Opening ThoughtsBefore reading this section, I was reminded of a mantra that, in my opinion, should guide all educators: " The only thing we can truly control is ourselves, the choices we make, and how we decide to react to events and circumstances in our lives and professions." We can't change the home environments in which our students live. We can't control completely the entering knowledge, skills, or experiences that kids bring with them to our classrooms. After kids leave our classrooms, we can't guarantee that every parent will offer an inviting, encouraging, and supportive environment in which parents will extend the learning experiences we've worked so hard to begin at school. So, when reading the title of this section, my knee-jerk reaction was, "How can we, as education professionals, influence and rally parents to join us in promoting Mr. Clark's ideas?"
25. Be prepared for the long haul if you want your child to succeed. (p. 117-121)These are great ideas! I really like the list on page 119.
- Would it be possible/appropriate to send a note like this home to parents at the beginning of a school year/semester, tailored specifically to the student's developmental level and/or subject matter?
- Could/Should reminders be communicated periodically?
- What would be the most effective & practical method of communicating these ideas? Paper? Electronic? Face-to-face? Other ideas?
26. Don't be a helicopter parent. You can't come to their rescue forever.
Holy Preaching-to-the-Choir, Batman... I'm sure we all have "war stories" about this topic. If you're still early in your career, perhaps you aren't familiar with this yet. You will be, young Jedi... you will be...
Parents need to learn that there is a difference between supporting and interfering. (p. 124)How can we teach this or share/promote this idea among parents?
27. Realize the power of gratitude and appreciationYou'll read a great story on page 128-129, and there are great tips for talking to parents about this on pages 130-131. As above, how might these ideas be shared and promoted among parents at your school?
28. Remind children of their blessings and stress the value of a strong work ethicOne of the things I despise about teaching is the inherent fact that educators must all-too-often focus on the negative aspects of our profession. We are required to rank students above and/or below one another. We must judge whether students are meeting or not meeting various standards. We must spend necessary time finding students' areas of weakness to correct or strengthen them.
How much time do you spend supporting and promoting the positive behaviors? What do you do to build a strong and positive work ethic among the students under your care?
29. Nip it in the bud; small issues can grow into big problemsHow do you balance being firm and consistent with the understanding that kids come from homes that may allow free-reign? How can we help parents understand that schools may have different expectations for the behaviors in our learning environments, and that we need their support at home to help every student learn?
30. Don't get your kid a video game system unless you are ready to be a prison guardOkay, expected to have a bit of an issue with this one at first glance, but when I really read it closely I feel I agree with many of the things Mr. Clark puts forward. However, I still have trouble with the "prison guard" analogy. For many of us, television was the demon that would turn our minds to mush. Before that, the telephone was the social outlet that would draw kids away from their studies. Clark's ideas are tried-and-true, yet parents still let kids spend countless hours playing games, often unsupervised.
Kids consume media and entertain themselves in vastly different ways than most of their teachers. Different isn't necessarily bad. It's simply different, and as professionals we need to be aware of these differences and adapt our instruction to them, at least to an appropriate degree.
The trick, some believe, may lie in the old adage, "if you can't beat 'em, join 'em." There's a whole movement toward the "gamification" of education. Please understand, this is not about turning your classroom into a video game. It's about adapting some of the motivational gimmicks used in video games, like levels and badges, etc., to help kids set short- and long-term learning goals.
What do you think of this idea? Could it work in your classroom? Do you think this could carry over to kids' home environments?
31. Show them how to study; don't expect it to come naturallyBelieve it or not, this really does seem like rocket-science to many teachers, especially as we advance higher through the grade levels and into higher-ed. Kids come to us from many different backgrounds, with many different experiences & expectations, and not all of them come to us prepared to be successful - at least not in the ways we expect.
How do you teach kids your expectations of how school is "done" in your classroom or school? How do you ask parents to support this at home?
32. Realize that even very good children will lieYup. I'm wondering: Could every parent everywhere please read this chapter? Please?
33. Be patientHow do you promote patience & positive work habits in your classroom? Is it your job to help students build character, too? How can we get parents to support these ideas at home?
34. See the potential in every childDo student have a voice in your classroom? Can they explore areas of personal interest? Are your projects structured or open-ended? How do you differentiate to help students develop their own interests, and how do you communicate this to their parents/guardians?
35. Punctuate the power of words!Almost every classroom and subject area uses some sore of vocabulary study. Do you expect students to use that vocabulary in everyday discussions in your class? Have you started to incorporate the vocabulary of the Common Core State Standards in your classroom? Are parents aware of this?
36. Don't be a Penny ParentOver the years I've lost count of the number of times I've heard parents in P/T conferences say, "I was never very good in <subject area> either." This gives the child permission to do poorly, too. What if that behavior extends to your decisions, those of your principal, etc.?
How do you handle it when parents enable students or belittle other teachers, the school or the district?