Chapter 13Working with Families from Diverse BackgroundsGest
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Chapter 13 Working with Families from Diverse Backgrounds Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Preview Questions What is a rationale for considering how to work with diverse families? What are effective teacher strategies for working with diverse families? What are common cultural issues teachers will encounter? How do teachers negotiate with cultural conflict? Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Teachers Work with Diversity Developmentally Appropriate Practice statement Culture defined Individual children and identity All children learn acceptance Culture as influence on parenting Teacher growth in working with diverse families Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Strategies for Teachers Examine personal attitudes Learn about other cultures Establish an environment that welcomes Open the door for communication about culture Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Negotiating with Cultural Conflict Possible outcomes Understanding and negotiating Learning a new perspective Resolving through parent education Finding no resolution Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Think About It A parent will not allow her child to play in the sandbox, citing it as inappropriate behavior for a girl. Consider possible teacher responses that would likely elicit each of the possible outcomes discussed in the chapter. Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Common Cultural Issues Linguistic diversity and challenges Holidays Classroom curriculum What does working with diversity look like? Buen Dia Family School Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Summary Culture impacts child rearing, and relationships between teachers and parent. Becoming comfortable with cultural diversity is vital for children and adults. Cultural conflicts are inevitable, but positive outcomes are possible. Teachers should consider common cultural issues, such as planning appropriate c ...
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Recommended
Chapter 9Parent-Teacher ConferencesGestwicki, Home, School,
Chapter 9
Parent-Teacher Conferences
Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Preview Questions
What do you know about the purposes of parent conferences?
Can you identify some of the strategies for planning and conducting parent conferences?
What are some of the pitfalls to avoid in parent conferences?
Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Importance of Regular Conferences
To provide a developmental overview
To provide time and privacy
To increase mutual knowledge
To formulate goals
Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Groundwork for Successful Conferences
Explain purpose of conference to parents
Plan for uninterrupted time
Plan for private location
Plan goals and materials to be discussed
Prepare parents for their participatory role
Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Help Parents Prepare
Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Teacher Preparation (1 of 2)
Conference Preparation
Time scheduled.
Coverage in classroom arranged.
Staff lounge reserved.
Organization of anecdotal records and portfolio.
Handout sent for parent preparation.
Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Teacher Preparation (2 of 2)
Conference Preparation
Parent contacted for observation appointment.
List of questions prepared.
Outline of topics prepared.
Plan for opening examples.
Environment prepared—snacks, writing materials, privacy sign.
Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Strategies for Successful Conferences
Help parents feel at ease
Begin with positive attitude and comments
Encourage parent participation
Active listening: paraphrasing and reflecting
Summarize for parents
Copies of assessment tools
Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Revisiting
Consider any experiences you have had ...
Family involvement ppt
A presentation for our staff about appropriately reaching ALL of our parents/guardians in our diverse population. All materials were provided by Teaching Tolerance; a project of the Southern Poverty Law Center
Strategies for Encouraging Reading Readiness in Young Children
Do you have children in your program that struggle with oral language skills? Dr. Howard Goldstein and Dr. Elizabeth Spencer Kelley presented how to help improve the language and literacy skills of children at risk for reading challenges. Learn new ways to address key elements of reading success—oral language skills, vocabulary, phonological awareness, and alphabet knowledge.
Presented by the Story Friends™ authors, topics include:
• Discuss the skills children need before they learn to read
• Describe how to tell if a child is struggling with these skills
• Discuss strategies for teaching the necessary skills for reading
• Provide examples of these strategies
• Explain the RTI/MTSS framework
• Introduce the Story Friends and PAth to Literacy intervention programs
This edWebinar was designed for preschool and kindergarten teachers, administrators, speech-language pathologists, and reading specialists.
Issuing WarningsWrite a paper that identifies a disaster and dis
Issuing Warnings
Write a paper that identifies a disaster and discuss the various warning systems that could be used to notify the public and provide instructions.
Identify the strengths and weaknesses of each type of warning system.
