Parent Involvement by zhangyun


									Parent Involvement
      Dr. Diann Gathright
    Teachers as Great
• Can clearly articulate his/her
• Is a good listener
• Uses a variety of communication

                  Starting Strong, Nelson & Lindley
           with Parents
•   Strive to become partners
•   Avoid surprises
•   Use proactive communication
•   Welcome parent involvement
•   Stay informed
•   Notify parents about stages of growth
•   Encourage parents to communicate with you

            Starting Strong, Nelson & Lindley
         Parents Can Be
• Career-oriented/too busy to attend school
• Very involved in school activities
• Single parents working two jobs/too busy to
• Immigrant parents with language issues
• Parents with overwhelming personal issues such as
  addiction, illness, incarceration, evading the law
• Surrogate parents: foster parents, grandparents,
• Children who are their own parents; they no
  longer have involved parents or guardians

               Working with Parents, Ruby K. Payne
 It is unrealistic to treat
parents as one group. The
needs and issues are very

 Time and Relationships
        are Key

             Working with Parents, Ruby K. Payne
   Tips for Working with
   Parents and Guardians
• Let parents and guardians talk to real
  people when they call.
• If you have parenting classes, don’t
  call them that. Focus on the
  student—How to help your child…
  Find ways to individuals with
  exposure to teenagers to share that
  info with parents and guardians
• Adopt a plot of land to keep
  landscaped and clean.
• Divide parents for staff to contact
  to tell them, “If you have a question
  you cannot get an answer to, you can
  always call me.”
• Use simpler formats for giving info.
  Use visuals for illiterate, the
  immigrant, and the busy.
        through Writing
• Be accurate and professional
• Keep a record of each written piece
• Make notes, permissions, reports, requests, &
  explanations easy to read & understand
• Avoid errors in grammar or spelling
• Write clearly & concisely with accurate dates,
  times, etc.
• Avoid educational jargon
• Send in advance for parents to act
• Have others read before it is sent
• Give a copy to your administrator
            » Starting Strong, Nelson & Lindley
     Working with Parents
        from Poverty
•   Mutual respect
•   Use of casual register
•   Find way discipline is used in household
•   Find way time is viewed
•   Role of school and education in their
        with ESL Parents
•   Translate written communications
•   Use an interpreter
•   Give the gift of time
•   Avoid stereotypes
•   Share space appropriately
•   Use culturally sensitive eye contact
  Websites for Working
   with ESL Parents
• Involving Hispanic Parents in their
  Children’s Education
• Everything ESL
• Humanizing Language Teaching
     Do Not Confuse a
  physical presence with
   parental involvement.
• Support
• Insistence
• Expectations
Training for parents should concentrate on
  these issues to be sure child receives
  these three from parents.
Phrases for Parents from
• “Learning this will help your child win
  more often.”
• “The mind is a mental weapon that no
  one can take from you.”
• “If you do this, your child will be
  smarter and won’t get cheated or
• “Learning this will help your child
  make more money.”
• “This info will help keep your child
• “I know you love and care about your
  child very much or you wouldn’t be
   Discipline in Poverty
• Vacillates from very permissive to
  very punitive
• Emotional mood of moment determines
  the discipline
• Approach with boys and girls can be
• Highly punitive (harsh/forgiveness;
  harsh/strong and tough)
• Rarely mediation or intervention
        Use What, Why, How
When Parents from Poverty
     Come to School
•   Use museum format
•   Have food
•   Let children come with parents
•   Have classes that benefit parents
  Working with Parents
     from Poverty
• Greetings are important to form a
  positive impression
• Always address them as Mr. or Mrs.
  for respect
• Identify your intent
• Use humor but not sarcasm
• Deliver bad news through a story
• Use casual register if you are
  comfortable with it
• Be human and admit that you don’t
  have all the answers
• Offer a cup of coffee
• Use the adult voice
• Be personally strong
• Calm angry parents
• Use videos to provide info
• Allow time for them to express
• Determine the resources available
  to parents
• Emphasize the two sets of rules
• Parents can brag about what they will
• Parents can say what they think the
  teacher wants to hear
• Don’t accept behaviors from adults
  that you don’t accept from students
     Working with
 Overprotective Parents
• Child is a possession—defend your
  own no matter what they do
• Child is proof of parenting success—
  it’s not OK not to be perfect
• Fear of loss—death, affection,
