15 Ways to Provide “Silent Supports” to Students

Today’s post was excerpted and adapted from the second edition of The Paraprofessional’s Handbook for Effective Support in Inclusive Classrooms, by inclusion experts Julie Causton & Kate MacLeod. 

Receiving support in the classroom isn’t always a comfortable thing. It can be stigmatizing and distracting to the student and classmates. As a teacher or paraprofessional, you might consider using silent supports, which allow support to be given without any auditory distraction.

A silent support might be as simple as writing a sentence on a note for your student. For example, you could write, “Come see me if you need help getting started,” and then walk away and be seated in a place where students can easily seek you out. Or you could make a larger announcement to the whole class: “Come see me if you need help on this task.” Your student will know that they can seek you out, and this strategy is now likely to benefit all students in class.

Here are 15 more ways to provide silent supports to students in your classroom:

Highlight the directions. On a complex or dense worksheet or lab, use a highlighter to help the student easily identify key directions.

Jot it down. If you tend to give directions verbally, write those direc­tions down on a note and give it to the student (e.g., “Turn to page 421”).

Create a checklist. Create a checklist of written directions for the student to follow (e.g., 1. read with a partner, 2. answer the question, 3. find another partner and compare).

Provide a model. For example, prior to an in-class task being assigned, model a similar math problem with the work shown and the correct answer on the top of the worksheet.

Enlist a peer. For example, say, “Claire, can you help Javier get his coat’s zipper started if he needs help?”

Create materials in advance. For example, have key vocabulary from the lecture listed and defined on a piece of paper or pre-cut materials so that cutting is not required by the student.

Reduce the work. For example, if you know the student can complete three problems independently, expect only three answers rather than five.

Use technology. For example, provide ongoing feedback and support without peers or others knowing by typing comments on a Google Doc or using Google Chat with the student.

Use Ask 3 Before Me. Implement a classroom policy in which all stu­dents seek help from three peers before asking you or the teacher.

Float. Rather than sit next to the student, stand and move about the room to be available for everyone’s support.

Provide stop-by support. This means that you only stop and check in on the student you support after you have checked in on at least six other students. Then, repeat the process.

Use a sticky note or a bookmark. Pre-mark pages in the text that the student needs to open.

Prep for discussion. For example, for students with complex support needs or who are building skills, write down several questions the stu­dents can ask or comments they can share during a class discussion.

Provide a pointer. Give students an object with which they can point to each word while they read independently or with the class.

Transition wordlessly. Use a timer on your phone or a stopwatch to let your student know it is time to transition to the next task or class.

Want more guidance on making the most of a paraprofessional’s role in the inclusive classroom? Get the book behind today’s post, an empowering guide that takes the guesswork out of this critical classroom role!