Archive for March, 2010

How Will President Obama Fix NCLB?

Thursday, March 18th, 2010
The No Child Left Behind which meant to raise standards instead raised the emphasis on standardized testing. Ask your child how often he/she hears how important it is to pass the state tests. I remember interviewing my niece when she was in the 8th grade and she told me she was taught about the standardized tests everyday in every period. Due to the harsh penalties of not passing these tests the media and educators have referred to them as high stakes tests. With such little progress achieved in a decade in reducing the achievement gap, NCLB has made the US education system the Humpty Dumpty that President Obama is left to piece together again.
This past Wednesday on the #PTCHAT chat educators, parents, and other stakeholders gathered to discuss President Obama’s proposed changes to the NCLB act which you can read about in the New York Post article, Obama Proposes Changes to No Child Left Behind Law.
The image is provided by www.wordle.net
Here were some of the great ideas shared:

Parentella: President Obama is using the tagling “that all students should graduate from high school prepared for college and a career.” Do you think that his proposed changes go far enough or in the right direction?

Cybraryman1: Career awareness should be infused into all subjects & on all grade levels.

ApsatParentella: @Parentella I heard on NPR today that 2,000 schools will face the tough choices. What about the other schools?

Spedteacher: I don’t see how this proposal is going to lessen the gap when the best schools get all the money.

readtoday: Obviously hard working teachers who really are doing their jobs feel insecure

cybraryman1: There is still too much standardized testing in NCLB

spedteacher: My new blog post is on the dichotomy between what the President calls for and what’s happening to schools http://is.gd/aMDK4

eduinnovation: @spedteacher Who do you view as responsible for what is happening?

readtoday: These schools go 11 months, have new buildings, motivated teachers, they are clean, teach more than one language and music

ArnoldJason: RT @cybraryman1: Most people in the white towers who make the decisions are far removed from what is taking place in the classroom.

CorinaFiore: I wrote a few articles on ed reform. Here is my most recent one. You may be interested. http://tinyurl.com/yecoc48

Parentella was created to solve the issue of parent and educator communication at elementary, middle school and high school levels. As part of this mission, we are hosting weekly #PTCHAT discussions to encourage a productive dialogue between parents and educators. We hope you will join us Wednesdays at 9 p.m. EST.

You may also want to join Parentella on Facebook to keep updated.  We invite you to propose questions for the next topic on March 17th. View the entire transcript here. Vote for the topic on the poll here.

If you are new to following hashtag discussions, you may want to check out this video tutorial on using Tweetdeck for hashtag discussions.

Communication Styles: Do You Know Yours?

Wednesday, March 17th, 2010
Communication is the key to success, right? I know I’ve read that somewhere. But I would submit to you that how effectively we communicate quite often can determine our level of success. And, effective communication can be boiled down quite succinctly: know yourself and know your audience.

Unless you live (and parent) in a vacuum, you are communicating constantly – with family and friends, with workmates, with your children and their teachers. Each exchange is unique, each audience different, and perhaps the tone and attitude with which you express yourself matches the goals you want to accomplish.

But, what if it doesn’t? What if, in this ninety mile an hour life most of us lead, we don’t always stop to assess our “audience” and consider that the way we communicate with them may not be the most effective option? Whether by telephone, email or face to face, how we project our ideas can unquestionably lay the groundwork for how they will be received. The same sentence – said with different inflection, body language or punctuation – can be interpreted in a completely different way than it may have been intended. When that sentence is conveyed to a child vs. an adult, who naturally differ in communication styles themselves…the path for ineffective communication can be paved.

So, how do we determine Communication Style for ourselves and recognize it in others? In a paper published by the University of Southern Illinois , three specific types are cited. While the following are by no means a comprehensive description of each…I’ve paraphrased the gist:

1. Non-assertive or Passive (No Influence): Apologetic words. Veiled meanings. Hedging; failure to come to the point. Hoping someone will guess what you want. Copious use of phrases like ’I mean’ and ‘you know’. Harried.

2. Assertive (Positive Influence): Clear statement of wants; candid statement of feelings. Use of objective words. “I” statements rather than “they”. Attentive listener conveying assured, caring demeanor. Relaxed.
3. Aggressive (Negative Influence): Uses loaded, imperious and superior words. “You” statements that blame or label; accusatory, descriptive and subjective terms. Flippant air of superiority. Sarcastic.
If you’re like me, you’ve identified the root problem of at least one challenging exchange while you read those descriptions. I recognized that I have been entirely too Passive in how I convey my concerns to my son’s Pre-School teacher. I’ve realized that sometimes unwittingly, I’ve been too Aggressive in how I explain things to my tender three year old. (And don’t even get me started on how I’m mis-communicating to my poor husband!)

When I was in the corporate business world, I was praised continually for my ability to communicate directly, to disseminate information effectively and to manage successfully. But now that I’m a Work at Home Mom, I see that new environmental conditions have skewed my perceptions of how I express myself and how I may be received. Effective communication has never been more important to me than it is now, with the ones I love the most. I see I’ve got work to do!
What do you think – should we implement “Communication Style Awareness Week”? I’ll get started on that ribbon design…

Reading: It’s About the Connection

Tuesday, March 16th, 2010
While reading the Sunday paper I saw a voucher to get 10% of a new book. It is part on an initiative to get more parents reading to their children.
Whilst that is a really great gesture, my question to the paper and the government was “So What?” Literacy in young children will not improve just because they are given a book.

If you walk into our house you will see books from one end of the house to the other. Some in the toilet (to encourage toilet training), others in her room. Recipes books have been stacked in the kitchen and we even have a couple of special books in the spare bedroom that only pop can read when he comes to stay. Our house it littered with books.

Most of my daughter, Dusty’s, books are …well…dusty. The majority are mine from 30 years ago or others I have found at garage sales. We have some new books, but not many. You see, I would rather have a multitude of old books then a handful of new ones. In the past year (as Dusty moved from board books to real pages) those books have been dunked in the toilet, eaten, covered in dirt and slept on. But they have also been loved and cherished.

And read.

By the way, you are fair game in my house. Walk in and expect to be given a book to read. Actually, prepare to read many books. Or, what is even more likely is you will read the same book 5 times.

As a teacher it has been an interesting observation watching other people read aloud to Dusty. As a teacher, we learn specific skills such as changing voice, using pauses, asking questions. But most would not know these. My husband even commented that he thought children’s books were boring because they were so repetitive. He didn’t realise that repetition was important and necessary. Mem Fox, the must have author of children’s books has Ten Read Aloud Commandments. Her tips are less about books or the mechanics of reading, and more about loving and connecting with your children.

I think the newspaper missed the point. Parents don’t need 10% off a book. They need simple tips on how to make books and reading an everyday part of children’s life. Parents need to litter their house with books, and make time to be together and enjoy each other’s company while reading.
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Ainslie Hunter is a proud mum of a spirited toddler, teacher of children with Learning Disabilities and Special Needs and blogger. When not hanging out on Parentella you will find her giving the very best study tips and tricks over at Study Skills Mentor.

When the Child Isn’t Average

Monday, March 15th, 2010
 
I know a mother of two, one in college and a regular Honor’s Roll student, and one that essentially dropped out of high school to get his GED instead. I asked to interview her for Parentella and she agreed, but only with the promise of anonymity.
 
*Diane’s two children, Laura* and Neil* were both considered highly gifted in the early elementary school years, but their academic careers took opposite tracks by middle school.
 
Along with the gifted assessment came the assessment that Neil also had ADD/ADHD. When he was 12, he was also diagnosed with anxiety disorder, and exhibited symptoms of Obsessive Compulsive Disorder.
 
At IEP meetings for Neil, Diane would see some teachers roll their eyes at the ADD/ADHD diagnosis. Diane says, “The terms of [the IEPs] typically lasted a few weeks and it was back to teachers complaining about our son's lack of focus and him failing to turn in class/homework – even if he completed it.” Diane often found that when she would try to follow up with teachers and/or administrators, Neil would be punished for his “problem parent.”
 
Diane continued to take Neil to psychologists and psychiatrists, Neil continued to take psychological tests, and Neil was subsequently diagnosed with a short-term memory deficiency, and also signs of agoraphobia, paranoia, and claustrophobia. While Diane was hesitant to put her son on meds while he was still so young, a variety of prescriptions have been tried throughout the years to attempt to stabilize and balance his conditions. The last diagnosis came around his 16th birthday: schizophrenia. Upon medical advice, Diane has not told Neil about his diagnosis, but he is undergoing therapy for it.
 
Neil has also always felt the pressure of being his sister’s little brother.
 
While Diane and her husband have always told both of their children that the grades don’t matter, only the effort, Neil is acutely aware that Laura has sailed through school, while he has struggled for every passing grade.
 
Diane feels that many teachers made his challenges even worse.
 
She talks about one middle school teacher in particular that went out of her way to humiliate Neil, to encourage his classmates to tease and embarrass him. When Diane went (more…)

March is for Reading

Thursday, March 11th, 2010

March is such a fun month around our house because both Read Across America Day and Dr. Seuss’ birthday (March 2) take place in March. As a child I grew up in a household where the love of reading (especially Dr. Seuss) was fostered, cultivated, and encouraged.  I grew up watching my parent and grandparents reading in their leisure time and being encouraged to do the same. There were no limits put on my choice of books (within reason) and encouraged my voracious literature appetite. In my opinion my love of reading was one of the greatest gifts my family gave me and is a gift my husband and I are cultivating in our own children.  When March rolls in like a lion we break out all the Seuss stories in our home and set off on a new discovery of Seuss and life-long love of reading.

With such an abundance of Seuss (and Seuss-inspired) stories out there, we never run out of new stories to share.  A few of our favorites include, “Mr. Brown Can Moo, Can You?”, “The Foot Book”, “Green Eggs & Ham”, and my personal favorite “Oh, the Places You’ll Go!”…I never get tired of reading them. Thankfully, I can say the same of my girls. During the month of March we clean our library out of any Dr. Seuss (or similar) books we don’t already own.

In honor of Dr. Seuss’ birthday, our elementary school sponsors “Soup with Seuss”,

a chance for the students to eat dinner with various Seuss characters,

hear “The Cat & the Hat” read aloud for the by The Cat himself, and participate in various Seuss themed crafts and activities.

We also enjoy a special breakfast of green eggs and ham every year on March 2nd in celebration of Dr. Seuss’ birthday. I started doing this when my eldest daughter was 3 and it has become a staple of celebration for us.  It’s always fun to see the girl’s reaction to green eggs for breakfast.

There are so many different ways to celebrate reading and Dr. Seuss’ birthday in the month of March. For more ideas on how to celebrate Dr. Seuss’ birthday with your family or students stop by these great sites:

Seuss focused family crafts on About.com.
Discover the World of Seussville.
The Dr. Seuss National Memorial offers a fantastic biography for Dr. Seuss.
Fun Dr. Seuss Lesson Plans to share with your students or children.

The important thing to remember is your children, and students, learn best when you, yourself, are enjoying what you’re teaching. Another thing to remember, your children will put the same value on ideas, experiences, people, and objects as you do. If you value and enjoy reading so, too, will your children.  I’d love to hear about how you are encouraging a love for reading in your child’s, or student’s, life.  Do you celebrate Dr. Seuss’ birthday in a special way? Share it with us if so!

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Amanda Henson is Parentella’s Community Manager and owner of High Impact Mom, a socially aware mom-blog.