's going on.

And I'm a big supporter of just.

Life has taught me a lot of
times.

When kids are upset, that's not
a moment you can rationalize

with them.

They're not in a mindset to
listen, they're not probably

going to be receptive to
anything you say, so it kind of

depends on just the timing of it
.

But if I'm working with a
student and they're getting

frustrated, I try to intervene
before it becomes an issue that

the teacher has to.

So sometimes the teacher has to
step in and but but I try to, I

try to head it off before it
even gets to that point, if I

can.

Speaker 2: Are there any
specific strategies that you

find and as I know they all are?

I know they're all different.

I'm asking the question, but
people ask.

But are there strategies that
you find and as I know they all

are?

I know they're all different.

I'm asking the question, but
Jared just said well, people ask

, but you know, are there
strategies that seem to work,

more often than not, with your
students?

Speaker 3: You know, I think you
know basically kind of

piggybacking on what Jared said
a minute ago, was it really?

Just depends on the student
that I'm working with, because

some students, you know, when
they're frustrated they need a

distraction, they need something
to take them from whatever's

making them mad and refocus on
something different.

So sometimes I'll try to, you
know, give them a different

option.

If we're struggling with a math
page, I might be like, hey, why

don't we go finish this and we
can come back and do this later.

And sometimes it's something as
small as that.

Other times, you know, it might
be something just sitting with

them till they're calm, and I
know that's such like I feel

like there's time is just not
your friend when you're in

school, because there's always
something to do or somewhere to

be or somewhere to go, and but
sometimes some of those kids

they just need some moments to
decompress.

I have one student that you know
you could not talk to him when

he was upset.

And if you tried, even if it
was saying things like it's okay

, you're not in trouble, I'm not
upset, even if it was saying

things like it's okay, you're
not in trouble, I'm not upset,

even if you were saying positive
things.

The more you spoke, the more
escalated they became, because

they were just so already in
their feels.

I guess that they just couldn't
get away from that.

But if you gave them a minute
or two, you know, and you didn't

say anything or bring any
attention, they were cool.

And then you could do like a.

Can you tell me why you were
upset?

Can you tell me what we could
have done different next time?

How could we handle that
differently?

And then you can have all the
discussions.

You know the teaching moments,
but not when they're mad, you

know, but not when they're, but
not when they're mad, you know.

So I think the main
de-escalating for me is just

staying calm, not feeding into
it, you know, not adding fuel to

the fire, or you know, I guess,
just aside from distractions,

maybe trying to talk to them and
then just giving them time to

process and then be, maybe even
some things.

Also, some kids, you know they
like to go for walks, they need

to leave the classroom, they're
frustrated and they need to get

out, even if it's just go get a
drink of water and walk right

back, or you know, whatever the
case may be.

But so those are probably
really the main things that I

would do.

You know, and I always kind of
have this thought in my head of

if it's not disruptive or
destructive, does it need really

to be addressed in the moment?

You know, if a kid's upset and
they're back they're mumbling

underneath their breath but
they're not yelling at the

teacher.

To me I'm kind of like no, it's
not.

Speaker 2: I mean, you can
mumble.

Speaker 3: Yeah, and when you're
done mumbling and you seem like

you're over it, I'm going to.

We'll talk about why you're
upset, you know, but in the

moment some things don't need to
be addressed.

Right, then you know some
things.

Like I said, if it's not
disruptive or destructive, I can

let it go.

Speaker 2: Well then, you're
taking the chance of it becoming

more if you bring that
attention to it.

Speaker 1: Oh yes, I think a
popular perspective that we have

to fight on the regular and I
just I mean, I think it's one of

those perspectives that just
kind of come along naturally is

when we see a student or a child
and they're exhibiting behavior

that we don't necessarily like.

I mean, it may not even be
appropriate at the time, but

we're so quick to try to punish
a child for that behavior

without taking the time to
figure out why and the why, can

be something as simple as they
don't want to do it, but they're

trying to figure out how to
express that.

And so if we spend all of our
time just trying to suppress

their expression, versus work
with them through it to find

better ways to deal with it,
well, all we're doing is we're

adding to the anxiety, we're
adding to the frustration and,

like you said, you and Laura
both said, the chance of you

spinning them up even worse is a
high probability, and then we

want to punish that.

