Hector engaging parents for classroom mgmt
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Transcript of Hector engaging parents for classroom mgmt
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Engaged Parents—
Who Needs „em?
Developing Teacher-Parent Partnerships
That Focus on
Positive Student Learning and
Behavioral Outcomes
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NORMS
Be timely, present and participatory
Phones on silent or stun
Minimize sidebars
Return from break
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Goals
At the end of this session, participants will:
1. Have knowledge of what research says about engaged parents‟ effect on student performance and behavior.
2. Have knowledge of a variety of ways to encourage parents‟ engagement in their child‟s education.
3. Have engaged collaboratively with one another on ways to plan for increasing parental engagement.
4. Be able to serve as a resource of information to others.
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We know you‟re a teacher, but tell us more…..
http://www.zoomerang.com/Survey/WEB22CV4M7N6ED
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Regardless of family income or background,
students with involved parents are more likely to:
Earn higher grades and score higher on tests
Attend school regularly
Pass more classes, earn more course credits
Have better social skills, show improved behavior, and adapt well to
school
Experience increased academic success
Graduate and go on to postsecondary education
*Source: A New Wave of Evidence, Southwest
Educational Development Laboratory (2002)
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A parent‟s physical presence does not
necessarily equal a parental involvement.
The involved parent provides the
following to his/her child:
1. Support
2. Insistence
3. Expectations
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6 Types of School-Parent Involvement
1. Parenting
2. Communicating
3. Volunteering
4. Student Learning at Home
5. School Decision-making and Advocacy
6. Collaborating with the Community
*Source: School, Family, and Community Partnerships: Your
Handbook for Action, J.L. Epstein, Corwin Press (1997)
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No significant learning occurs
without significant relationships.
*Dr. James Comer
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Memorable Experience
Think about your life as a student. What
memory “stands out”
for you?
How has this affected your approach to your own child‟s education?
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Going Beyond the traditional
Parent-Teacher Conference:
More than Spaghetti Suppers
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What‟s Their View on P-T Conferences?
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It‟s your first visit to a new dentist. What
are the things you see and hear that might
increase or decrease your confidence in
the ability of the doctor and staff?
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You are a parent, visiting your child‟s new
school. What might you see or hear that
might increase or decrease your
confidence in the school and its staff?
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And the Survey Says…
Inventory of my Secondary School‟s Family
Friendliness—go to:
http://www.zoomerang.com/Survey/U2KH6UXQGR6A
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And the Survey Says…
Inventory of my Elementary School‟s Family
Friendliness—go to:
http://www.zoomerang.com/Survey/U2KH6UXNGR53
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Engaging Parents From the Start:
Welcoming Culture
Invite, Invite, Invite
Inform, Inform, Inform
Phones: real people
Newsletters, website, school blog
Feed them and they will come
Nix “Parenting Class” titles
Each one—reach one (or more)
Safe Schools—for parents too (emotional)
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“I know you believe you understand what
you think I said, but I am not sure you
realize that what you heard is not what I
meant.”
*Richard M. NIxon
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Tips for better communication
Clarify everyone‟s needs and wants.
Be sure you understand what each really is saying.
Convey a willingness to learn from each other.
Agree to disagree agreeably.
Use objective, non-judgmental language.
Agree what each of you will do.
Don‟t take it personally!
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Be Mindful of These When
Communicating w/Parents:
1. MUTUAL RESPECT
2. USE OF NON-EDUCATIONESE
3. HOW HOME DISCIPLINE IS HANDLED
4. HOW TIME IS VIEWED BY PARENT
5. ROLE OF SCHOOL AND EDUCATION IN
PARENTS’ LIVES
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Effective Communication Skills
Involve:
Paraphrasing conveys attention and
understanding. I’m listening and I care.
Clarifying provides greater specificity for
either observer or teacher. “Help me understand . . .”
Mediating stretches thinking, considers other
possibilities. “What if . . .”
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And now, a word from our participants:
Paraphrasing and Clarifying
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Can‟t I please just
teach and leave parent
engagement to the
Parent Facilitator?
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How does classroom management fit in
the parent-engagement puzzle?
*Source: Behavior Management is not equal to Classroom Management, D.
Ginsburg, Education Week (2011)
Classroom Management
Materials
Instruction
Policies
and Procedures
Time
Behavior
Layout
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Scenario:
Mrs. Allison, a ninth-grade science teacher, has been having trouble with
Samuel Hodges misbehaving during lab time. After his second disruption,
Mrs. Allison told Samuel that she was going to contact his parent. That
evening, Mrs. Allison called Samuel‟s mother, Ms. Andrews, and told her
about Samuel‟s misbehavior.
Ms. Andrews told Mrs. Allison to hold on; Mrs. Allison could hear Ms.
Andrews talking to Samuel in the background. When Mrs. Andrews came
back on the line, she said “Samuel told me that he didn‟t do it and my son
don‟t lie. “ Mrs. Allison replied that she saw Samuel‟s misbehavior and that
she had talked to him about it after class. Mrs. Andrews shouted into the
phone, “Listen, I‟m tired; I‟ve worked hard all day and I don‟t have time for
this. My son ain‟t no liar; he said he didn‟t do it and I believe him—because
he don‟t lie to me. ”
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With Your Partner/Group:
Discuss:
Is this scenario a realistic one?
