Just an Aide?

In a recent conversation with some acquaintances, it became evident to me that many of my new friends were involved in the work of teaching.  When in that situation, my habit is to exclaim something like this: ‘That’s exciting!  I’m always glad to meet other teachers.  What do you teach?’

Responding to my prompt, each person in the circle shared a brief summary with the others about their teaching experience, including the grade level and the number of years in the position.  When it was time for the last person in the circle to speak, she hesitated a few moments before quietly saying, ‘I’m just an aide.’

This is a statement that I hear from time to time, and I always wonder about the experiences, feelings, and thoughts that lead someone to describe themselves as just an aide.  How is it that a teacher’s dutiful companion in the classroom can end up feeling like the equivalent of a spare tire?  To borrow a phrase from the Book of James: My brethren, these things ought not so to be.

If you have ever been tempted to downplay the importance of your supporting role in a classroom, you are probably not alone in that feeling.  However, I would kindly ask you to consider that perspective in light of the bigger picture.  No one is just an aide.  Whether you are known as an aide, a classroom helper, a teaching assistant, an occasional volunteer, or any other variation on the theme, your contribution is a vital part of the work of your school:

• Your extra pair of eyes in the room provide an added layer of accountability for students and an opportunity for the teacher to address student needs in ways that they otherwise could not do had they been working alone.
• Observing the room with a different perspective and vantage point allows you to notice more subtle cues from students that a teacher engaged in other tasks might miss.
• Your presence in the classroom allows for more students to benefit from one-on-one or small group attention, which can significantly boost academic achievement.
• Your involvement in helping to prepare materials for upcoming lessons frees the teacher to dedicate additional time and energy to planning quality lessons.
• The relationships you build with students make you a highly influential person in their lives, giving you the opportunity to have a profound academic and spiritual impact on their lives.
• To be fully transparent, your trustworthy presence allows the teacher to sneak quickly off to use the restroom during the school day.
• …and so much more!

For aides embarking on a new school year, there are several suggestions to ensure it is a time of making a valuable, lasting contribution to your students.

Collaboration with the Teacher

The first recommendation is to take the time to collaborate with the teacher regularly about happenings in the classroom.  This can include reflecting together on past lessons, discussing expectations about one another’s roles in future lessons, and brainstorming ways of meeting specific student academic and behavioral needs.

Unfortunately, I have seen how the typical pressures and time constraints of a busy school day can prevent these important conversations from happening.  However, finding the time to maintain a collaborative relationship between the classroom’s teacher and the aide is critical for making the most of the advantages described above (Jardí et al., 2022).  Therefore, it may be beneficial to set aside a few minutes before or after students arrive for this purpose when the classroom is quieter.

Building Knowledge of Common Learning Challenges

In some schools, aides provide much of the academic support necessary for students requiring some extra assistance in their learning.  This may involve instances of presumed dyslexia or a wide range of other specific learning disabilities.  Therefore, another recommendation is for aides to invest time in learning about the nature of these disabilities and the impact they have on learning.  This puts aides in a better position to recognize student struggles for what they truly are (effects of a disability) rather than misinterpreting these situations as something else.

There is a broad range of resources presented for a school audience covering topics such as dyslexia, ADHD, dyscalculia, dysgraphia, and others.  Many resources (books, podcasts, blogs, seminars, etc.) also provide specific research- and evidence-based strategies for making a positive impact in these students’ learning.  Specific vendors and companies specializing in learning programs such as the Barton Reading & Spelling System offer an extensive selection of training materials to equip tutors with the information needed to implement their products well.

We fall into a trap when we think that we have found the solution to overcoming the challenges of a learning disability; the reality is that it often takes someone equipped with enough knowledge to be sensitive to modifying an approach based on the individual student.  An aide who has invested the time to learn this skill can be a powerful advocate for a student struggling with school (Webster et al., 2013).

Embrace Teaching

In practice, the line between a teacher and an aide can be blurry.  The truth is that many of those who call themselves aides are really teachers in disguise.  Research has been done on the nature of the classroom aide position, and the general consensus is that aides perform many, if not all, of the same duties as a teacher to some extent (Watkinson, 2002).  In fact, it is now common in some settings for students to have more direct contact with an aide than with their teacher (Blatchford et al., 2009; Downing et al., 2000).  While this may not be the case in many Anabaptist schools, I believe it does call us to recognize the important role of aides in classrooms.

Therefore, I recommend that aides pay attention to materials that appear to be intended for an audience of teachers on topics such as teaching strategies and classroom management.  While they may not feel immediately relevant, I believe aides will be able to glean many valuable tips that will be immediately applicable to their work.

In conclusion, the role of an aide is far more significant than one may think.  Those who serve our schools in this position are not just aides; they are vital parts of the school community.  Their contribution, whether it be monitoring student behavior or leading specific interventions for students, are often directly linked to the success of both teachers and students.  As a new school year dawns, I encourage every aide to embrace their position with confidence.  Your efforts have the potential to impact students for years to come.

References

Blatchford, P., Basset, P., Brown, P., & Webster, R. (2009). The effect of support staff on pupil engagement and individual attention. British Educational Research Journal, 35(5), 661-686.

Downing, J. E., Ryndak, D. L., & Clark, D. (2000). Paraeducators in inclusive classrooms: Their own perceptions. Remedial and Special Education, 21(2), 171-181.

Jardí, A., Webster, R., Petreñas, C., & Puigdellívol, I. (2022). Building successful partnerships between teaching assistants and teachers: Which interpersonal factors matter? Teaching and Teacher Education, 109.

Watkinson, A. (2002). When is a teacher not a teacher? When she is a teaching assistant. Education, 30(1), 3-13.

Webster, R., Blatchford, P., & Russell, A. (2013). Challenging and changing how schools use teaching assistants: Findings from the Effective Deployment of Teaching Assistants project. School Leadership & Management, 33(1), 78-96.