Your well-written paper should be 3-4 pages in length and formatted
Collaborating With
Families 8
David Young-Wolff/Photographer’s Choice/Getty Images
Pre-Test
1. Once the enrollment process is complete,
communication between administrators and
families takes place only if there is a problem or
an emergency. T/F
2. Families may initially learn about a program
through a website, but need to visit the program
in person to make a decision about whether to
enroll. T/F
3. Administrators should let the teachers handle
all communication between school and family,
including the administrator in a conversation only
if there is a serious problem. T/F
4. Family support services, such as referrals to a
food pantry, should be offered at every parent
meeting. T/F
5. The specific words early childhood professionals
use to talk with families are not important as long
as they are spoken with warmth and kindness. T/F
Answers can be found at the end of the chapter.
Learning Objectives
After reading this chapter, you should be able to:
1. Explain how collaboration with families benefits children, families, and programs.
2. Identify strategies for successful collaboration with families, and explain the administrator’s role in implementing
the strategies.
3. Summarize the ways programs communicate with families during the enrollment process, and explain how these
experiences influence the quality of the relationships that follow after the child is enrolled.
4. List strategies for ongoing communication with currently enrolled families, both informal and formal.
5. Compare and contrast three models of parent participation: parent education, family support, and parent
involvement.
6. Explain the importance of staff training on the topic of working with families, and summarize the administrator’s
role in supporting professional development in this area.
7. Describe the unique challenges and stresses that parents of children with special needs face, and describe the
administrator’s role in ensuring that staff members develop collaborative relationships with this group of families.
8. Identify actions administrators can take to connect families to the community at large.
© 2019 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
CHAPTER 8Section 8.1 Why Working With Families Is So Important
It’s parent meeting night at the YMCA child care center. Since starting in the director job, Lindsay
has continued the system put in place by the former director: On the first Wednesday of each month
families are invited to stay at the center for a potluck dinner followed by a parent meeting. While the
parents meet, the children are entertained with an art project or mov ...
Chapter 03
The document discusses home-school collaboration and parental involvement in special education. It covers IDEA requirements for parental involvement, areas where parental participation should occur, communicating effectively with parents, and ways parents can be involved in their child's education at home through activities like reinforcement, instructional support, and homework help.
Week 11 2019
This document summarizes the key topics and discussion from a meeting about parent engagement. It outlines an agenda focusing on including parents who do not speak English as a first language. It emphasizes that parents are extensions of students and the importance of open communication and partnership between parents and schools. Strategies are proposed for strengthening relationships with parents and removing barriers to parent participation.
Parents, Teachers, Schools, Communities
This document discusses the importance of partnerships between parents, teachers, schools, and communities. It provides examples of different types of parental involvement at the school level, including requiring staff to document family contact, having a dedicated parent involvement budget and staff member, and including parents on school committees. The document also discusses challenges to parental involvement, such as transportation and scheduling issues. Overall, the document advocates for comprehensive school, family, and community partnerships to support student success.
Project Interaction-Family Involvement
The document describes the Barrett Elementary Family Involvement Program which aims to develop a cohesive family involvement program that supports student learning and brings the school community together. It does this through activities like a family calendar, school compact, family library nights, heritage projects, and encouraging parents to volunteer in school. The program is based on research showing the benefits of family involvement, such as improved student outcomes, and aims to recognize diversity and have all families actively participate.
Recommended
Chapter 9Parent-Teacher ConferencesGestwicki, Home, School,
Chapter 9
Parent-Teacher Conferences
Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Preview Questions
What do you know about the purposes of parent conferences?
Can you identify some of the strategies for planning and conducting parent conferences?
What are some of the pitfalls to avoid in parent conferences?
Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Importance of Regular Conferences
To provide a developmental overview
To provide time and privacy
To increase mutual knowledge
To formulate goals
Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Groundwork for Successful Conferences
Explain purpose of conference to parents
Plan for uninterrupted time
Plan for private location
Plan goals and materials to be discussed
Prepare parents for their participatory role
Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Help Parents Prepare
Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Teacher Preparation (1 of 2)
Conference Preparation
Time scheduled.
Coverage in classroom arranged.
Staff lounge reserved.
Organization of anecdotal records and portfolio.
Handout sent for parent preparation.
Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Teacher Preparation (2 of 2)
Conference Preparation
Parent contacted for observation appointment.
List of questions prepared.
Outline of topics prepared.
Plan for opening examples.
Environment prepared—snacks, writing materials, privacy sign.
Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Strategies for Successful Conferences
Help parents feel at ease
Begin with positive attitude and comments
Encourage parent participation
Active listening: paraphrasing and reflecting
Summarize for parents
Copies of assessment tools
Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Revisiting
Consider any experiences you have had ...
