BACK TO SCHOOL
How to engage families in their child’s education
By Tobi Kibel Piatek | Sunday, May 17th, 2009
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This is a great topic to open up for this group. It is a question we as educators ask ourselves every day, “How do we engage our families so that they become an integral part of their child’s educational success?” We have found that regardless of culture, language barriers, socioeconomic status, having minimal/maximum or no education at all, students will not have academic success unless their families are involved in their children’s academic process. Many of our families feel like they are unable to help their children due to either one or more of the following: not finishing school themselves (sometimes the 3rd grade is the highest they have attended); unable to read the language of the books; not understanding how the work is to be completed; and /or needing to work several jobs to keep the family “afloat” and not being home to help out with class work. So how do we engage our families? Through school-to-home correspondence, teacher/parent conferences, emails/phone calls, after school activities, and in-school volunteer opportunities. We work with families to teach them on how to set up an environment in their own home that creates centers for learning. It may be just as simple as showing parents how a short break of play and snacks right after their child gets home from school, then setting up a quiet place in the home that is where all home work is completed, that sets up a routine for daily learning. For parents who work many hours and are not home to help with class work? Their children can stay after for homework club, or individual-group tutoring during their recess or lunch time during the school day. After school activities, after 5:00 p.m., that engages families and their children to the learning process. Activities such as reading nights, math nights, bingo games, etc… These activities allow teachers to engage with their student’s families to help them understand the process of working together and how that leads to academic successes. We have also made home visits in the evening to help engage families, or to make calls home later on in the evening to talk with parents personally. When students know that their parents/guardians are working closely with their teachers, students will work harder to be successful when the school and home have the same expectations of them. |
Topics: BACK TO SCHOOL, Family Involvement | 1 Comment »
Hello all,
I have been working with the lower elementary students for most of my career and have just recently switched to working with at risk high schoolers. I say high risk but what I mean is “gang affiliated, on parole” students. I work for a company that is these students/gang members last ditch effort for reform and not incarceration until they are 21 or so. Many of them are so far behind in their education they don’t feel the need to even try. Many of them are so intimidating, by their looks, the system just wants them gone. I am just getting started and hoped this class could give me some good insight. I too, was a high school drop out and it wasn’t until I was in my thirtys that I receieved a GED and went on to higher education. I do realize the importance of and want to keep these students in school for their good and ours.
thanks for having me,
katherine
Topics: BACK TO SCHOOL | No Comments »
In Their Own Words: Poems to help you get to know your kids
By Tobi Kibel Piatek | Wednesday, October 8th, 2008
As a 4th grade teacher I always had students write an ” I am” poem.
They write about who they are and things that are important to them in their lives, like their families, friends, and hobbies.
The poems usually start out something like this:
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I am from the brown brick apartment with the flowers in the yard.
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I am from the round wooden table in the kitchen where I do my homework.
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I am from the mom who works at Fred Meyer and the grandma who who works there, too.
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I am from riding bikes and skateboarding on Prescott.
And, so forth, like that. I think to make this a way for the kids to visually express who they are. To get them started, I give them a each big piece of white paper and put out magazines, colored pencils, and markers. This allows the kids to create a visual representation of who they are to go along with their poem. This also is a great way to show me and the other kids a lot about who they are and where they come from.
This idea is submitted by teacher, Emma Burcart
Topics: BACK TO SCHOOL, Creating a Positive | 1 Comment »
My 6th First Day of School: A Story
By ramillerb | Saturday, September 27th, 2008
I know most schools have already started, but I wanted to share a “back to school” experience I had as a new student. Even though I was a veteran mover (we moved 7 times before I was 16), each new school was a gauntlet all its own…. I can remember elbows, and bulging Esprit bags checking my face, my hips, and most of all, I remember a bouffant blond, her breath laced with spearmint gum. I was going the wrong way down a one-way hallway in my new school. It was 8thgrade, it was humid out, (which meant icicles were forming on air conditioned desks inside) and I was in an anonymous suburb of Houston, TX. The teacher who lived beneath the blond hair scolded me with a raspy voice as she yanked me out of the stream of traffic and over to a side hall. I tried to explain to her that I was new and I didn’t know where my 1stperiod was. She rolled her eyes as tightly as she could towards her skull and said, “Well, you’re just gonna have to learn how to survive in this school, now aren’t ya honey?” With that she about faced me with the warmth of a warden and shoved me into the appropriate direction.
