Reply to How/ how much do “partner teachers” enhance the classroom?

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[quote=Anonymous]I'm a partner teacher in K and I'm not sure how the teacher could keep the 20-24 kids in line alone. I'm absolutely exhausted after school. I keep the children's attention on classroom or specials teacher as much as possible while direct instruction is taking place. There's a lot of redirecting going on and looking for lost materials. I help with testing and right now work with the children who need most help. There is a big difference in one-on-one vs all classroom instructions. 
I fill the water bottles, help at lunch/recess, look for lost personal stuff, take kids to specials, bathroom and different places in aftercare. I stay outside with them during recess to give teacher a break and/or time to get ready for next class. I also put on a lot of bandages, give out my sweater, break up fights, and try to solve disagreements. I get more food from cafeteria if the child is still hungry or doesn't eat food from home. It's a lot of work to have them eat outside far from classroom and cafeteria.
All this would be easier if 5 -year olds would still be in daycare and simply play. In US, they are expected to sit and listen to the teacher for hours. The hardest class is the 1.5 hour non-stop reading and writing. 
The partner teacher is also important when there is a sub that doesn't know the children, the routines or their care givers who are there to pick up them up. I follow our schedule as closely as possible and let the sub do ELA and math. They are not really there to do anything else since I handle recess, lunch and snack without a teacher.
I'd say that there might be less need for a partner teacher (aid in DCPS) starting 3rd grade, but it all depends on the class make up.

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