Family involvement ppt
A presentation for our staff about appropriately reaching ALL of our parents/guardians in our diverse population. All materials were provided by Teaching Tolerance; a project of the Southern Poverty Law Center
Strategies for Encouraging Reading Readiness in Young Children
Do you have children in your program that struggle with oral language skills? Dr. Howard Goldstein and Dr. Elizabeth Spencer Kelley presented how to help improve the language and literacy skills of children at risk for reading challenges. Learn new ways to address key elements of reading success—oral language skills, vocabulary, phonological awareness, and alphabet knowledge.
Presented by the Story Friends™ authors, topics include:
• Discuss the skills children need before they learn to read
• Describe how to tell if a child is struggling with these skills
• Discuss strategies for teaching the necessary skills for reading
• Provide examples of these strategies
• Explain the RTI/MTSS framework
• Introduce the Story Friends and PAth to Literacy intervention programs
This edWebinar was designed for preschool and kindergarten teachers, administrators, speech-language pathologists, and reading specialists.
Issuing WarningsWrite a paper that identifies a disaster and dis
Issuing Warnings
Write a paper that identifies a disaster and discuss the various warning systems that could be used to notify the public and provide instructions.
Identify the strengths and weaknesses of each type of warning system.
Your well-written paper should be 3-4 pages in length and formatted
Collaborating With
Families 8
David Young-Wolff/Photographer’s Choice/Getty Images
Pre-Test
1. Once the enrollment process is complete,
communication between administrators and
families takes place only if there is a problem or
an emergency. T/F
2. Families may initially learn about a program
through a website, but need to visit the program
in person to make a decision about whether to
enroll. T/F
3. Administrators should let the teachers handle
all communication between school and family,
including the administrator in a conversation only
if there is a serious problem. T/F
4. Family support services, such as referrals to a
food pantry, should be offered at every parent
meeting. T/F
5. The specific words early childhood professionals
use to talk with families are not important as long
as they are spoken with warmth and kindness. T/F
Answers can be found at the end of the chapter.
Learning Objectives
After reading this chapter, you should be able to:
1. Explain how collaboration with families benefits children, families, and programs.
2. Identify strategies for successful collaboration with families, and explain the administrator’s role in implementing
the strategies.
3. Summarize the ways programs communicate with families during the enrollment process, and explain how these
experiences influence the quality of the relationships that follow after the child is enrolled.
4. List strategies for ongoing communication with currently enrolled families, both informal and formal.
5. Compare and contrast three models of parent participation: parent education, family support, and parent
involvement.
6. Explain the importance of staff training on the topic of working with families, and summarize the administrator’s
role in supporting professional development in this area.
7. Describe the unique challenges and stresses that parents of children with special needs face, and describe the
administrator’s role in ensuring that staff members develop collaborative relationships with this group of families.
8. Identify actions administrators can take to connect families to the community at large.
© 2019 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
CHAPTER 8Section 8.1 Why Working With Families Is So Important
It’s parent meeting night at the YMCA child care center. Since starting in the director job, Lindsay
has continued the system put in place by the former director: On the first Wednesday of each month
families are invited to stay at the center for a potluck dinner followed by a parent meeting. While the
parents meet, the children are entertained with an art project or mov ...
Chapter 03
The document discusses home-school collaboration and parental involvement in special education. It covers IDEA requirements for parental involvement, areas where parental participation should occur, communicating effectively with parents, and ways parents can be involved in their child's education at home through activities like reinforcement, instructional support, and homework help.
Week 11 2019
This document summarizes the key topics and discussion from a meeting about parent engagement. It outlines an agenda focusing on including parents who do not speak English as a first language. It emphasizes that parents are extensions of students and the importance of open communication and partnership between parents and schools. Strategies are proposed for strengthening relationships with parents and removing barriers to parent participation.
Parents, Teachers, Schools, Communities
This document discusses the importance of partnerships between parents, teachers, schools, and communities. It provides examples of different types of parental involvement at the school level, including requiring staff to document family contact, having a dedicated parent involvement budget and staff member, and including parents on school committees. The document also discusses challenges to parental involvement, such as transportation and scheduling issues. Overall, the document advocates for comprehensive school, family, and community partnerships to support student success.