After a quiet lunch alone, I eschewed my social skills for trust that my outfit could be a better mouthpiece. I found levitation in that fact that my nylons matched the tan on my arms, and my green skirt echoed hues in my shirt and my bag. This was enough to float me from the lunchroom to my 5th period class. I arrived late and knocked on the door until it parted to show 3 long rows of desks that looked measured out by a ruler. All heads were down at 90-degree angles to paper, and students wrote robotically. The woman at the front of the class barely moved, but I recognized the tuck of her curls and the Technicolor blond hues. “Well,” she said, “Look who decided to show up to class”.
I was ordered to take a seat. She picked up the lesson where she left off, so I rummaged through my bag for a pen, my only pen. Proudly I lifted it to the paper, and with ease began taking notes while a Styrofoam shark bisected by an inner tube connected by a precarious wire, bobbled on the end. Had I been given just a hint of a small piece of a guide to navigating this school, how my Pacific Northwesterly ways might have been tempered a bit to avoid certain misfortune, I might not have dared enter this pen into the Lone Star school system.
Aware of my new audience, I squinted at the board, wrote, squinted more in fake concentration, and contemplated bolting to the door, and then looked through the edges of my lashes as I set the pen down. I knew the pen was a risky move, but how else was I to communicate my humorous interests and unique worth?
It wasn’t long before the pen was in enemy hands, and enemy laps where my hands couldn’t go. I patted my head feverishly and gave me large, unruly hair a scootch off my neck. Too unsteady to see the pen’s travels, I checked my gag reflexes and a list of excuses to get out of class the fastest i.e.: diarrhea and projectile vomiting. With my “getting off on the right foot” status already at an all-time low, even for me, I raised my hand to call more attention to myself.
A cry of awwws, rippled across the room. Clearly I was ruining the newest joke. The teacher jutted her chin toward me just as the pen was replaced. She lumbered over to my saucered eyes and picked it off my desk. Is this how I wanted to start the first day? Umm, not really. Did she need to take the pen from me? Oooh no, oooh, well, OK, I guess you can keep it. My lightness had anchored.
*****I don’t usually end my stories with this sort of wrap up, but since this is a blog post, I have some more to say on this topic of being a new kid in school and relocating. I wish there had been someone to help me then. I hate to look back on these situations and not see the elements of humor from afar, because that’s the way I wish I had been trained to deal with them. Instead, I internalized everything which caused anxiety, undue fear, and unrealistic rationalizations of normal situations that most kids go through.
This compounded with a constantly changing set of environs caused me to have trouble putting faith in my abilities, and focus on academics. Because I left a lot of this untreated, I experienced physical problems such as muscle pain and digestive issues that have followed me somewhat into my adulthood.
I think every kid deserves to be welcomed into a new school in a much different way. They deserve to feel internally safe and to have training and services available if they don’t feel that way. I think of the kids who are now relocating who not only have a social barrier, but a language barrier. How are their insides? Are they a mess? Does anyone ask them? Do they know how to feel better in there so they can do better out there? I wonder if lots of kids have this problem. My wish is to help strengthen girls’ and boys’ insides so that they can deal with the outside pressures.
Teach them to support instead of compete. And if there needs to be competition, make it healthy and teach them how to be amazing losers, beautiful losers. I believe that kids in essence are good and want to be good to one another. Yet sometimes our societal pressures and systems hinder their ability to be good to one another, and thus make it tougher for teachers to manage classrooms and serve such a diverse population of personalities. No one really knew what I was going through because I didn’t say anything about it. I just pushed it down further. If you are reading this post and you want to add to this conversation, please do. I am also interested in putting together a guide for kids and parents who are relocating. Sort of a survival guide. This may start as a blog and go to a book. If you have interest in this topic or experience, I would love to hear from you. I’m at ramillerb@hotmail.com.
Topics: BACK TO SCHOOL | No Comments »
Ten Ways to Make a Newcomer Feel Comfortable in Your Classroom or Program
By Tobi Kibel Piatek | Monday, September 1st, 2008
A new school year is beginning. Every year, children and families come to Oregon from around the country and around the world. For some kids, this means not only a new classroom, but a new school, and for some, a new state, even a new country and a new language. It can’t be easy to be in a new place surrounded by unfamiliar faces, rules and expectations. The climate is different, the rules have changed, and even the way people speak is new.
