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Our school had recently been given access to 20 iPads for student use. We had been given time and access to professional development so that we could learn a variety of ways that we could implement the use of these iPads into our classrooms. We hoped that by attending the "Bring IT Together" conference being put on by the Educational Computing Organization of Ontario, in conjunction with opportunities offered by SCDSB, that we as a team could learn different ways to engage our students by using the iPads. This conference had many different workshops that gave us first-hand experience that we would not otherwise gain. This is part of a cycle of co-learning/co-teaching that we are engaging in through the PLC. After using different iPad applications, we met to discuss our findings and share best practices. We also went back to our various departments (Canadian and world studies, social science, art and English) and co-teach with our colleagues. Our overall goal was to enhance student engagement by becoming teacher leaders within the school in the area of using technology to improve learning.

Team Members

Professional Learning Goals

instantaneous ability to record and project performances for on-demand self and peer evaluations

to better understand the applications students will be using in class while having the school iPads booked out (ability to practise at home)

to improve methods of documenting and sharing student learning and for assessment

integrating technology into my classroom

engaging students through technology

using hands-on tools to meet students' learning needs

allowing students to express their knowledge in a variety of forms that best suit their interests and learning needs

to give students more autonomy to direct their own learning

continued focus on descriptive feedback and making descriptive feedback accessible at any time, and interactive through Google Drive or class website

save money on raw materials in the early stages of a project by having the student demonstrate skills using the iPads instead of clay, paint, etc.

to struggle and strive to add new technology to classrooms by challenging self-knowledge and comfort zone to lead by example so if the students see the teacher trying to learn a new skill, perhaps they will shake off the reluctance to try themselves

Activities and Resources

Green Screen Movie Making - used to make 1920s videos with history and in geography classes to make tourism videos - used to air drop the videos they made and to assist in facilitating cutting of their final projects used with adaptor to project their videos directly from the iPad - self and peer evaluations

Dance - used to record dance performances then project them directly from iPad for whole class to view and give self and peer feedback - used by students in small groups to record performances and do self and peer feedback

Remind app - used for ongoing communication with students using the Remind app

Document Student Learning/Activities - used to document student learning - process work, collaboration in class - used to showcase learning as it happens in the classroom then shared on social media (NPSS Dance Twitter)

photographed each student's artworks, then used a variety of apps to record assessment audio over the image while writing/drawing on digital image as well during critique

allowed the instructor to photograph or video an artwork or process and share with the class through the projector in real time. This was done with a visiting artist and with in class demonstrations. Missed lessons and demonstrations are then accessible to all absent students and for review/study.

video students working as curators when constructing exhibitions

students allergic to clay or certain paints have enjoyed using the iPad apps to demonstrate expectations (Pottery Wheel, intaglio etching, mixing paint)

3-D modelling

students have used social media apps such as Twitter, Facebook and Instagram to spread awareness about various social issues such as mental health and domestic violence

students have used Educreations and Prezi to create dynamic presentations and products

used Goose Chase app as a hook into one of units in parenting to generate student interest in topics related to early childhood development

access the Google Classroom app for interactive discussions, assignments and class notes

students have used iMovie to create various products for assignments such as a mental health awareness PSA

parenting class uses the BabyCenter app regularly to participate in web quests, conduct research and view the interactive videos on the app

parenting class has used the Allrecipes app to find healthy recipes appropriate for children for food labs

parenting class has used the Today's Parent app to conduct research and find relevant and recent articles related to parenting

Intro to Anthropology, Psychology and Sociology class used the Devolve Me app to learn about evolution

use the iPad to bring the world of literature alive in Grade 9 academic English by creating QR codes that whisk students back to Shakespeare's time as student watched the famous balcony scene, or practice belting out "Stella" a la Marlon Brando via YouTube. But it is not just videos and audio that entices the senses, students were able to create the wedding between Romeo and Juliet using a green screen app and edited short videos to demonstrate their learning.

iPad used during morning announcements to showcase a vast variety of music genres introducing the world of upbeat music to start the students' day

Unexpected Challenges

at times our ideas exceeded supporting digital structures of website, video emailing, Wi-Fi, etc.

making sure the instructor updated websites and drives regularly and learned more about data transfer in general

gaining confidence in my own self using a new and different technology. The iPad's operation system and style is clearly the way moving forward and to demonstrate a variety of uses, outside of Tumblr and Instagram, the students and our group engaged in producing actual merit in material instead of simply filling the Internet with more of the same. Simply, this iPad gave us confidence to teach and explore iPad apps while still maintaining a close tie to the curriculum.

wishing we had more time to play and experiment with more ways to utilize the iPad

accessibility - having one iPad was amazing, but having a larger number available for students in our classes would ensure all students had a chance to use the iPads

Enhancing Student Learning and Development

it helped engage students through technology

it allowed students to learn using hands-on tools

it allowed students to express their knowledge in a variety of forms that best suit their interests and learning needs

it gave students more autonomy to direct their own learning

Assessment AS Learning - performance feedback - gave students more opportunity to see themselves during performances and to set goals based on their observations on what they need to do to improve

student engagement - incorporating more technology engaged the students more in the topics that were being discussed in class - made learning more fun! (1920s pop culture)

the main measurable enhancement when the iPad(s) were introduced in the classroom was assessment. This technology has allowed for a steady stream of descriptive feedback for student work. This feedback is so important to the development of the divergent thinking mind. The assessment model in my class has changed and become more expedient and fluid, mirroring the immediacy of the students' daily digital surroundings and interactions.