Project Interaction-Family Involvement
The document describes the Barrett Elementary Family Involvement Program which aims to develop a cohesive family involvement program that supports student learning and brings the school community together. It does this through activities like a family calendar, school compact, family library nights, heritage projects, and encouraging parents to volunteer in school. The program is based on research showing the benefits of family involvement, such as improved student outcomes, and aims to recognize diversity and have all families actively participate.
Parental Involvement in Children’s Education2.pptx
Processes and structures of education in the society; function of education in the society; social dimensions of education
Early Literacy and closing the GAPJazmine BrownleeWalden U
Early Literacy and closing the GAP
Jazmine Brownlee
Walden University
EDDD 8085/EDSD 7085: Inspired Leadership, Informed Advocacy, and Improved Policy
Dr. Beryl Watnick
August 1, 2022
1
Outline
As you go through the presentation, you all will understand my purpose for conducting this professional development. I will provide a general overview of why following each step is imperative to closing the literacy gap. I will discuss how teaching resilience, building relationships, building culturally responsive classrooms, and RTI supports closing the literacy gap among young children. Finally, resources will be provided in order to support educators in closing the gap.
2
Purpose
General Overview
Teaching Resilience
Closing the Literacy Gap
Building Relationships
Resources
Building Culturally Responsive Classrooms
My Purpose
Advocating for young children should be a leader’s main priority to ensure that they become lifelong learners beyond the classroom. There are a plethora of ways to ensure success amongst young learners. Many leaders advocate for change in ways that they see as best or are passionate about. When someone is passionate about a particular change, they will do what is needed to promote change. I have always been passionate about closing the literacy gap amongst young readers. I have noticed that there is a major gap in literacy, especially in low economically challenged communities. I have taught second-grade EIP self-contained classrooms for years. Every year, I have heard from the administration that I should expect little to no growth from these students because they are too far behind or not capable of making real growth. I couldn’t believe what I heard because all children are capable of learning if given the necessary tools to succeed. Therefore, I am providing this professional development to give teachers tools for advocating for young children and supporting closing the literacy gap. This will hopefully change the mindset of all educators as well as administrators who believe children are just too far behind to catch up or able to learn.
3
Advocating for Young Children
Closing the Literacy Gap
All Children are Capable of Learning
Changing the Mindset of Educators
Overview of Closing the literacy gap!
Building Relationships
Advocating for closing the literacy gaps amongst all children is important for children, families, professionals, and the field of early childhood education. By aiding in closing the literacy gap, it can support more children in becoming lifelong learners beyond the classroom and minimize the number of high school dropouts. It also teaches the students how to be resilient and bounce back from adversity. Furthermore, it can also provide families with peace of mind that their child is getting the best possible education and support needed to help their child at home. Having a home-school relationship can also help bridge the literacy gap in primary-aged chil ...
Week 4 Journal Encouraging Parent InvolvementUsing the Jo.docx
Week 4 Journal Encouraging Parent Involvement
Using the Journal tab, respond to the following prompt:
Reflect on the following ways you would like to encourage parent involvement: Positive news phone calls, post cards, emails, daily student notes, and parent-teacher conferences.
INSTRUCTOR GUIDANCE
WEEK FOUR
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Did you know there is a National African American Parent Involvement Day (NAAPID) that takes place in schools across the country in the month of February? Inspired by a speech during the Million Man March in 1995 that challenged all the men in the crowd to give back to their community, Michigan school Principal Joseph Dulin initiated this movement as a day of events encouraging parents to get more involved in their child's school. “It comes during Black History Month,” explains Dulin, “and I thought it was a tremendous time to introduce it as a project for parents to get into our schools to exchange notes, phone numbers, emails, have conversations and get in touch with the teachers” (Cavanaugh, 2016, para. 6).
Although the day is geared toward African American parents, the schools encourage every parent to participate for a common goal of promoting parent involvement, eliminating the achievement gap, and creating partnerships among stakeholders. Hugh Price, retired CEO of the National Urban League and founder of Campaign for African-American Achievement, explains that "community norms have traditionally played a particularly central role in the lives of black Americans" (Price, 2008, p. 19). A variety of students from different cultural backgrounds benefit from the help that school-family-community partnerships can provide. When schools use the resources at hand, they have the capacity to improve students' achievement and provide strategies that parents can use to develop skills needed in continuing to help their children. What are your thoughts on having a day specifically to get African American parents involved in school? What types of resources are used to prepare for the day’s events?