To start year off right, for newcomers (whether from around the block or around the globe) are ten things that teachers and mentors can do to help newcomers feel at home:
1. Help orient newcomers to their new school (or program) with a complete tour.
2. Make sure they have a buddy for recess, lunch, bus, etc. If possible, extend the buddy system to include an older native speaker (6th grader, HSer, adult) to chat, read, help with homework.
3. Invite newcomers to tell their story - either to you or the class.
4. Draw and present a picture or share photographs of their former home. Invite the newcomer to include pictures of family, pets and favorite places.
5. As the class learns about the place the newcomer is from, compare details such as climate, language, school clothes, etc.
6. Invite non-English speakers to help label classroom items in room in their native language(s). You might provide 3×5 or sticky notes to hang around the room. For example, the door will have labels saying puerto, and whatever other language is found in the room.
7. Hang flags from native countries that represent the school population.
8. Have multi - lingual welcome signs to welcome families and students.
9. Schedule culture days – opportunities for students to explore different cultures, read books, view movies, hear music, taste food, share pictures from their original homes.
10. Provide multi-lingual books and books that take place in other states and countries to read during quiet reading. Encourage student to maintain 1st language reading skills.
One more thing, teachers - allow newcomer to “checkout” for a bit, especially if they are immersed in a new language. A card with green on one side and red on the other let’s the student flip it to red when they need a break. Experience shows that this prevents students from hiding in the bathroom for a brain break.
Thanks to Ms. Sooper, English Language Development teacher from the North Clackamas School District for these ideas.
Topics: BACK TO SCHOOL, Creating a Positive, Culturally Competent | No Comments »
Introducing Laurie Thurston – and Ideas for Starting the School Year Right
By Tobi Kibel Piatek | Friday, August 29th, 2008
I met Laurie Thurston at the Annual Conference of the Oregon Chapter of the National Association of Multicultural Education this spring. (Note: There is another conference coming up in November.) Laurie was presenting, and I was in the audience - dazzled by her energy, her passion and her incredible ideas about how teachers can work effectively with kids at risk.
We’ve gotten to know each other this summer, and I’ve asked her if I may include some of the ideas that she is currently developing into a book, in this blog. I know that you will find her thoughts about working with kids (and families) in poverty and in crisis as useful and compelling as I do. I think her ideas are the perfect way to start off the new school year – for teachers, and for mentors.
First, a little about Laurie, in her own words.
“For 20 years I’ve worked with kids identified as “at risk”, the last 17 of those in a large (1700 students, grades 9-12), comprehensive public high school just outside of Rochester, New York. It was here that I ran the Alternative Education Program, which later came to be called Crossroads. And it was here that I learned how to teach because my students taught me so well. They taught me how to listen and suspend judgment, how to respect their families and be a mentor, how to model what I taught and how to create classroom community. Most importantly, however, they taught me that I’d never be able to teach them until – first – I was able to reach them.
Today, I live in Portland and work with the Oregon Small Schools Initiative. As a school coach, I assist teachers and principals in developing the school and classroom communities conducive to connecting with kids. Our goal? To close the achievement gap by ensuring equitable practices in order to make a difference in kids’ education and lives. It’s because of these experiences that I’m sharing what I’ve learned (and am still learning) about reaching kids in crisis: those who’ve grown up in the context of poverty, who don’t ‘fit’ within the complex social hierarchy that thrives within the traditional public school system, and who don’t understand why they should even consider graduation when “no one in my family finished school.” It’s for these kids that I want to help you work smarter - because each one of them matters.”
Over the next few weeks, and throughout the school year, this blog will focus on several issues that my learning leads me to believe are the keys to helping build the relationships that keep kids at risk in school. These are the ideas included in this course, and they parallel Laurie’s ideas as well.
So watch this blog for ideas, information and strategies that YOU can use – in your classroom, your program and your organization to make a difference in the lives of kids. Laurie believes that if all teachers started by connecting to their kids – all of their kids – discovering what makes them tick, uncovering what fears are holding them back while sharing their own passions and goals in order to reveal how alike we all are – everyone would benefit. So that ‘s where we will begin - by talking about the things that you can do get to know who your kids really are … and their families and community too. And, we will consider lots of ways to create a classroom/program community where EVERYONE feels welcome, comfortable and able to learn.