it is what they expect and know. We feel it is what we need to do to promote responsible and appropriate digital citizenship.

with the help of some amazing apps, art history reviews and gallery tours have become interactive and fun; studio apps allow students that are challenged by the studio portion of the course to not only meet expectations but to excel

the technology allows us to easily distill the main idea of the Arts; to express oneself and solve problems creatively

the students absolutely love it. The hands-on experience of new technologies but also the stable operating system gave the class a flow that was not slowed by slow or out-dated technology. The class was buzzing and humming at the speed of students rather than waiting for technology to load.

Sharing

- We have already begun to share through Twitter and PD sessions and conferences. We will continue to share via PD sessions, lunch and learns, and staff meetings.

- We are all available to help our peers within the schools and in our school board.

- We are using social media to spread our willingness to share with others.

Project Evaluation

- We were highly successful in beginning to achieve our goal to engage learners through technology.

- Our next steps will be to continue to spend more time with the iPads and their various applications.

- We look forward to sharing our experiences with our colleagues and putting these new-found skills into our everyday practice.

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Engaging Learners Through Technology in the Classroom

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Our school had recently been given access to 20 iPads for student use.

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Introduction to Culturally Relevant Pedagogy

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Plenty of options for use!

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One of the most difficult aspects of becoming a teacher is learning how to motivate your students. It is also one of the most important. Students who are not motivated will not learn effectively. They won't retain information, they won't participate and some of them may even become disruptive. A student may be unmotivated for a variety of reasons: They may feel that they have no interest in the subject, find the teacher's methods un-engaging or be distracted by external forces. It may even come to light that a student who appeared unmotivated actually has difficulty learning and is in need of special attention.

While motivating students can be a difficult task, the rewards are more than worth it. Motivated students are more excited to learn and participate. Simply put: Teaching a class full of motivated students is enjoyable for teachers and students alike. Some students are self-motivated, with a natural love of learning. But even with the students who do not have this natural drive, a great teacher can make learning fun and inspire them to reach their full potential.

Here are five common steps to get your students excited about learning:

1. Encourage Students

Students look to teachers for approval and positive reinforcement, and are more likely to be enthusiastic about learning if they feel their work is recognized and valued. You should encourage open communication and free thinking with your students to make them feel important. Be enthusiastic. Praise your students often. Recognize them for their contributions. If your classroom is a friendly place where students feel heard and respected, they will be more eager to learn. A "good job" or "nice work" can go a long way.

2. Get Them Involved

One way to encourage students and teach them responsibility is to get them involved in the classroom. Make participating fun by giving each student a job to do. Give students the responsibility of tidying up or decorating the classroom. Assign a student to erase the blackboard or pass out materials. If you are going over a reading in class, ask students to take turns reading sections out loud. Make students work in groups and assign each a task or role. Giving students a sense of ownership allows them to feel accomplished and encourages active participation in class.

3. Offer Incentives

Setting expectations and making reasonable demands encourages students to participate, but sometimes students need an extra push in the right direction. Offering students small incentives makes learning fun and motivates students to push themselves. Incentives can range from small to large giving a special privilege to an exemplary student, to a class pizza party if the average test score rises. Rewards give students a sense of accomplishment and encourage them to work with a goal in mind.

4. Get Creative

Avoid monotony by changing around the structure of your class. Teach through games and discussions instead of lectures, encourage students to debate and enrich the subject matter with visual aids, like colorful charts, diagrams and videos. You can even show a movie that effectively illustrates a topic or theme. Your physical classroom should never be boring: use posters, models, student projects and seasonal themes to decorate your classroom, and create a warm, stimulating environment.

5. Draw Connections to Real Life

"When will I ever need this?" This question, too often heard in the classroom, indicates that a student is not engaged. If a student does not believe that what they're learning is important, they won't want to learn, so it's important to demonstrate how the subject relates to them. If you're teaching algebra, take some time to research how it is utilized practically for example, in engineering and share your findings with your students. Really amaze them by telling them that they may use it in their career. Showing them that a subject is used everyday by "real" people gives it new importance. They may never be excited about algebra but if they see how it applies to them, they may be motivated to learn attentively.

Have other ideas about how to motivate students? Let us know and we'll share them with the Teach.com community! Send them to info@teach.com with the subject line: Motivating Students.

Read More:

Last Updated August 2020

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One of the most difficult aspects of becoming a teacher is learning how to motivate your students. It is also one of the most important. Students who are not motivated will not learn effectively. They won't retain information, they won't participate and some of them may even become disruptive.

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A great deal of your effectiveness as a teacher has to do with your ability to design and implement instruction that promotes learning. In outcome based education an overwhelming amount of research suggests that learning is directly correlated to teacher planning and preparation. Why do you think this is so?

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The role of schools in mental health

Children and youth spend a great deal of their lives at school; struggling with a mental health issue can affect their school life. They may behave in different ways with teachers and classmates, have difficulty making friends, or avoid going to class. Having difficulties can affect their grades. All of these issues can make things worse for them.