So it's like, if we can learn
to listen, if we can learn to

really and I love what you said
if we can just be there and let

them work through it to make
sure they stay safe, make sure

nobody's getting hurt.

I think that that's just.

That's huge in the life of a
student who, like I said, hasn't

quite learned how to process
and express what's going on

inside of them.

Speaker 3: And a lot of times,
depending on who the student is.

And, like you said, I do think
there's such a huge advantage to

having a relationship with the
students, so you know them, so

you can because there are some
students, when they're upset, I

will say do you want to talk
about what's wrong?

And some of them be like no,
and I'm like, OK, well, if you

do, I'll be right here and I
even just kind of walk away and

go sit at a different table and
I give them a few minutes, and I

even just kind of walk away and
go sit at a different table and

I give them a few minutes, and
you can kind of see, like when

the switch flips a little bit
and they're not so frustrated

and they don't look so irritated
, and I'll go back.

And sometimes then I'm like are
you ready to talk now?

And they're like yes, and then
they tell me and you know, and

then we can work through it.

But I'm definitely not a pusher
.

Not a pusher.

Speaker 2: I I definitely am
more like okay, we can go at

your, at your pace, you know, at
least until we can't, you know,

and then, and then we'll, we'll
choose a different path, but

but yeah, in the grand scheme of
things, like you were saying,

that they're so busy and that
time is not our friends at

school, because there's so much
that they have to get done and

there's places to be and they
have to go, go, go.

But really, in the grand scheme
of things, if they take an

extra five minutes to getting
down the hallway and they get

there successfully and safely,
that's more important than them

getting there five minutes early
, earlier, and so I think what

you're saying is great, you know
, give them that time.

And so I think what you're
saying is great, you know, give

them that time.

And one of our favorite sayings
and, in fact, one of our

favorite t-shirts and I believe
Mr Curtis is actually wearing it

is regulation before
expectation.

You know when you're upset and
this goes for us as well as the

students when you're upset and
your mind's racing and you're

crying and you're and you're
being irrational, you can't

focus on somebody asking you to
do something.

Speaker 1: I had a teacher today
point out my shirt and she said

she said, mr Curtis, I'm really
feeling that shirt deep, I see.

You know, what's funny is that
I think that people think we

wear these shirts for the kids
Absolutely not Like.

We wear ones that say be kind
right.

We wear ones that say
regulation before expectation,

because as adults, if we're
being honest with ourselves, we

know, we know these things and
so why would we expect these

kids to operate differently?

Speaker 3: It doesn't make a
whole lot of sense.

I know I've said before in
different settings, you know

like can you go up and demand
that this student do this?

Absolutely Should?

You Probably not.

Like what is your, what is the
whole end goal?

And that's kind of it's like if
the end goal is, you know, to

get from A to B, well, if
anything you're doing in between

is going to hinder that, does
it have to be done Like?

I know you know just from
personal experience with my own

kids.

You know people would say, like
, can you go up and say that to

them?

Absolutely yes, you can,
because you're the teacher.

However, are you going to get
the result you want when you do

it?

Probably not Like, and I get
that it is.

It's hard as the grown up and
the adult you know like that you

have this mindset and I get
that it is.

It's hard as the grown up and
the adult.

You know like that you have
this mindset and I do it too

Sometimes, at least I have it in
my head.

Well, I should be able to do
this.

And it's like yes, and I can do
it, but it doesn't mean that

it's going to benefit anyone
once I've done it.

So I try to you know much more
at home, but at school, you know

I'm really mindful of how, of
how the kids are and what they

need from me and being very
patient and calm and I'm very

consistent, like I might be.

You know you don't have to do
this right now, but we're going

to do this later, when you're
calm, like, and then I think

most of my kids know, like Ms
Jax is going to make me do this,

because I'm very consistent.

If I tell you I'm going to do
it, I'm going to do it Like, and

if I say it it's going to
happen Like.

And I think kids are super
smart, you know they can figure

out real quick what they can get
away with with, who they can

get those things away with, who
they can kind of a little bit

more pushover or, you know, give
a lot more.

