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School and Community: An Indispensable Link

School and Community: An Indispensable Link. Carl James York University-York Center for Education and Community Lance McCready OISE/UT-Center for Urban Schooling. Overview. Introductions Pair-Share Mini-Lecture Small Group Discussion Large Group Discussion Evaluation.

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School and Community: An Indispensable Link

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  1. School and Community: An Indispensable Link Carl James York University-York Center for Education and Community Lance McCready OISE/UT-Center for Urban Schooling

  2. Overview • Introductions • Pair-Share • Mini-Lecture • Small Group Discussion • Large Group Discussion • Evaluation

  3. IntroductionWhat drew you to this workshop? • Facilitators • Participants

  4. Pair-Share • Do you view schools as a part of, or separate from, the neighbourhoods and communities in which they are located?

  5. Conceptual Frameworks • Ecological Systems Theory

  6. Case Study • Maji is a 13 year-old male student in a grade 8 class in the GTA. Some would consider him a “typical” male student because he is physically active, “restless” and frequently late late for class. Throughout the semester, he has been sent down to the principal’s office for what his teacher, Ms. Burns, considers to be disruptive behaviour. He and his friends often tease and harass students on the playground. All of these behaviours have Ms. Burns frustrated and confused. She’s not sure what to do. She thinks about calling his parents, but assumes they don’t care about school, otherwise there would be consequences for his bad behavior at home and he would stop acting up. Other times she thinks he suffers from ADHD and should be tested for special education. Ms. Burns complains to her colleagues about Maji’s behaviour, but beyond suggesting he get tested for special education, they have no solutions. Incidentally, She has no idea that he loves to play hockey at a local community centre. • Discussion Questions • Is there a problem in this situation? What do you think of how the teacher is approaching Maji? • What additional information about Maji do you think the teacher should explore in order to effectively understand and address the situation? • Would a youth worker be helpful in this situation? If so, how? • Do you think the teacher needs to speak with the parents? If so, what should be the nature of the conversation? If not, why not? • Are there school-community collaborations that would benefit the well-being of Maji and other students with similar situations?

  7. Large Group Discussion • What can schools and community-based organizations do together to well-being of youth? • Do you think different types of youth require different collaborations? • What do you view are some of the barriers to these kinds of collaborations? • What resources and/or strategies can be implemented to overcome these barriers?

  8. Thank You! • Contact Information: • Carl James: CJames@edu.yorku.ca • Lance McCready: lance.mccready@utoronto.ca

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