Ontario is dedicated to supporting the mental health of students. Promoting positive mental health, identifying students at risk, and helping them to get the support they need are all roles that the education system can play.

The School Mental Health (SMH) Assist implementation team is one initiative that exists to help Ontario district school boards promote student mental health and well-being. To learn more about the program and the role of Ontario schools in child and youth mental health, visit http://smh-assist.ca

Promoting positive mental health

Schools are a great place for children and youth to experience and learn about mental well-being. Encouraging students to take advantage of opportunities at school can help overall mental health. Here are some ways that schools promote positive mental health:

Promoting active living (health and physical education classes, sports teams and intramural activities)

Teaching children and youth about healthy eating

Providing healthy eating options

Teaching coping skills, such as self-awareness and stress management

Promoting positive self-esteem

Creating an open environment for talking about their problems and questions

Providing spaces for relaxation, such as a lounge and quiet corners within classrooms

Displaying relevant materials for children, youth and families

Implementing and actively supporting policies for safe and accepting schools, including bullying prevention and intervention policies

Outreach in the school

A student's teacher may notice signs and symptoms of mental health challenges that parents do not see at home, and vice-versa. It is important for parents and school staff to talk about these early signs and symptoms. If a student is identified as "at risk" by a parent or teacher, a school support team may come together to develop a plan. The team will be a group of school staff who know the student well, such as teachers from different classrooms, front office staff, a guidance counsellor, a school coach. The school support team will work together to plan for next steps and connect the student and their family to resources.

Services at or through the school

There are many different things that a school can do to support the student who is having difficulty. Some of these services are outside of the school system; for example, a referral to a doctor or a psychiatrist. Other services exist in the school system itself, such as providing extra time for a student to write a test, or visiting an in-school counsellor.

Services and supports vary from school to school and can be accessed by talking to the school support team about what is right for the student. Everyone has a role to play in creating the most appropriate support plan. The student and the parent(s) are experts on what they may need to feel supported. The school staff have knowledge and access to care professionals and resources that the parent and student may not be aware of. Working together and sharing this different expertise can help to create a successful plan.

Some helpful resources that exist include:

Who oversees mental health in my school board?

Every Ontario district school board has a Mental Health Leader (typically a senior clinician) and a Superintendent with shared responsibility to create and implement their district school board's mental health strategy and action plan.

Please see the SMH Assist webpage contact information page for information on where to go with questions about school mental health in your district school board: http://smh-assist.ca

What happens if a student needs time off from school?

Sometimes, a young person may need to live in a residential treatment location for a while until they are feeling better. If this happens, their education does not have to stop. Many treatment facilities have continuing education as part of the overall program. Students may spend a few hours a day on their schoolwork so that they don't fall behind. Some facilities may also contact the young person's school to have work sent over. Encourage communication between the residential treatment location and school support team to create the best solution for the young person in care.

It is important to also remember that transitioning back into school can be overwhelming and stressful for a young person who has been away. Talk to your school support team about transition supports available in the school.

Help for children and youth

Kids Help Phone
1-800 668-6868
http://www.kidshelpphone.ca

Free, anonymous and confidential professional counselling by phone or online, available 24/7 for kids and youth 20 years of age and younger.

Where adults can look for help

Find services close to home by searching the Ontario Health Care Options directory.

More information

Mental Health Commission of Canada
School Based Mental Health in Canada: A Final Report
http://www.mentalhealthcommission.ca/English/system/files/private/document/ChildYouth_School_Based_Mental_Health_Canada_Final_Report_ENG.pdf
Recommendations for research, policy and practice in school mental health, based on findings from a literature scan and national survey.

Ontario Ministry of Education
Healthy Schools
http://www.edu.gov.on.ca/eng/healthyschools/links.html
Links to a wide range of information to help make Ontario's schools healthier places for students to learn and grow.

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Children and youth spend a great deal of their lives at school; struggling with a mental health issue can affect their school life. They may behave in different ways with teachers and classmates, have difficulty making friends, or avoid going to class. Having difficulties can affect their grades.

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Setting up a Classroom

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An Easy Guide to Setting Up Your Grade K-5 Classroom | Scholastic

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At last, a classroom of your own! Here's how to begin transforming that empty space into a warm and inviting place for your first class.

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Diverse Learners

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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healthy schools: foundations for a healthy school

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healthy schools: foundations for a healthy school

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Healthy Schools: Foundations for a Healthy School

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Healthy Schools: Foundations for a Healthy School

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Developing Multicultural sensitive and gender equitable classrooms

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Developing Multicultural sensitive and gender equitable classrooms

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The best educational environments are those that are fair to all students, male or female.

But in many places around the world, female and male students do not always have the same chances for a good education.

In today's teaching tips, we will discuss supporting gender equality in the classroom. We also will discuss how to create a more equal and balanced learning environment.

​ Helping future generations

The United Nations Educational, Scientific and Cultural Organization (UNESCO) says access to a good education is important for getting out of poverty.

An educated individual is more likely to grow up healthy and have more opportunities for employment. This increases their chance of raising healthy children, and supporting them to also get an education. When all students, both male and female, have equal access to educational opportunities, the results impact future generations.

Creating more equal educational opportunities for students begins in the classroom and with the teacher. A strong teacher is one who treats their students fairly and creates an environment where students feel equally able to take part.