• Loss of another child—want to
  protect this child
• Change personal experience—”My
  mother never loved me.”
• Beliefs about parenting—”I just want
  to love him or her.”
• Emotional need of parent—loneliness,
  co-dependence, addiction.
      Questions to Ask
• What is the very worst thing that could
  happen if we…?
• What is the very best thing that could
  happen if we…?
• What coping strategies could your child
  learn so that he or she could be more
• I know you love and care about your child
  very much. What can we do so that you
  know we love and care about him/her too?
• Is there any evidence the fear is a
• How will this request help your child
  be more successful?
• At what age will you allow your child
  to be responsible for his or her own
• Reframing
• Using a story
• Establishing the parameters of
  school success
• Using other parents to establish
• Establishing the parameters of
  parental interventions at school
     Back to School Night
•   Master Names
•   Look Fresh
•   Energize Yourself
•   Straighten Your Classroom
•   Provide Ample Seating
•   Prepare Materials
•   Provide a Visual Outline
•   Label desks
•   Allow for Parent Feedback
•   Give Student Letters to Parents
•   Review Student Work
•   Discuss Homework Policy
•   Explain Discipline Policy
Getting on the Right Foot
•   Make a good first impression
•   Be punctual
•   Take time for introductions
•   Follow your agenda
•   Highlight the grading system
•   Provide time for questions
•   Discuss parent-teacher communication
•   Finish on time
     Conferencing with
• Stop the blackmail
• Listen. Put in writing if needed
• Pivot the conversation to find out
  what parents want-”If you were
  queen, what would be your ideal
  solution to this?”
• Establish the parameters and
  limitations of the situation
• Contact the parent. If it’s going to be
  difficult, have principal/counselor.
• Make a list of items that need to be in the
  folder to be shared: student work, grades,
  discipline referrals, rubrics, tests, etc.
• If time is short, apologize to parent.
• Ask open-ended questions.
• Avoid making judgements.
• Have mutual respect for parent. Ask
  parent to tell you about the child. Do
  not use “why” questions.
• Keep conference focused on data and
  issues. Talk only about their child.
• Ask parent if he/she has questions.
• Identify follow-up strategies and
  tools to be used. End POSITIVELY.
• Thank the parent for coming.
• Discuss options within those
• Identify solutions. Accept the
  prospect of NO solution.
• Refer to specialist if needed.
• Identify a plan. If necessary, put the
  plan in writing.
• Communicate with administrators.
Questions/Techniques to
 Facilitate Conference
• Avoid “why” questions. Begin with “when,
  how, what, which.”
• Stay away from statements. Use data and
• Identify the fuzzy nouns and pronouns
  (everyone, they, them, all parents, men,
• Identify vague qualifiers. “It’s better.”
• Identify fuzzy adverbs. “He always
  has a bad teacher.”
• Identify the emotion in a statement.
  “You’re racist.”—Can you give a
  specific example.
• Identify hidden rules or beliefs
  (must, can’t, have to) “What would
  happen if you did?”
• Identify the parameters of the
  school. “We do that to keep children
     Discipline a Child
• STOP the behavior that is
  inappropriate 
• Tell the child WHAT he/she did that
  was wrong 
• Tell the child WHY the behavior was
  wrong and its consequences 
• Tell the child HOW to behave the
  next time 
       Class Newsletters
•   Mini-survey
•   Message from the teacher
•   Classroom visitors
•   Upcoming events
•   Lesson of the week
•   Samples of student work
•   Parent education information
•   Student art
   Classroom Web Sites
• Create pages that do not need frequent
  maintenance—policies, materials, info
  about teacher
• Create individual pages for information—
  grades, homework, assignments—that will
  be frequently updated
• Create a main page for each subject with
  links to other important pages
• Link your individual pages back to main
  page. Link to school website
Other Items on Website
•   Policies
•   Class schedule
•   Lunch menus
•   General school information
•   Information about yourself and your educational
•   Makeup work for absences
•   Practice problems and quizzes
•   Major projects with rubrics
•   Student work and projects
           Using E-Mail
•   Classroom newsletters
•   Informal progress reports
•   Parent-student communication
•   Parents’ questions or concerns

        Check grammar and spelling
               Avoid slang
       Other Important
•   Classified staff
•   Paraprofessionals
•   Volunteers
•   Administrators
•   Community at large
        Other Websites

Build solid relationships
        based on
 openness and honesty

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