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Changing the Way We Do Business in the Village through Parent

Table of Contents . SECTION ISelf-Esteem

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Changing the Way We Do Business in the Village through Parent

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    1. Changing the Way We Do Business in the Village through Parent/Family Empowerment Raising Achievement & Closing Gaps Section NC Department of Public Instruction Third Edition

    2. Table of Contents SECTION I Self-Esteem & Student Achievement SECTION II Managing Behavior & Promoting Self-Discipline SECTION III Effective Parent/ Teacher Conferences SECTION IV Home Study Skills SECTION V Language Development SECTION VI Knowledge is Power

    3. Section I Self-Esteem and Student Achievement

    4. Objectives Define self-esteem and the relationship between self-esteem and academic achievement. Discover how self-esteem is developed Understand the important role of parents’ self-esteem in the development of their child’s self-esteem. Identify specific ways parents can build their child’s self-esteem.

    5. What is Self-Esteem? It’s a word we use to describe how we feel about ourselves.

    6. Activity “How is Self-Esteem Developed?”

    7. Activity “Ways Parents Can Build Their Own Self-Esteem”

    8. Self-Esteem and Academic Achievement When self-esteem is high, children learn and retain more. Children with a high self-esteem are able to cope more creatively with life.

    11. Maslow’s Hierarchy of Needs Sense of Belonging to a Group, Acceptance of Other People, Love and Affection

    12. Activity “Saving Danny”

    14. Activity “Ways I Can Help My Child Build Self-Esteem”

    15. Take-home Activity “Building Self-Confidence”

    17. Section II Managing Behavior and Promoting Self-Discipline

    18. You just got to love them!

    19. Objectives

    20. Objectives (continued)

    21. Examining Our Attitudes about Challenging Behavior What behaviors make you crazy or push your buttons? How do these behaviors make you feel?

    22. Activity “Identifying Responsible, Irresponsible and Replacement Behaviors”

    23. Key Social and Emotional Skills Children Need Key Skills - Confidence - Capacity to develop good relationships with peers - Concentration and persistence on challenging tasks - Ability to effectively communicate emotions - Ability to listen to instructions and be attentive When children don’t have these skills, they often exhibit challenging behaviors. We must focus on teaching the skills!! “Promoting the Social Emotional Competence of Young Children.” The Center on the Social and Emotional Foundations for Early Learning. 2003.

    24. 40 Developmental AssetsŽ (Activity) External Assets - Support - Empowerment - Boundaries & Expectations - Constructive Use of Time Source: Search Institute Internal Assets - Commitment to Learning - Positive Values - Social Competencies - Positive Identity

    25. Eight Traits of Character Education Courage Good judgment Integrity Kindness Perseverance Respect Responsibility Self-discipline

    26. What is True about Behavior? Behavior is learned. Behavior is escalated through successive interactions or repeated practice. Behavior can be changed through an instructional approach.

    27. What is True about Behavior? (continued) Challenging behavior is most often related to some underdeveloped skill (e.g., language, social). Behavior that persists over time usually has some payoff for the child. When we have positive relationships with children, supportive home environments, and when we focus on teaching social and communication skills, we reduce the likelihood of challenging behavior.

    28. What is True about Behavior? (continued) Children’s behavior is influenced by the relationship and interactions between adults and children in varied settings. Managing behavior is not simply about adults having control over a child.

    30. Challenging Behavior is…

    31. Why Some Children Engage in Challenging Behavior

    32. If behaviors are learned. . . then how do children learn behaviors?

    33. Discipline vs. Punishment

    34. Positive Reinforcement… shapes behavior by setting clear and appropriate expectations, recognizing when they are displayed, and acknowledging the accomplishment; and helps the adult create a positive environment that allows others to discourage irresponsible behavior in children.

    35. Identify Factors That Influence Children’s Behavior Be conscious of the child’s body language. Recognize possible triggers for the child. Take into consideration outside factors and influences on the child’s behavior: - an argument at school or in the neighborhood; - an incident on the bus; - difficulties with siblings, peers, etc.

    36. Focusing On Prevention Means: intervening early in a proactive manner; recognizing triggers or patterns of behavior and routines that preface the display of irresponsible behavior; pre-correcting frequently before the irresponsible behavior occurs; and praising the child for displaying the responsible behavior.

    37. The DOs of Intervention

    38. Three Types of Parenting Styles Permissive Authoritative Mentoring/Affirmative www.4parents.gov

    39. Take-home Activity “What type of parent are you?”

    40. Relationships are Key to Motivating Children to Become Self-governing

    41. Questions for the Child’s Self-reflection during Discipline What did you do? When you did that, what did you want? What are a few other things you could have done instead? What will you do the next time?

    42. Activity (Optional) Develop a method for teaching a desired behavior Develop and present a role-play activity demonstrating either: - Intervention prior to the display of irresponsible behavior - Intervention during the display of an irresponsible behavior - Teaching a desired behavior

    43. Teaching Self-Discipline . . . may be stressful at times; requires planning and preparation; may be time consuming; may involve more than the child and the parent; requires the use of multiple strategies and interventions; and is necessary for success in school and in life.

