Shadow Teacher

Role and responsibility:

The primary responsibility of a shadow teacher is to facilitate the child's academic, social, emotional, behavioural and functional development while promoting independence and inclusion in the classroom.

The ultimate goal is to help the child become as independent as possible and gradually reduce their dependence on one-to-one support.

1. Academic SupportAssist the child in understanding classroom instructions and academic concepts.

• Break down complex tasks into smaller, manageable steps.
• Help the child complete classroom activities, assignments and worksheets.
• Adapt teaching methods according to the child's learning style and abilities.
• Support the child in maintaining attention and completing tasks.
• Coordinate with subject teachers to understand academic expectations and learning goals.
• Help the child develop effective study habits and organisational skills.

2. Behavioural Support and ManagementIdentify behavioural triggers and understand the reasons behind challenging behaviours.

• Implement appropriate behaviour management strategies recommended by the special educator or therapist.
• Help the child develop self-regulation and emotional control.
• Support the child during transitions between activities and classroom routines.
• Encourage positive behaviours through reinforcement and motivation.
• Assist the child in managing impulsivity, hyperactivity, frustration and difficulty following instructions.
• Maintain consistency in behavioural strategies across different school settings.

3. Social Skills DevelopmentEncourage interaction and communication with peers.

• Facilitate participation in group activities, games and classroom discussions.
• Help the child understand social cues, personal space and appropriate social behaviour.
• Teach skills such as sharing, turn-taking, waiting and cooperating.
• Support the development of friendships and positive peer relationships.
• Encourage the child to participate in social activities independently.

4. Emotional SupportHelp the child identify, understand and express emotions appropriately.

• Provide support during moments of anxiety, frustration, anger or emotional distress.
• Teach age-appropriate coping and calming strategies.
• Encourage confidence, self-esteem and a positive self-image.
• Create a safe and supportive learning environment.
• Help the child develop emotional awareness and resilience.

5. Communication SupportFacilitate effective communication between the child, teachers and peers.

• Help the child understand verbal and non-verbal instructions.
• Encourage functional communication and appropriate expression of needs.
• Support children who experience difficulties with expressive or receptive language.
• Use visual aids, gestures, communication cards or other recommended strategies when required.
• Encourage spontaneous communication rather than speaking on behalf of the child.

6. Classroom Participation and InclusionFacilitate the child's participation in classroom activities.

• Help the child follow classroom rules, routines and instructions.
• Support participation in extracurricular activities, assemblies, sports and school events.
• Ensure the child is included in group activities rather than isolated from peers.
• Work collaboratively with classroom teachers to create an inclusive learning environment.
• Encourage participation without creating unnecessary dependence on the shadow teacher.

7. Daily Living and Functional SkillsAssist the child in developing age-appropriate self-help skills.

• Encourage independence in eating, organising belongings and managing school materials.
• Support appropriate toileting and personal hygiene routines when required and agreed upon.
• Teach the child to follow daily school routines independently.
• Encourage responsibility for personal belongings and classroom tasks.

8. Observation and DocumentationObserve the child's academic, behavioural, social and emotional progress.

• Maintain daily records of the child's activities, achievements and challenges.
• Identify areas requiring additional support.
• Document behavioural patterns, triggers and responses to interventions.
• Share regular progress updates with parents and the concerned professionals.
• Maintain confidentiality regarding the child's personal information and developmental needs.

9. Coordination and CollaborationCoordinate with classroom teachers, special educators, psychologists, occupational therapists and speech therapists, as appropriate.

• Follow the Individualised Education Plan (IEP) or individual support plan developed for the child.
• Implement strategies recommended by the multidisciplinary team within the agreed scope of the role.
• Participate in review meetings to discuss the child's progress.
• Communicate regularly with parents regarding the child's school performance and developmental progress.
• Ensure consistency between school-based strategies and recommendations from the therapeutic team.

10. Promoting IndependenceThis is one of the most important responsibilities of a shadow teacher.

• Gradually reduce physical and verbal prompts wherever possible.
• Encourage the child to attempt tasks independently before offering assistance.
• Avoid doing the child's work on their behalf.
• Provide opportunities for independent decision-making.
• Encourage the child to seek help from classroom teachers when needed.
• Gradually reduce one-to-one assistance based on the child's progress and professional recommendations.

11. Professional Boundaries and Ethical ResponsibilitiesA shadow teacher must:

• Maintain professional conduct and confidentiality.
• Respect the child's dignity, individuality and personal boundaries.
• Avoid labelling, comparing or discriminating against children.
• Never use physical punishment, humiliation or threatening language.
• Avoid developing an unhealthy dependency between the child and the shadow teacher.
• Follow school policies and safeguarding procedures.
• Work within their professional competencies and seek guidance when required.
• Avoid independently implementing therapeutic interventions without appropriate professional guidance.