This self-evaluation questionnaire is designed to assist paraprofessionals in thinking about their efforts to communicate effectively with students. It focuses on interactions between the paraprofessional and each student that he or she works with. To be most helpful, it should be completed periodically in order to identify patterns of interaction.
For example, a paraprofessional might find that he or she uses effective communication strategies more often with some students than others. The differences might be due to differing work assignments because some assignments allow more opportunity for use of the strategies than others. However, some differences might be due to other factors, such as the student’s age or gender. Identification of differences in how he or she communicates with individual students may help a paraprofessional develop a useful perspective on how to communicate more effectively with all students.
In the blank beside each statement below, write in the number (1, 2, or 3) that most accurately shows how often you used the effective communication strategy with a particular student.
1 = Never or seldom—I was busy, upset, or distracted.
2 = Often, but inconsistently—I missed some opportunities.
3 = Consistently—I made use of every opportunity that was appropriate.
The blanks within the body of the statements are to be filled in with the first name of a student. Keeping the student clearly in mind by repeatedly entering the student’s name may be helpful in remembering your interactions with that student.
- I used [name]’s name during our interaction.
- I listened carefully so I could understand what [name] was saying.
- I asked questions to be sure I understood or to clarify my understanding.
- I maintained eye contact with [name].
- I paid attention to [name]’s meaning rather than manner of speech.
- I asked open-ended questions that encouraged [name] to express his or her ideas.
- My tone of voice was pleasant and professional.
- I observed [name]’s efforts to interact with his or her peers, noting any increase or decrease.
- When giving directions, I used clear, brief statements letting [name] know what to do and why I was requesting it.
- I tried to understand and respond to [name]’s view whether I agreed with it or not.
- I supported [name]’s feelings or ideas, when I honestly could, with comments such as, “I see what you mean” or “I sometimes feel that way myself.”
- I kept our focus on the assigned academic work.
Total score for my efforts and opportunities to communicate effectively with [name].
Date of self-evaluation: