Posts Tagged ‘K through 12’

A Parent’s Wish List for Parent-Teacher Communication

Tuesday, August 10th, 2010

A common theme for Parentella and #PTChats is parent teacher communication. As we approach the new school year, these are my wishes for effective parent teacher communication.

  • Options. Some parents like notes home, others like to talk before or after school, and still others are better reached via email or telephone.  My personal preference is to start with email. I can check it on my timetable, and respond as such. I would think that this helps teachers do the same. I don’t have time before school, and my girls go to their after-school program afterward, so I’m not on campus very often. If need be, I can schedule a parent teacher conference, but sometimes, that’s not necessary for simple questions.
  • An open mind. I like to go into every year believing that the teachers have my children’s very best interests at heart, and believe them capable of success. In turn, just because I can’t be on campus that often, please don’t assume that I don’t care about their education. It’s also my job to get them fed, keep a roof over their heads, and yes, try to have enough left over for fundraisers. That all requires some cold hard cash, so go figure; I have a full-time job, too.
  • Patience. I’ve said it before, I’ll say it again: my children’s education is very personal to me. Well, anything having to do with my children is personal. This doesn’t mean I think they’re perfect, but it does mean I might get emotional from time to time. The teacher is the professional involved, and I expect them to act as such.
  • Balance. As important as education is, it shouldn’t be at the sacrifice of everything else 9 months out of the year. Since a lot of children don’t have extra-curriculars within the school setting, most parents are getting them in after school and on the weekends. We plan vacations or quality family time during the school holidays. Please don’t assume that the hours between 3 and bedtime, weekends and holidays are “free” for teachers to fill with homework. Our children also get value from free play-time to imagine and create, from accompanying us to the grocery store and keeping us in budget,  seeing Broadway musicals, or simply being together to have some quality conversation. Please put some thought into the homework assignments and what benefits they truly add. Even just cutting down the math problems from 20 to 5 would help, or letting them journal about what they want to say can help their writing skills. Also, consider what extra credit the students can get out of things they’re already doing outside of school.

My daughters are already getting excited about the first day of school. I hope parents and teachers are all coming into the new year with a child-like optimism, too!

Why Getting Out Is Good

Wednesday, July 21st, 2010

This is the time of year when every teacher can tell you exactly what is good about getting out, but I’m not talking about teachers. Students are my focus, specifically students who lack experiential learning.

Those students are often children from inner cities, but more and more of them are showing up in rural and even suburban areas.

A story in the New York Times about a principal and her students being hurt by the Race to the Top rules made me rethink my view of field trips. My previous position was that I totally dislike them.

From my teacher point of view they require additional planning, additional paperwork, often a long ride in an uncomfortable school bus, and additional risk. Because of a student drowning just before the end of the school year just past and its preventability, the risks have been foremost in my mind.

But like I said, this is not about teachers.

From the student point of view, field trips are, at worst, a day out of the classroom. Paradoxically, having a day out of the classroom may also be the best thing about field trips. If I haven’t already made it clear here or in my personal blog, I love teaching but I am not a big fan of classrooms or school buildings.

I am not a fan because I believe that for a great many students being in a classroom all day actually interferes with learning.

The students I teach know a lot. They know poverty, they know hip hop, they know sneakers and labels, they know that a lot of what we try to teach them in school will not make the slightest difference in their lives even if they learn it. They know that for many of them their lives will not be so different from the lives their parent’s have led. This is not a good thing.Many of my students have not been out of their neighborhood in the Bronx until we take them out on school trips.

I grew up in NYC. I went to NYC public schools, but my education was very different from the education these students are getting.

Image via Wikipedia

It has nothing to do with the schools being better or worse. They were pretty oppressive places 40 years ago and they still are.

The difference is (more…)

How Do We Increase Mindfulness in Teaching and Learning?

Friday, July 9th, 2010

While our children are at school how do we ensure that the teachers are mindful of their passions and learning? How do we ensure our child’s individual needs are met? Each child is unique and has certain learning strengths and weaknesses, therefore, mindfulness is vital to achievement.

This past Wednesday on the #PTCHAT educators, parents, principals, and other stakeholders gathered with special guest, Sean Grainger (@graingered) to discuss how to increase mindfulness in teaching and learning. Sean Grainger is the author of KARE Givers and has been a school counselor and is now a vice principal. He has been an educator for 16 years helping at-risk students achieve.

Image  from Wordle.net

Here were some of the great ideas shared:

Parentella: I’m looking forward to discussing how to increase mindfulness in teaching & learning!
Graingered: In context of teaching, mindfulness to me means “wherever you go, there you are.” It means slowing things down to a speed that recognizes the critical value in experience, the journey, not the destination.
flourishingkids: great resources: Power of Mindful Learning by Ellen Langer http://www.ellenlanger.com/books/2/the-power-of-mindful-learning
MollyBMom: Mindfulness in my teaching is understanding that I am there to support students ??? in learning 2 help them solve.
cybraryman1: You have to start where the child is at & build from there. We have to teach how children learn.
GaryBrannigan: Mindful teaching to me is helping students achieve a productive mindset for learning and living
Graingered: Mindful teaching & learning is a classic fit for all those developmentalists out there… where kids are at–>
Pughamy: being aware of the environment and willing to adjust for each learner
MarieTN: @cybraryman1: @Parentella: so true. Teachers seem to have to cover so much in the curriculum.
fiteach:Too often we as teachers and students are thinking about what is coming next rather than what is happening now.
reaneawilson: as a librarian what can i do to help parents and teachers start where the kds are at?
mrs_honeysett: to me mindfulness is being reflective and intentional in designing learning experiences…
PititaCarita: Mindful teachers leave a positive impact for years & years, whatever the style.
FlyontheCWall: slow down to speed up, take time to really know the kids, build on individual strengths and address individual needs
flexie: mindfulness of children’s passions when exploring learning experiences
Graingered: And who will be “here” to point where “here” is productive, visceral, enjoyable and memorable.

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 upcoming topics. View the entire transcript here.

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

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Real Consequences of Real Education

Tuesday, July 6th, 2010

Nobody disputes that education is transformative.  Students come in at the start of the year and are very different by June.  This effect is cumulative. Year after year the students grow and develop.  Sure, they’d grow and develop with or without formal education, but could this society continue if all children grew and developed without specific direction? I think not.

Children aren’t the only ones who grow and develop as a result of being in school for six or more hours a day.  Teachers change, too.  At least this one has.

Six years ago my friends likely would have described me this way:

Very smart, but impatient with others who don’t get things as quickly as he does. Edgy; tense; quick to anger; sarcastic. Stubborn, inflexible, stiff, rigid. Disorganized.

Yes, I did say my friends, all of whom were surprised, to say the least, that I wanted to become a teacher and a special education teacher at that.

Six years later these same friends say:

Very smart. Calmer, but still very alert. Flexible. Open to new experiences and way more patient. Less judgmental. Less sarcastic but wittier. Very generous.

What happened?

I changed. None of those changes were planned, directed, strategic or part of a curriculum.  All the changes are the results of tests, and those tests were anything but standard.  Anyone who has read my writing for any length of time knows that I have VERY low regard for standardized tests; they are a fraud being perpetrated on the American by its elected leaders, none of whom have a clue about how children learn.

Unfortunately, as standardized tests have become more prevalent schools have had to move further and further away from operating in ways compatible with the ways students learn.  Students learn and develop the same way I have grown and developed the past six years, the way I’ve grown and developed through the courses of all my various careers.  I was put into situations where I had to solve problems and learn from the failures and successes of the effort.  Even more important, I was given time and help to figure out why what I did was a mistake or success, and, if the former, how to do it better next time.  I engaged in the process because it was meaningful and both success and failure had consequences that meant something to me.

The noted educational philosopher, Tom Bodett, he of “We’ll leave the light on for you” fame, said, “The difference between school and life? In school, you’re taught a lesson and then given a test. In life, you’re given a test that teaches you a lesson.”

More and more it seems we shield our children from life, from having experiences that have consequences, from taking responsibility for their successes and failures.  My great grandparents did hard, physical work and hoped for a better life for their children.  My grandparents did slightly less hard physical work and hoped for a better life for their children.  My parents did more intellectual than physical work and hoped for a better life for their children.  I do purely intellectual work and hope my now 16-year-old son has a better life than mine.

But I wonder if I am helping him develop the tools to do that.

He is great with kids, but he does not want to babysit.  He is big (6’4” and still growing!) and strong, but does not want to do physical work.  When I was a kid I didn’t get an allowance. If I wanted money I had to work for it.  My son gets $20 a week whether or not he empties the dishwasher or cleans the cat littler. When he doesn’t do it, my wife or I do.

Have I failed my son by not giving him larger responsibilities, by not giving him or allowing him to find tasks with real consequences for him?

I’m not talking about punishing him for not cleaning the cat box or paying him to do so.  When I was his age I dropped out of school to work on political campaigns because the election of those candidates and enactment of what they stood for had greater importance to me than parsing Moby Dick.  I was bored in school because it did not have meaning in terms of my needs.

My son is smarter than I am but his grades are worse than mine were even though he attends school every day and I rarely did.  He has grown up in a stable home with two parents that he knows love each other and him.  When I was 17, I moved out and lived on my own to get away from a very difficult family situation.  I had to earn $200 a month for my rent and money for food and clothes and other aspects of life.  My son has gone to camp for part of the summer for the past six years.  This year he is there for the whole summer because he has a paying job, his first. Maybe the $250 he earns this summer as the theater aide will teach him about effort and responsibility, and provide him with tasks that carry meaningful consequences of success or failure.

His parents haven’t done that and neither has his high school.  I think we’ve failed him in an important way.

Has education or the pursuit of it transformed you in a tangible way?

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By Deven Black

ISTE 2010 Attendee List

Thursday, July 1st, 2010

As much as I could, I have curated the folks at ISTE 2010. These are people who tweeted about ISTE and attended. I included people who partiicpated via Twitter as well because I think they added valuable points to the discussion. With technology and its widespread use, plus, given that ISTE is about technology in Education, excluding those who weren’t physically present seems to go against the spirit of the conference.

I have used TweepML before and it is an excellent service. It makes it super simple to follow people who have same ideas, attended the same conference, etc. I did my best to curate the list for you. If you see someone that shouldn’t be there, please let me know at @parentella and I will remove them, leave a comment on this post, or simply Unfollow them.

It was a pleasure to meet many people in my PLN face to face and I look forward to more opportunities for sharing, learning, and evolving as a parent, an individual, and a person. I encourage you to follow these folks so invested in Education.

The lists are here:

  1. ISTE 2010 List 1
  2. ISTE 2010 List 2
  3. ISTE 2010 List 3
  4. ISTE 2010 List 4
  5. ISTE 2010 List 5
  6. ISTE 2010 List 6
  7. ISTE 2010 List 7

A few things to note about TweepML lists:

  • TweepML automatically follows people so all you have to do is click follow and it will do the trick.
  • It will eliminate people that you already follow and you don’t have to worry about duplicate names on the list. It will only follow people once.

Follow folks, be followed back! Hope you had a great time at ISTE 2010 and see you in Philadelphia.

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