    45. Effective Parent/Teacher Conferences

    46. Objectives Identify the purposes of parent/teacher conferences. Identify the rights of parents/guardians. Develop and use strategies to prepare for parent/teacher conferences.

    47. Objectives (continued) Identify and use effective communication skills during parent/teacher conferences. Identify questions parents should ask during the parent/teacher conference.

    48. The Purposes of Parent/Teacher Conferences Activity

    49. You Have the Right to… review records, take time off for school-related matters, and talk with your child’s teacher.

    50. Activities “Preparing for the Parent/Teacher Conference”

    51. The Importance of Basic Communication Skills in a Parent/Teacher Conference

    52. Active Listening… tends to be more difficult than most realize; requires the listener to focus on the speaker in order to understand the speaker’s message; and it requires the listener to suspend judgments and direct her energy into listening attentively.

    53. Active Listening Skills Focused attention Verbal feedback Open mindedness Questioning techniques Expressed interest

    54. 10 Suggestions to Improve Listening Skills Stop talking. Concentrate on the speaker. Put the other person at ease. Remove distractions. Be patient. Hold your temper. Do not argue; reserve your criticism. Make eye contact. Ask questions. Stop talking.

    55. Activity “Just the Facts”

    56. Activity “Active Listening”

    57. Put Another Way Do Don’t • Use active listening skills • Yell • Remain calm • Use profanity • Write a thank-you note • Threaten anyone that reflects the outcome • Throw tantrums of the meeting

    58. What SHOULD I Ask?

    59. Empowering Questions Parents and Advocates Should Ask Schools At what level is my child performing on the End-of-Grade or End-of-Course Tests? What is my child’s scale score within that level? (Note: If your child is performing at Level I or Level II, say, “I wish to review my child’s Personal Education Plan.” If there is not one, insist that one be written with parental input.)

    60. Empowering Questions Parents and Advocates Should Ask Schools On what grade level is my child being taught? Who is my child’s counselor and what does he/she do with my child? Is my child in rigorous and challenging classes? What does the school do to get more minority and other diverse students in these types of classes? What supports are given to these students – academically and socially?

    61. Empowering Questions Parents and Advocates Should Ask Schools (continued) How does my child perform in class, academically, behaviorally, and with regard to completion of homework? Did our school make its ABC goals? What is the level of performance of our school? Did all of our school’s subgroups make Adequate Yearly Progress (AYP)?

    62. Empowering Questions Parents and Advocates Should Ask Schools (continued) How is the school using its “at-risk” funds, Title I funds, the Student Accountability Standards funds, or other funds to assist students who are functioning below grade level? (Ask specifically about your child if your child is performing at Level I or Level II.) Does our school use “ability grouping” to track students? If so, what is the percentage of minority students and other diverse students (African-American, American Indian, Hispanic, Free/ Reduced Lunch students) in those advanced classes or groups?

    63. Empowering Questions Parents and Advocates Should Ask Schools (continued) What can I do to help my child? When can I schedule a time that my child and I can meet with all of my child’s teachers? How do I contact the teacher? The Principal? Central Office? Administrators? The Superintendent? How do I join the school’s parent organization (e.g. PTA, PTSA, PTSO, etc)?

    65. Section IV Home Study Skills Providing Home Learning Experiences

    66. Objectives Determine why teachers assign homework, how much is appropriate and characteristics of effective homework. Determine how to help children with homework by learning techniques to monitor homework and by emphasizing the value of education. Explore ways to provide homework guidance for children.

    68. Why Do Teachers Assign Homework?

    69. Why Do Teachers Assign Homework? Review and practice Get ready for the next day’s class Learn to use resources Explore subjects more fully Extend the learning Integrate students’ learning Teach independence and encourage self-discipline Communication

    70. The BIG Question for the Day… Does Homework Really Help? YES IF ASSIGNMENTS ARE… meaningful completed successfully returned with constructive comments from the teacher

    71. What’s the Right Amount of Homework?

    73. SELF-EVALUATION Helping Your Child with Homework

    74. How Can I Show My Child the Importance of Education and Homework? Set a regular time for homework. Pick a place. Remove distractions. Provide supplies and resources. Set a good example. Be interested and interesting.

    75. What is the Best Way to Monitor Homework? Ask about the school’s homework policy. Be available. Praise efforts. Review completed assignments. Monitor time spent viewing television and playing video games.

    77. What Do Teachers Want? Think? (monitoring homework) Asked to teachers: Which role should parents play when it comes to the homework you typically assign the students in your classes? And as far as you can tell, which do most of your students’ parents typically do when it comes to their children’s homework?

    78. What Do Teachers Want? Think? (monitoring homework)

    79. How to Provide Guidance? Help the child get organized. Encourage good study habits. Talk about the assignment(s). Watch for frustration. Give praise.