​

​ 1. Tips for learning environments

Teachers can create the appearance of gender bias through unintentional, nonverbal actions. The first step to correcting this problem is to organize your classroom in a way that makes all students feel equal.

It is important for a teacher to establish a set of rules from the very beginning that promote equality. An effective way to do this is to create class rules with students. Ask students to suggest ideas for how to keep an equal and respectful classroom.

This permits the teacher to point to the rules as something that the whole class has agreed on. It is important to include rules that deal with respecting students, respecting the teacher and participating in class.

Have a classroom seating plan that supports equal participation.

If you find that certain students, regardless of their gender, are not participating in class, try to change your class seating plan. For example, try having students who usually sit in the back come to the front.

Teachers tend to interact the most with students sitting closest to them. For this reason, it is important to change the seating order (if possible) to give all students a chance to sit near the teacher.

Have equal academic and behavior expectations for all students

Teachers should try to avoid making things easier for either male or female students by giving them easier questions in class, or trying to solve things for the students.

Doing this can create the perception that certain students are not as smart as others. Teachers should hold the same expectations of all students.

Often there will be some students, male or female, who are not comfortable speaking in front of large classes. But, they may feel more comfortable speaking in small groups. In order to give all students the opportunity to take part in class, try doing some activities in small groups of three to four students.​
2. Tips for classroom strategies
After organizing your class in a way that promotes equality, the next step is to consider the effects of your actions in class.

One of the main opportunities students have to participate in class is when they are answering teachers' questions. Teachers need to call on or talk to both female and male students in a balanced way. Research shows that both male and female teachers often call on male students to speak in class more often than female students.

Provide enough wait time to answer questions.

Some students, male or female, may need time to think about the answer to a question when called on by a teacher. When calling on students who seem to wait longer to answer a question, make sure to give students at least four to five seconds. Research shows that giving students more time to answer will increase the number of students who participate.

Sometimes in English people use male pronouns when referring to a group. But, this can make female students feel left out. Teachers should use gender neutral pronouns whenever possible. One example is, instead of saying "guys" when referring to a class or group (which is common in American English), say "everybody" or "everyone."

Teachers may not realize that their body language with female students might be different from what it is with male students.

Whenever male or female students are talking, use respectful, listening body language. Face the listener, do not walk away, and do not interrupt students.

Also the teacher can move to different areas of the classroom while speaking. This is important because students sitting further from the teacher tend to participate less.

Be aware when male students insult female students, or female students insult male students.

If the insults appear to be gender-based, students may be discouraged from participating in class in the future. Be quick to intervene and discipline the students making insults. This shows students of either gender that they will be supported.

However it is important that both male and female students are given the same discipline for the same actions.

These strategies will help teachers create a more equal classroom environment for their students. They will also help teachers effectively manage their classrooms. Remember: The best form of teaching is the fairest form of teaching!

I'm Alice Bryant

And I'm Phil Dierking
Phil Dierking wrote this story for VOA Learning English. Mario Ritter was the editor. What other teaching strategies help promote gender quality in classrooms? We want to hear from you. Write to us in the Comments Section or on our Facebook page.
_______________________________________________________________

Words in This Story

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Addressing Gender Equality with Teaching Strategies

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The best educational environments are those that are fair to all students, male or female. But in many places around the world, female and male students do not always have the same chances for a good education. In today's teaching tips, we will discuss supporting gender equality in the classroom.

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Self-Regulation

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7 important ideas for teaching self-regulation skills in the classroom: Help your students to develop self-control and self-esteem!
By Proud to be Primary

We often need resources and ideas for those students in our classrooms who haven't yet learned certain social and emotional skills. For instance, students especially need help with self-regulating their emotions and managing their behavior. As teachers, we can step in and give them the tools and resources necessary for social and emotional success and development.

Self-Regulation Skills Guaranteed to Help Your Students

Teaching a classroom of children involves many moments of joyful exchange with different personalities. Taking part in shaping young beings is a privilege and an adventure in itself. The challenge lies with the wide range of social-emotional skills that each child possesses. You may find some that haven't been taught how to self-regulate or manage their emotions and behaviors.

Here are some things you can do with your whole class to teach and model social-emotional skills. Use these ideas for teaching kids to self-regulate in the classroom.

A Social-Emotional Education

Give students a social and emotional education. Teach them the basics and to model it for them. Make an effort to include curriculum and activities into your day that encourage and promote the practice of self-regulating and managing their own behaviors. Explicit teaching moments are necessary because these skills don't always come naturally.

Teach and Model: Spend time each day teaching and practicing various ways to calm down. Find books to read that show good examples of the behaviors you want them to learn. Model appropriate behavioral responses to stressors, such as taking a deep breath before responding angrily to a disappointment.

Coping Skills: Show children ways in which they can cope with their negative emotions. Things as simple as counting to ten, coloring, breathing, refocusing thoughts and behaviors, or finding a constructive independent activity. Think of ways that a child's behaviors and emotions could be used constructively or positively! Help them to see their strengths and gifts and to build on them. Our ultimate goal is to help children with out-of-control emotions to be able to communicate respectfully with others and to succeed in school and life.

