Teaching adults to teach children about food safety
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Teaching Adults to Teach Children about Food Safety. Food Safety Professional Development for Early Childhood Educators. Teaching Adults to Teach Children about Food Safety. Goals Introduce ideas to help you effectively communicate with others

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Teaching adults to teach children about food safety

Teaching Adultsto Teach Childrenabout Food Safety

Food Safety Professional Development for

Early Childhood Educators


Teaching adults to teach children about food safety1
Teaching Adultsto Teach Childrenabout Food Safety

  • Goals

    • Introduce ideas to help you effectively communicate with others

    • Introduce you to some tips for dealing with culturally diverse audiences

    • Introduce several ways of promoting parental involvement

    • Introduce some things that could make your presentation/workshop completely ineffective

    • Give tips for effective workshops and presentations


How do adults learn three powerful principles of adult learning
How do adults learn?Three Powerful Principles of Adult Learning

  • Adults bring a lot of experience with them to workshops, and therefore have something to contribute and something to lose.

  • Adults want workshops that focus on real-life here and now problems and tasks, rather than on academic situations.

  • Adults are accustomed to being active and self-directed.


Something to learn and something to contribute
Something to Learn and Something to Contribute

  • Every person learns at their own pace and in their own way.

  • Adults have a lot invested in their experience.

  • If adults are expected to change, it must be of their own volition. Workshop leaders cannot FORCE change.


Real life here and now situations
Real-life, “Here and Now” Situations

  • Adults see learning as a means to an end, rather than as an end in itself.

  • Learning is voluntary. It must have personal meaning and it must be of direct and immediate value, or adults just won’t be interested.


Active self directed learning
Active & Self-Directed Learning

  • The best learning is based on experience.

  • Aim for a cooperative and collaborative process that supports participants sharing their experiences.


Matching adult teaching strategies with your audience know your audience
Matching Adult Teaching Strategies with Your Audience(Know Your Audience)

  • Who are they?

  • Why should they listen to you?

  • Can they relate to you?

  • Are you adequately addressing cultural differences?


Analyzing your audience
Analyzing Your Audience

  • Demographic information

  • Audience attitudes, values, and beliefs

  • What do they know and when did they know it?


Why should they listen to you
Why should they listen to you?

  • Tell them what to expect

  • Highlight the benefits


Can your audience relate to you
Can your audience relate to you?

  • Create common ground

  • Localize and customize your remarks

  • Push their hot buttons


Speaking to cross cultural audiences
Speaking to Cross-Cultural Audiences

  • Do not fall for stereotypes

  • Do not assume your humor will work

  • Do project humility

  • Do not greet the audience in their language if you do not speak it


Creating rapport
Creating Rapport

  • Acknowledge what the audience is feeling

  • Share something that helps the audience know you

  • Do not whine about your problems

  • Identify and address audience audience subgroups

  • Identify influential audience members

  • Express your feelings

  • Focus on their needs, not yours


Emphasizing the importance of food safety content
Emphasizing the ImportanceOf Food Safety Content

  • Why should I listen to you?

  • How does this relate to me?

  • What is my benefit from listening?

  • How does this apply to my current circumstances?


Identifying developmentally appropriate information children s knowledge base
Identifying Developmentally Appropriate Information & Children’s Knowledge Base

What do they know and

how can we build on that?


Communication process
Communication Process

  • Verbal and nonverbal messages

  • Reactions to role

  • Emotional responses

  • Personal factors


Communication leads to involvement six levels
Communication Leads to Involvement(Six Levels)

  • Parenting

  • Communicating

  • Volunteering

  • Learning at home

  • Decision making

  • Collaborating with community


Family friendly schools
Family-Friendly Schools

  • Welcome parents visually and emotionally

  • Accommodate diverse family situations

  • Make it easy to get involved

  • Demonstrate that parental opinions and involvement are important

  • Create spaces for parents

  • Provide assistance and resources


Effective communication methods
Effective Communication Methods

  • Telephone calls

  • Written communications

  • Communicating through technology

  • Visual communication

  • Home visits

  • Parent meetings

  • Parent-teacher conferences


Factors influencing quality involvement
Factors Influencing Quality Involvement

  • Written policies

  • Administrative support

  • Training

  • Partnership approach

  • Networking

  • Evaluation


Benefits of teacher parent partnerships for children parents and teachers

Benefits of Teacher-Parent Partnerships for Children, Parents and Teachers


Benefits for children
Benefits for Children

  • Security

  • Self-worth

  • Guide and nurture a child’s development knowledgeably

  • Gain academic skills and verbal intelligence


Benefits for parents
Benefits for Parents

  • Support

  • Gained knowledge and skill

  • Parental self-esteem


Benefits for teachers
Benefits for Teachers

  • Increased knowledge (get history of children)

  • Self confidence

  • Parental resource to supplement and reinforce their efforts in providing an enlarge world of learning


Barriers to teacher parent partnerships
Barriers to Teacher-Parent Partnerships


Barrier caused by human nature
Barrier Caused by Human Nature

  • Fear of criticism

  • Fear hidden behind a “professional” mask

  • Parent reactions

  • Fear of failure

  • Fear of difference


External barriers
External Barriers

  • Time

  • “Busy-ness”

  • Old ideas of parent involvement

  • Administrative policies

  • Personal problems


The barriers can be broken by “a bit more relaxation, a bit more empathy, a bit more recognition of the many complex factor that shape life for all of us”


Tips for effective workshops eight steps to effective training events
Tips for Effective Workshops bit more empathy, a bit more recognition of the many complex factor that shape life for all of us”(Eight Steps to Effective Training Events)

Step 1. Define purpose of the training and target audience

Step 2. Determine participants’ needs

Step 3. Define training goals and objectives

Step 4. Outline training content


Tips for effective workshops eight steps to effective training events1
Tips for Effective Workshops bit more empathy, a bit more recognition of the many complex factor that shape life for all of us”(Eight Steps to Effective Training Events)

Step 5. Develop instructional activities

Step 6. Prepare the written training design

Step 7. Prepare participant evaluation form(s)

Step 8. Determine follow-up activities for the event


Critical requirements for in service training
Critical Requirements bit more empathy, a bit more recognition of the many complex factor that shape life for all of us”For In-Service Training

  • New skills and knowledge must be presented to improve the employee’s usefulness in their assigned job

  • Training activities must develop employee understanding of their assigned job and the responsibilities incumbent upon them

  • Information must be available and skills must be present to enable the employee to review, update, and upgrade their knowledge necessary for his assigned job


Critical requirements for in service training1
Critical Requirements bit more empathy, a bit more recognition of the many complex factor that shape life for all of us”For In-Service Training

  • Training activities are immediately applicable to the job assignment

  • Training is provided for promotion to greater responsibility

  • Training and activities provide an opportunity to broaden general work knowledge


What have we learned
What Have We Learned? bit more empathy, a bit more recognition of the many complex factor that shape life for all of us”

  • How to identify with your audience

  • How to create a relationship with your audience

  • How to promote parental involvement

  • How barriers will impede your success

  • How to plan an effective workshop


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