    80. Which Quotation Applies to You? “Parkinson's Law states that work always expands to fill the time set aside for it.” “We must use time as a tool, not as a couch.” “Never before have we had so little time in which to do so much.” “The Law of Trivialities states that we spend the greatest time on the least important events.”

    81. Time Management Football

    82. Organization and Time Management Skills Write down assignments/activities. Prioritize. Create a schedule/calendar/plan. Follow the plan. Reward. Relax – you are in control of your time.

    83. Study Strategies Start early and study over several days. Study briefly but study hard. – Note cards – SQ3R method Make it meaningful. Don’t forget the “big picture”. Study using your learning style.

    84. What is Your Learning Style?

    85. Study Strategies Based on Your Learning Style Visual – seeing Auditory – hearing Expression – reading and writing Kinesthetic – doing

    86. What Can Parents Do to Maximize Their Child’s Success at Home and at School? Convey their concerns to the teacher. Work with the teacher.

    87. Trouble-Shooting Case Studies

    89. Top Homework Challenges for Parents Child does not bring home the right materials Homework assignments are not written down Child does not understand Too much homework Homework leads to a struggle and therefore becomes stressful

    90. You Can Make a Difference!

    91. Language Development

    103. Words heard per hour…

    104. Parent Affirmations and Prohibitions Research about language in children from ages 1 to 3 from stable households by economic groups

    105. It is never too late to impact the language development of your child!

    120. Reading Process… Choose a book of interest to the child. Pre-reading activities - Predict the story line based on the book’s cover - Take a picture walk - Begin with the title page

    122. After Reading… Retell the story (B, M, E). Ask questions at all levels of thinking. Question the characters’ emotions in the story. Solicit the child’s opinions of book.

    128. “Not all readers are leaders, but all leaders are readers.” Harry Truman “The limits of my language means the limits of my world.” Ludwig Wittgenstein

    130. Objectives Identify significant aspects of the No Child Left Behind legislation. Understand North Carolina’s ABCs of Public Education. Identify North Carolina’s Student Accountability Standards. Identify acronyms used in education. Identify powerful questions that parents and advocates should ask teachers and administrators.

    131. No Child Left Behind (NCLB) Adequate Yearly Progress (AYP) School Choice Supplemental Educational Services Reporting Highly Qualified Teachers

    132. The major goal of the federal No Child Left Behind law is for all public school children to perform at grade level in reading and math by the end of the 2013-14 school year. The School as a Whole White Black Hispanic Native American Asian Multicultural Economically Disadvantaged Students Limited English Proficient Students (LEP) Students with Disabilities (SWD)

    134. ABCs of Public Education Accountability Mastery of Basic Skills Local Control

    135. Student Accountability Standards Gateways Grade 3 Grade 5 Grade 8 High School

    136. Student Accountability Standards Personalized Education Plan Most include… Diagnostic evaluation Intervention strategies Monitoring component

    137. North Carolina Graduation Requirements

    138. My Thoughts and Feelings

    139. What About All Those Letters? (Activity) ABC ELL EOC IPT LEP ADM IPT SAT AYP TIMS SCS

    140. What SHOULD I Ask?

    141. Empowering Questions Parents and Advocates Should Ask Schools At what level is my child performing on the End-of-Grade or End-of-Course Tests? What is my child’s scale score within that level? (Note: If your child is performing at Level I or Level II, say, “I wish to review my child’s Personal Education Plan.” If there is not one, insist that one be written with parental input.)

    142. Empowering Questions Parents and Advocates Should Ask Schools (continued) On what grade level is my child being taught? Who is my child’s counselor and what does he/she do with my child? Is my child in rigorous and challenging classes? What does the school do to get more minority and other diverse students in these types of classes? What supports are given to these students – academically and socially?

    143. Empowering Questions Parents and Advocates Should Ask Schools (continued) How does my child perform in class, academically, behaviorally, and with regard to completion of homework? Did our school make its ABC goals? What is the level of performance of our school? Did all of our school’s subgroups make Adequate Yearly Progress (AYP)?

    145. Does our school use “ability grouping” to track students? If so, what is the percentage of minority students and other diverse students (African-American, American Indian, Hispanic, Free/ Reduced Lunch students) in those advanced classes or groups? Empowering Questions Parents and Advocates Should Ask Schools (continued)

    146. What can I do to help my child? When can I schedule a time that my child and I can meet with all of my child’s teachers? How do I contact the teacher? The Principal? Central Office? Administrators? The Superintendent? How do I join the school’s parent organization (e.g. PTA, PTSA, PTSO, etc)? Adapted from Marvin Pittman’s “10 Questions to Ask Your School”. Mr. Pittman is Director of Middle Grades Education at NC DPI Empowering Questions Parents and Advocates Should Ask Schools (continued)

    147. “Life is but one continual course of instruction. The hand of the parent writes on the heart of the child the first faint characters which time deepens into strength so that nothing can efface them.” Rowland Hill (1744-1833)

    148. You Can Make a Difference!

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