7 Classroom Activities that Teach Self-Regulation Skills

Provide your students opportunities to practice self-awareness and coping mechanisms. In this way, self-regulation skills come naturally.

Yoga

Teachers have successfully used yoga in class as a way to calm the body and mind in a stress-relieving activity. Any basic yoga moves are enough to refocus excitement, energy, or frustrations, and offer a relaxing few minutes of transition from one activity to the next.

Brain Breaks

Give your students a break, especially after an emotionally taxing activity or before transitioning to another activity. "Brain breaks" give students something fun and relaxing to do. A physical activity of some sort that will take their mind off of things and helps them to settle into the next task ahead is ideal.

Develop their self-esteem

Use positive reinforcement and praise to encourage the character traits you wish to build. Help students build on their strengths and provide them with activities that help build self-esteem, such as this flower self-esteem craftivity. When children believe in themselves and see the value in their efforts and work, they are much more likely to succeed and continue to persevere.

Instill Self-Awareness

Sometimes children just need someone to hold up a mirror and help them to "see" themselves as capable and responsible. They may act and react to situations and events without thinking about how their emotional responses and subsequent behaviors will affect others. There are lots of ways to cope with big emotions, overwhelming tasks, and struggles in interpersonal relationships. We can teach our students these skills so that they are better equipped to manage these things on their own. Give them the tools with discussion starters cards and interactive anchor charts.

Check-in

Children need opportunities to acknowledge and express how they are feeling in a healthy and respectful way. Denying negative emotions or ignoring them does nothing to help students to deal with them effectively. Provide a means to "check in" on a feelings check-in chart show how they are feeling about a particular activity or event. Allow them to admit and recognize their emotions as a first step in effectively managing them.

Calm Down Kit

Teach children self-control, self-regulation, and self-esteem by providing them with a "Calm Down Kit." Have discussions with them about their emotions and behaviors, and teach them hands-on ways to calm down. Fill a container with motivational items that help children calm down using a coloring book, stress ball, glitter bottle, and journal.

Balloon Breathing

Practice ways to calm down and breathe properly. use a breathing strategy called "balloon breathing," to teach students how their belly is like a balloon that expands and deflates as they take deep breaths. This helps children recognize that they can change their reactions to events with focused breathing. It also resets one's physical and emotional state when angry or excited.

Self-Management Social Emotional Learning Resources

FREE Balloon Breathing Posters

Use this poster and technique to teach children how to calm down and self-regulate using balloon breathing. Use the large balloon breathing poster to teach the class and smaller size in a child's calm down kit.

Self-Management SEL Unit

This self-management SEL curriculum includes 5 detailed, research-based lessons. It is filled with hands-on and mindful activities that teach children how to self-regulate, calm down, and develop self-control and self-esteem.

The complete self-management unit for 3-5 includes tons of lessons and activities to help older kids continue to self-regulate their emotions and behaviors and develop mindfulness. Click here to see everything included.

Watch the video to see the calm down kit being put together included in the self-management unit!

Social Emotional Learning Curriculum

The mind + heart Social Emotional Learning Curriculum includes 8 units with 5+ detailed, character education, research-based LESSONS filled with TONS of hands-on and mindful ACTIVITIES that encourage children to express themselves and build important emotional and social skills.

Learn More About Build Social and Emotional Skills
Emotions for Kids Teaching Growth Mindset Kindness Activities PIN IT

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Teaching Self-Regulation Skills in the Classroom

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7 important ideas for teaching self-regulation skills in the classroom: Help your students to develop self-control and self-esteem! By Proud to be Primary We often need resources and ideas for those students in our classrooms who haven't yet learned certain social and emotional skills.

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What the Government says..

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Integrating Aboriginal Teaching and Values into the Classroom

By Dr. Pamela Rose Toulouse

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Accommodations and Modifications for Students

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Accommodations and Modifications for Students

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Help With Report Cards

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Education Week - Classroom Q&A With Larry Ferlazzo

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(This is the last in a four-part series on this topic. You can see Part One here; Part Two here and Part Three here)
Cheryl Suliteanu asked:
How do we educate families about the ways in which they can support their children, without insulting their trust in us to do what's best, and while not placing blame?
Katy Ridnouer, Janice Fialka, and Joe Mazza provided their guest responses in Part One of this series. Jane Baskwill, Julia Thompson and Bryon V. Garrett shared their thoughts in Part Two. Part Three featured contributions from Catherine Compton-Lilly, Dr. Sherrel Bergmann, Dr. Judith Brough and Maurice J. Elias.

You can also see four previous posts on this topic here, and might be particularly interested in the one titled The Difference Between Parent "Involvement" and Parent "Engagement."

Today's post highlights responses from Darcy Hutchins and Mai Xi Lee, along with many readers' comments.