And kids are smart, like they
know.

They know.

So it's very important that I
think we're very consistent and

calm and when we're dealing with
you know behaviors.

Speaker 2: Yeah, I agree that.

It's that consistency and, like
you said, saying what you mean

and mean what you say.

And because they they will
figure it out though Well, you

know I'm really not going to sit
five minutes recess They'll

forget about it by the time
recess comes.

So if they know that you're
going to hold them to that, then

I think they're more likely to
do what they're supposed to do.

Speaker 1: And it does go way
past the idea of just do what

I'm telling you to do.

There's a growing relationship
that helps them to realize that

they can trust you, that they
can believe you when you say I

am here to help you be the best
student that you can be.

Help you learn how to be the
best person you can be.

That allows them that
consistency, allows them to

build trust right.

They learn to trust you through
those consistencies.

You can bark orders all day
long, you can scream, you can

yell, but if they don't, if
those students don't believe

that you care about what it is
that they need to accomplish, if

your goal doesn't align with
what their goal needs to be,

they're going to know.

Like you said, they're smart,
they're going to know and

they're not going to put a whole
lot of stock in and what it is

that you have to say, and so it
really is important to go into

it with a like, with a servant's
heart, a how can I help this

child, how can I support this
child, and not how do I make

this child do what I want them
to do?

Speaker 2: Right.

Speaker 1: And so, hey, we're
coming to the end of our time.

How quick has that been.

Isn't that fantastic?

Yes, but I do have one more
question.

If this was the last time
anybody in the world could ever

hear you talk about supporting
students in school, what would

you want your message to be?

Speaker 3: Oh my goodness.

So just if you're not there to
help them, why are you there?

Like I mean, if your whole goal
is not to meet the needs, serve

those students, make sure that
they are getting what they need

to be successful.

Like, why, what are you showing
up for?

It sure can't be the paycheck,
like I mean I'm like.

I mean I genuinely, genuinely
care about the students I'm with

.

I will look for things to help
them.

I will talk to teachers.

I will ask questions, I will
get support.

I want them to be successful.

I will talk to teachers, I will
ask questions, I will get

support.

I want them to be successful.

I want them to get what they
need.

I want them to grow to be the
best versions of themselves.

I want their teachers to have
me there to support them to be

able to implement all the things
that they're supposed to be

getting.

You know, and I just feel like
you know, if you're not there,

because you love those students
and you genuinely want them to

get what they need to be
successful, like, what are you

doing?

Like, why even show up?

I mean, and it's hard, and I
know it's easy to say that

because it's a hard job and mean
, and it's hard on days, you

know, and I'm in a gen ed
classroom so I'm sure it's even

harder.

I remember in pre-k special ed
it was very hard some days, you

know.

But that's what my job is.

I am there for the students.

I am there to support them and
to make sure that they are

getting what they need to be
successful and to leave Matilda

Harris in a few years so much
better off than when they came

in because of not because of me,
but because of what we as a

school set out to do for them
and really refuse to accept

anything less.

Speaker 1: Yeah, I think that is
a great way to wrap this up.

And you know we can say this,
we know that that you genuinely

do care about those kids,
because we've seen you with them

and we've tried to recruit you
to our team numerous times.

So, and if we're trying to
recruit you, that means we see,

we see everything that you've
talked about you, and if we're

trying to recruit you, that
means we see, we see everything

that you've talked about you.

You walk it out, it's not just
words, and so we appreciate you

Well, I'm honored to be invited.

Speaker 3: Thank you for the
opportunity.

Speaker 1: Yes, ma'am, so we're
going to go ahead and wrap up

this episode.

Hey, if anybody listened to
this, you have some ideas.

As far as maybe you know
somebody who you think could

provide some really great
conversation on one of our

episodes, or maybe you're one of
those people that believe you

could provide a great
conversation concerning all

those that may sit at the table
of an IEP meeting, please, yeah,

reach out to us and let us know
.

And, ms Jax, we'll see you
tomorrow.

Speaker 3: Yep, I'll be there,
Bye-bye.

Speaker 1: Bye.