Could the teacher have used a different
approach and, if so, what would you
suggest?
Why do you think Mrs. Andrews reacted as
she did?
Debrief
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Effective Classroom Management =
Engaging Parents‟ Involvement
Communicate, communicate, communicate—early, often and in variety of media
Let parents know your rules, routines, procedures; teach to kids and practice—REGARDLESS of grade level
Make yourself available—give advance notice of available talk/meet time
Know how to use parent PR—be open, be inviting, be yourself
Invite, invite, invite—into your class and into your activities
Catch the kids doing good stuff and shout it from the rooftop to parents (especially the ones you know you‟re going to have to call conferences for before October arrives).
Don‟t be afraid to “phone home” and let the kids know of your boldness!
Document, duplicate, deliver and be determined (to follow up)
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Parents are not
a single group 1. Career-oriented/too busy to attend
school activities
2. Very involved in school activities
3. Single parents—working two jobs
4. Immigrant parents
5. Parent w/overwhelming personal
issues
6. Surrogate parents
7. Children who are, in reality, their
own parent
Think of parents as being
members of distinct
sub-groups.
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Some parents choose to act as friend
rather than parent to their child.
Three possible reasons for this:
1. Divorced/single
2. Schedules
3. Own parents‟ history
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Ideas and Suggestions to Encourage More
Parent Activity in Schools
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Engaging Specific Groups of Parents:
Two-career parent: fliers, web page, newsletter, email updates
on class/school events, color-coded information (white-nice;
yellow-concern; red—immediate attention), if call at work only
do so to ask them to call you back when they are off work to
talk
Non-working /uninvolved parent: volunteer phone call updates,
home contacts, coffee “klatches” at one parent‟s home with 3-4
other parents/principal/counselor
Surrogate parent: since tends to be grandparents/foster
parents, offer support through a mentor who contacts them
monthly
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Engaging Specific Groups of Parents:
Immigrant parent: short videos (not commercially produced),
dubbed in their own language explaining how—school works,
talk to teacher, what grades mean, what homework is, etc.
Single parent: activities with open time frames, food, child care,
and possibly on weekends; videos introducing the teacher at
beginning of year
Unavailable parents (child self-parenting): teacher child how to
care for self, provide linkages for student to other school
service agencies, counselor provide lunches for kids of similar
circumstances to meet, eat, and discuss relevant issues.
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Ideas for Engaging Parents:
Museum format for parent meetings.
Introductions Video
Let children attend with parent (volunteers work with
children)
Child-care for moms without support systems to attend
activities.
Gift baskets or gift certificates donated by community
businesses.
Food
Offer classes for parents (filling out applications, computer,
English, small-business)
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Ideas for Engaging Parents:
Fliers: use both written AND visual information
Send home simple, how-to activities for parent and child
Make connections—each one/reach one
Make home visits—as appropriate
Hold activities in community centers or other non-school locations
Use a variety of announcement media throughout the year
Buffet—make it easy, provide a variety of ways to be engaged
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Ideas for Engaging Parents:
Invite, Invite, Invite—and Ask Personally
Welcome Wagon
Pair newly involved parent w/experienced parent
volunteer
Follow-up with parents on volunteerism
surveys/responses
Limit meeting time—less than an hour
Make it easy--provide variety of time slots if possible
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Ideas for Engaging Parents:
Show your appreciation—simply say “thank you”
yields rewards
Reach Out—all making an effort, all the time
Get the kids to perform (science fair, band concert,
literacy/math night)
Be at the activities; be visible yourself
Speak to individual parents—be mindful to include all
Listen to parents‟ suggestions; ask for input
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Building Communities of Support:
First-line staff trained to greet
Diverse school-design teams identify needed support systems and develop solutions
First-of-year home contacts by teachers, lasting no more than five minutes.
Ask parents and students informally and conversationally what the school can do to better serve them
Weekend activities; not athletics but other family-oriented activities
Donuts for Dads--Coffee Chats for Moms—Grandparents‟ Lunch
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Building Communities of Support:
Picnics on Playground or Block Party (after school,
on weekends) for Parents/Children
Information for parents such as basic money skills,
conflict resolution skills, etc.
Student-led parent/teacher conferences
Child-nominated parent awards
Awards ceremony for Parent Volunteerism (using
variety and diverse definition of)
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With Your Team
Brainstorm, discuss and map out a plan for increasing
parental engagement at your school that can be
implemented in the upcoming school year.
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“Locate a resilient kid and you
will also find a caring adult—or
several—who has guided him.”
Invincible Kids, U.S. News & World Report
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Be joyful and have a great year!
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Sources:
• Payne, R.K. (2006), Working with parents: Building relationships for
student success (2nd ed.). Highlands, TX: aha! Process, Inc.
• Payne, R.K. (2005), A framework for understanding poverty (4th revised
ed.). Highlands, TX: aha! Process, Inc.
• Creagh, M.L. (2006), Nobody wants your child. Atlanta, GA: Rock Hill
Books of Atlanta.
• Price, H.B. (2008), Mobilizing the community to help students succeed.
Alexandria, VA: ASCD.
• Other sources are cited within the document.