I've recently begun recording a weekly ten-minute BAM! Radio podcast with educators who provide guest responses to questions. You can listen and/or download them here. I interview Darcy and Mai Xi in the most recent one. By the way, the podcast was just listed in the "New and Noteworthy" section of iTunes.
Response From Darcy Hutchins
Darcy J. Hutchins is the Family Partnership Director for the Colorado Department of Education (CDE). . Before joining CDE, Darcy worked the last eight years as a Senior Program Facilitator at the National Network of Partnership Schools at Johns Hopkins University. Darcy is the co-author of Multicultural Partnerships: Involve All Families. She began her career as a first grade teacher in Baltimore City Schools:
Positive home-school collaboration is sometimes challenges, yet so critical for student success. Teachers have the important task of helping families understand how to best support their children's academic and behavioral achievement. Sometimes such suggestions can be perceived as placing blame or finger pointing. Misconceptions and misunderstandings are common occurrences on the part of both parents and teachers. Overcoming or avoiding these challenges can be accomplished in many ways. In my experience, three important actions can be taken to avoid misunderstandings and foster productive home-school partnerships: building positive relationships, establishing a welcoming climate, and creating positive channels of communication. Below are some examples of what schools across the United States are doing to avoid the blame game and cultivate trust. Build Positive Relationships Teachers at Wallace Gregg Elementary School, located in Florence, SC, wanted to show parents' their appreciation for supporting education. Many parents either walked or drove their children to school, so teachers decided to have a surprise drive-through breakfast as a simple "Thank You." Teachers wanted the breakfast to be a surprise, so they did not publicize the event. Instead, they arrived at school before 7:00 AM to prepare juice and muffins for parents dropping their children off at school. Parents also received a bookmark with tips about how to help their children with homework. The activity helped parents feel appreciated and built positive relationships between parents and teachers. Several years ago, Lynnhaven Middle School, in Virginia Beach, VA, experienced a change in demographics because of redrawn school zones. School administration wanted to reach out to both new and existing families. Classroom teachers recommended specific students who needed to develop better relationships with school staff. These students and their families were invited to a Community Outreach Dinner. School staff made dinner for these families and met them at a local community center. Both families and teachers appreciated the relaxed atmosphere. Many parents also reported greater trust with school staff after attending the dinner. Establish a Welcoming Climate An important step to building positive relationships is to help all families feel welcome in the school building. In Lancaster, PA, teachers at George Ross Elementary School made this happen through its Lunch with your Child initiative. In addition to spending time with their children, parents had opportunities to observe the social aspects of lunch and recess, including peer interactions among the students. Because of this activity, parents saw that the school was a positive and safe learning environment and staff saw that parents were their equal partners in supporting students as learners. Create Positive Channels of Communication People's mailboxes are usually full of junk mail and bills. But staff at Robert Frost Elementary School, in Pasco, WA, wanted to make sure that families had some good mail to open. Every student in school received a Good News Postcard at some point during the school year. Each teacher received a set of address labels for every student in his or her class. After writing a positive report about each student, teachers returned the postcards to the front office to put in the mail. Staff received overwhelming positive feedback about this practice. One parent reported, "My son put his postcard in a picture frame and takes it out to show it off when company comes over." Simple, inexpensive activities such as those described above can help teachers and parents avoid the misunderstandings that sometimes occur during collaboration. To read about other activities similar to these, go to Partnership Schools and click on "Success Stories."
Response From Mai Xi Lee
Mai Xi Lee is a veteran educator in Sacramento City Unified School District and has been a passionate advocate for meaningful student and parent engagement. She believes that strong parent-school connection is the the key to accelerating student achievement and closing the achievement gap, especially in large urban schools. Mai Xi is the current Director for Social Emotional Learning in SCUSD, where she hopes to reframe learning and teaching to the whole child:
How we do teach parents to support their students without compromising their trust in our roles as educators? To answer this question, I think we have to first explore the role of the parent and the role of the teacher. In the eyes of many parents, the teacher is the all-knowing expert that will infuse their child with sustainable knowledge that will foster academic excellence and increase potential for future greatness. Parents expect teachers to be the content professionals in math, English, social science, science, arts, and all things academia. In the eyes of the teacher, parents are partners in the educational endeavors of their students. Teachers expect that parents have done their job preparing students to learn and will continue to do their part to reinforce good citizenship and high expectations for academic excellence. In short, parents prepare students to learn and teachers engage students in the learning process. There are, however, situations where teachers need parents to support in the learning process. There are times, especially at the elementary level, where parents are expected to reteach a math concept or edit a child's writing assignment. While many parents do this with automaticity and are instinctual about checking homework and quizzing their children about concepts learned, some parents are still rooted to the notion that education is best left to the professionals and their educational support is limited to providing school supplies, and ensuring that their children are fed, dressed, and ready to learn. How then do we, as educators, begin to dialogue with our parents and begin to shift their thinking about our respective roles in the educational progress of our students? First, we must develop and nurture relationships with our parents. We cannot ask for their support if we don't have a connection to our parents. How do we begin to build relationships that are authentic and meaningful so that we can communicate effectively? Like any relationship, we begin by sitting down and talking. Programs such as the Parent Teacher Home Visit Project, create opportunities for parents and teachers to sit down, face to face, and have informal conversations about parents' hopes and dreams. They enable parents and educators to meet in a place familiar and comfortable to parents, their home, and have dialogue about how they can best support each other. They remind parents that they are, in fact, the most important teacher in their child's life and that their hopes and dreams for their child matters. Home visits remind parents that teachers are, in fact, seeking parents' expertise in order to best support their students. Home visits level the power imbalance between teachers and parents, because they put parents in a position of knowledge and prime parents to provide input that will help teachers as they continue to engage students. Essentially, home visits are the catalysts for future parent-teacher connections and communication. When done well, home visits are the most useful tools to building impactful relationships between teachers and parents, and provide the springboard for future collaborative conversations. Second, we must provide our parents, especially those who are not quite as comfortable with the educational establishment, with enough working knowledge to best support our students. Once again, we're not telling parents what they need to know, we're asking them what they'd like to know about school curriculum, structures, and systems. While some parents are able to navigate school systems well and with great ease, other parents may not, especially parents who are new to our educational system and/or parents who themselves have not had positive school experiences. Working alongside parents and soliciting their input, schools should provide a systemic way for parents to gather information about the learning and teaching that goes on at their child's school. Schools should respond to parents particular feedback by creating opportunities for parents to learn from teachers and each other about best ways to collaborate and support their children. Examples of this structure may be something like the Luther Burbank Parent University program, which offers parents monthly classes that are themed around college-going criterion and requirements, as well as any curricular area parents deem important to their children's academic success. Effectively, parent feedback is the driving force for the curricular areas and focus of learning. Third, educators must be concise, clear, and consistent about what it is they're asking parents to do. Clear and direct communication is important and alleviates any ambiguity that may lead to confusion and frustration about what is expected and what is or what isn't done. The blame game often occurs when communication is unclear and/or breaks down because assumptions are made about who's responsible for what. Teachers must tell parents what they need from them and have an open line of communication, in case clarification is needed. If a teacher wants parents to check homework every night, they should state how they want the homework checked and what they want parents to look for. Provide parents a means to communicate directly back to the teacher. If clarification is needed, parents should be able to contact a teacher directly and expect a prompt response. With today's email technology, teacher websites, and the use of many parent-teacher online portals, communication has been made more efficient and simpler than ever before. Finally, we must insist on authentic parent-school partnerships. Education today is not what it was when our parents were in school. Evolving technology and learning has translated to evolving standards of learning and increased expectations for teachers and students. Teachers cannot and should not shoulder student learning and achievement independently. They need parents to provide additional support. With increased pressures to catch up to the global academic standards, teachers will need parents to not only prepare their child to learn, but to stay knowledgeable about what their child is learning. They must do this so they can support the teacher to reinforce these skills at home and continue to nurture their child's positive engagement in the learning process. Schools must do a better job of engaging parents, by providing meaningful opportunities for parents to learn alongside teachers and students. Teachers will need to keep parents informed and knowledgeable about current standards of teaching and learning. It's one thing to expect parent support and insist on a collaborative partnership, it's an entirely different thing to to create systems to ensure that the partnership is based on mutual respect and knowledge. So, how do we get parents to support their students without compromising their trust in us? We dialogue and build connections, offer learning and engagement opportunities for parents, communicate consistently and directly, and insist on a partnership that is based on concise information and mutual respect. Historically, parents have held educators in high esteem as they entrust us with the education of their beloved children. Isn't it about time, we not only meet their expectations, but insist they join us in creating an educational process that supports learning and high levels of student achievement?
Responses From Readers As a parent and a retired educator, I suggest only one thing for all parents: read to your children regularly from books they might not choose on their own or ones that are a little bit above their reading level. And don't stop when they can read on their own; keep it up until they leave for college or a job. Non-English speaking parents should read from works in their native language....
I am a parent and would like to offer my thoughts and experiences:

* Be interested and curious! We can tell when you are not interested in what we have to say, and we know when you have made assumptions about our family situation.

* We can also tell when you act as an expert - and yes, you are an expert on educational strategies, or whatever your expertise may be; however, do not forget that parents are experts too, and their information and knowledge can greatly enhance your strategies.
* Give yourself permission to take your expert hat off and view the situation from the perspective being presented by the parent.
Rochester SAGE:

Here are some thoughts from a parent on parent-teacher relationships:

1) Let us know if and when you want our input on issues that affect our children. We have some knowledge about our children that we believe would be helpful to you. We know there are times that you are more overwhelmed than others and taking 10 minutes to talk may be harder for you. Would you like us to wait two weeks or send you an email immediately? Perhaps you prefer to discover each child on your own. Let us know and we will step back - until we see an issue occurring.

2) Don't lie to us. If you can't or won't take our suggestion or don't think it is a good idea, tell us. Please don't claim that a district policy prevents you when no such policy exists. Don't tell us you are providing differentiation when you are not.
ericpollock: I send a rubric home to all students asking parents to fill it out , though it is relatively short with what they feel is their child's expectations and what they hope they want their child to achieve. Then they get another form, also relatively short, that they keep at home to track their own child's progress. The more parents know that their student has a schedule, is on track, prepares what they should, then it makes the rest of the job of being a teacher so much easier. Reed: First, we must realize that every parent has done the best they can at raising their child. They've given us the best child that they are able to give us. Secondly, it's always helpful to start every conversation with a general and gentle reminder, "We're all here because we want what's best for [the child]." But beyond that it's important that you set the tone early in the year that you, as a teacher, want to involve the parents and that educating their son/daughter is a team effort. My welcome to my class (first day letter) had 3 questions: 1) What are your child's strengths; 2) What are some areas that you would like your child to improve on? 3) Is there anything else about your child that you'd like me to know. The responses to these questions were always illuminating and helpful, but they also created a sense of openness with parents. Beyond that, my welcome letter included my cell phone number with the invitation to contact me whenever needed. Most importantly, whenever meeting with parents, I took the time to ask questions and listen. Tracy Bachellier:

I would emphasize: engage in dialogue, actively listen, aim to establish mutual trust and respect, and work on building collaborative relationships. From there, the ongoing sharing of information (aka: educating families) via open houses, resource centres, coffee clubs, family nights, guest speakers, workshops, seminars, special events, etc., are all good strategies that build upon the foundation of solid relationships with parents and families. But first, it starts with a conversation. Are you ready to listen?
A number of readers sent comments via Twitter. I've collected them using Storify:

Thanks to Darcy, Mai Xi, and to many readers for their contributions!