Come to the blog often – and please share your comments, your ideas and your experiences. That’s how we can all work together to create the best school year yet.
Topics: BACK TO SCHOOL, Creating a Positive | No Comments »
A Principal’s Ideas to Strengthen the Family/School Partnership
By Tobi Kibel Piatek | Friday, August 22nd, 2008
Thank you to Jared Cordon, Principal at Fir Grove Elementary School in Beaverton for these ideas. I heard Jared speak, with Susan McKinney, Principal of McKinley Elementary School, at the Beaverton Diversity Summit. To learn more about this event, and you can find the brochure online at http://www.beaverton.k12.or.us/pdf/ins/ins_2008%20Diversity%20Summit%20Program.pdf
The theme of the talk I listened to was Honoring Cultures by Honoring Our Families. These are some of the ways that Mr. Condon strengthens the Family/School Partnership in his school. He was kind enough to allow me to share his ideas on this blog. These are his words edited for space and clarity:
Home Visits: Everyday I would recieve a list of students who had been absent more than two days without an acceptable excuse (sickness, vacation, etc). I would visit the family, meet the parents, bring the school assignments the child missed, talk to the parents about the importance of education in their child’s life, and problem-solve ways to get the students to school and the parents involved. I tried to follow-up with parents periodically and find good news to report to them regarding their child - to positively reinforce the fact that the child does well in school - no matter how difficult it is for some parents to get them there.
Parent Nights: These nights were targeted toward educating parents around best practice strategies. We asked parents what they wanted to know more about and asked teachers what areas their students needed more work in. Attendance (at these events) increased dramatically throughout the school year. We always provided a full dinner and tried to have extras to send home with families. (NOTES: Baja Fresh and Noodles were wonderful to work with. We spent about $4300 on food. The PTO was a great help. Attendance figures for the 07-08 school year Parent Nights increased from 20 at the first, to 41, then 72, 151, 219, 286, 423 and about ONE THOUSAND at the Community celebration at the end of the school year!!!!)
Teaching in Apartments: At Fir Grove Elementary, all of our Somali families lived in one large apartment complex. We went to them. Parent education forums, teaching their children. (Thanks to the Welcome Center for providing a translator.) We had huge results. Some tips - always have food and books for the families. Consider their basic needs.) A side benefit of these ‘apartment nights” was that great networking and support began to develop among the families who met through these meetings.
SOME ADDITIONAL THOUGHTS: When the goal is strengthening the Family/School Partnership:
- Think Outside the Box - Think adaptively. It is easier to react than to create. Start creating - the results are worth the effort.
- Listen to Your Community - Create venues and opportunities for community members to communicate with the school, the principal and with each other. Principal Chats are one of the ways I create an opportunity to listen to community members.
- Involving Parents is NOT an Option - As challenging as this may be, we need to recognize that we (educators) commited to work as much with some adults as with some kids. Involving and helping to educate parents is the only way to eliminate the achievement gap for some students - especially those who live in generational poverty.
Topics: BACK TO SCHOOL, Family Involvement, How to Help | No Comments »
Inspiring Words for Leaders (That’s All of Us)
By Tobi Kibel Piatek | Thursday, August 21st, 2008
Michael G Fullan, 2001
Michael Fullan is author of numerous books for educators, check this page for a list of his books.
Topics: BACK TO SCHOOL, Inspiration, RESOURCES | No Comments »
Share your success stories: We Need Inspriring Stories to Start the Year Off Right
By Tobi Kibel Piatek | Monday, July 7th, 2008
Mentors, volunteers and teachers, we want to hear your stories. Take a moment to tell us a story about how you were able to successfully build a strong relationship with a kid. What was the kid like when you met? What did you do to build a relationship? How did you see the kid change?
Also, tell us stories of how a connection with a teacher, friend or community member made a positive difference in your life, or in the life of someone you know. We hope to collect these stories and add them to the course on this site.
Thanks in advance for sharing these with us.
Topics: BACK TO SCHOOL, Mentor Stories, Questions | No Comments »