Please feel free to leave a comment sharing your reactions to the topic or directly to anything that has been said in this post. I'll be including readers' comments in a post on Sunday.

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Anyone whose question is selected for this weekly column can choose one free book from a number of education publishers. I'll be highlighting one particular publisher every two months, and will be starting the new year with ASCD.

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Education Week has published a collection of posts from this blog -- along with new material -- in an ebook form. It's titled Classroom Management Q&As: Expert Strategies for Teaching.

Look for the next "question-of-the-week" in a few days....

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Response: Keys To Parent Engagement - Relationships, Climate, Communication

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(This is the last in a four-part series on this topic. You can see Part One here; Part Two here and Part Three here) Cheryl Suliteanu asked: How do we educate families about the ways in which they can support their children, without insulting their trust in us to do what's best, and while not placing blame?

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Building school climate and connecting with parents

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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How to Thrive in a Competitive Environment

There is more competition in school than ever before. And this competition affects everyone, including teachers. If you teach in a competitive environment you know that it has both positive and negative aspects.On one hand, a competitive environment makes you a stronger and more effective teacher.On the other hand, it adds stress to your day and robs you of the joy you find in educating children.

The key to thriving in a competitive workplace is confidence.People recognize confidence in others and respect them for it.Following are some ways to boost your confidence, enhance your teaching, and thrive in a competitive school.

If you look like a professional, people will treat you like one. Do not underestimate the importance of dressing well as a way to appear confident and prepared.Even if you don't feel particularly confident, looking like you do can make you feel better about yourself and boost others' opinions of you.

Prepare well for lessons and meetings.Good preparation is the key to solid teaching.If you are well prepared, it will show in your teaching ability, student test scores, and overall confidence.

Continue Your Education

This may not be possible or even necessary for many teachers, but if you have the time and money to invest in a higher degree, go for it!Most school systems offer pay raises for advanced degrees and if you teach in a very competitive environment, an advanced degree may raise others opinions of your teaching ability.You might be one that doesn't care at all what others think of you, and if so, good for you.But, there may be times when employees with higher degrees get promotions and opportunities that those without an advanced degree may not.

Read professional literature and be familiar with the terms specific to your subject and grade level. With all the competition in school today, this is so important. You want your colleagues to know that you know your stuff! When you are at a faculty or grade level meeting, share a little of your knowledge.For instance, if your school has decided to focus on grouping for the semester, talk about homogenous and heterogeneous grouping and how they can contribute to your students' success.Not only will you appear on top of things (which you are) but you will also learn valuable tools to use in your classroom.

Don't Compare Yourself to Others

If the teacher next door to you is always talking about the new strategy she implemented or how well her students did on their last test, but never stops to inquire about your day or compliment your teaching practices, simply listen, nod your head, and go back to your classroom.Don't think that just because someone else is constantly talking about all the great activities in their room, that you are any less of a teacher.Look at what you are doing and be proud.Some people just brag a lot, while others don't feel the need to do so.

Stay Away from Negative People

If there is a teacher at your school that seems to continually build herself up by bringing other teachers down, stay away!This may very well be that teacher I referred to in my last point that is always talking about all the amazing things going on in his or her class, but never stops to ask you about you. Don't put up with it.Find friends in teachers who are going to build you up and you will enjoy teaching more than ever.

Find a Way to Relieve Stress

At some point, many teachers (myself included) allow teaching to almost completely take over their lives.This seems to happen even more often in competitive schools.It is only after people realize they have allowed their job to overtake their life that they begin to look at ways to regain balance.Don't let that happen to you.From the very beginning, find ways to manage your stress and enjoy your life.(And don't think about your students while you do it!)This could mean taking up a new hobby, exercising, or simply taking a nice long bath each night.Taking time for yourself renews you and makes you a better teacher, spouse, parent, and friend.

Competition in school can make you a stronger teacher, if you handle it correctly. Finding ways to achieve balance and taking pride in your accomplishments can make teaching in the most competitive of environments pleasant and help you to become a strong educator.

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Tips for Teachers: Working with Competitive Colleagues

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There is more competition in school than ever before. And this competition affects everyone, including teachers. If you teach in a competitive environment you know that it has both positive and negative aspects.On one hand, a competitive environment makes you a stronger and more effective teacher.On the other hand, it adds stress to your day and robs you of the joy you find in educating children.

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Some tips on Navigating the Education system

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Additional Qualifications (AQs) and Additional Basic Qualifications (ABQs) are an element of teacher professional development for certified members of the

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Resume Writing Tips : How to Write a Resume for a Teaching Job