Continuing along the same lines of meeting the needs of parents, educators who are culturally responsive will take it upon themselves to learn what is needed for students and parents from diverse backgrounds. It has already been established that when parents get involved in their child's education by doing such things as attending school events, children thrive academically; however, the lack of financial resources experienced by some families causes a struggle in promoting parental involvement through the conventional ways. Roberts (2011) notes that a large number of economically-disadvantaged students come from diverse backgrounds. Therefore, as educators, there are times when more prescriptive strategies for assisting parents to become involved are needed. Hjalmarson (2011) discusses a variety of different strategies to help relieve some of the struggl ...
Communication Skills for Teachers
This document provides tips for building a positive school culture and improving English fluency. It recommends using repeated reading to help students read fluently. It also suggests using trivia games in the classroom to motivate students and promote English conversation. Additionally, it advises monitoring English usage throughout the school and working as a team to build strong relationships, teach social skills, clarify rules, and praise positive behavior in order to develop a supportive environment.
William ste. marie educational portfolio2
The document outlines a classroom management plan to address disrespectful behavior from a student named Michael. It describes Michael's behavior issues, connects it to Danielson's framework, and lists specific interventions to try, including pairing Michael with cooperative students, having him attend an advisory session on feedback, and arranging a criminal intervention workshop. The plan aims to slowly reintegrate Michael into classroom activities by building on positive interactions and providing reinforcement through communication with his parents.
Unit 8
This document provides information for early childhood educators on supporting children's development and preparation for school. It discusses the importance of creating a language-rich environment and developing children's literacy skills, including listening, speaking, reading, and writing. Specific activities are suggested to promote skills in each area, such as reading stories aloud, encouraging conversations, labeling items, and fine motor activities to develop pre-writing skills. The document emphasizes working with families and other professionals to understand children's individual needs and ensure a smooth transition to primary school.
Week 4 Assignment Developing RelationshipsCommunity relationship.docx
Week 4 Assignment Developing Relationships
Community relationships are important in school success. Schools are often at the center of community activity and can be a significant source of pride to a community. Creating and sustaining this positive relationship is part of every educator’s work. This is especially true in communities where tax levy elections support the school. Establishing positive community relationships is the right thing to do. When people in the community work together on behalf of students, great things can happen. Part of establishing positive community relationships is “getting the message out” about the good things the school is doing in/for the community.
For this assignment, you are to take the part of a teacher who has been invited to speak for 10-15 minutes to a community group (your choice) to discuss the school, what students are doing in/for the community, and how the community can best support the school and its students.
Your presentation should be creative, engaging, and media focused. You may use the presentation software of your choice (Power Point, Present Me, Prezi, etc.). The length of the presentation should be sufficient to cover a 10-15 minute presentation. It is not necessary to use reference materials, but any reference materials cited should be cited/referenced according to APA as outlined in the Ashford Writing Center. Please be sure to include speaker’s notes in your presentation.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
INSTRUCTOR GUIDANCE
WEEK FOUR
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Did you know there is a National African American Parent Involvement Day (NAAPID) that takes place in schools across the country in the month of February? Inspired by a speech during the Million Man March in 1995 that challenged all the men in the crowd to give back to their community, Michigan school Principal Joseph Dulin initiated this movement as a day of events encouraging parents to get more involved in their child's school. “It comes during Black History Month,” explains Dulin, “and I thought it was a tremendous time to introduce it as a project for parents to get into our schools to exchange notes, phone numbers, emails, have conversations and get in touch with the teachers” (Cavanaugh, 2016, para. 6).
Although the day is geared toward African American parents, the schools encourage every parent to participate for a common goal of promoting parent involvement, eliminating the achievement gap, and creating partnerships among stakeholders. Hugh Price, retired CEO of the National Urban League and founder of Campaign for African-American Achievement, explains that "community norms have traditionally played a particularly central role in the lives of black Americans" (Price, 2008, p. 19). A variety of students from different cultural backgrounds benefit from the ...
87 Chapter 6 Chapter 6 Guidelines fo.docx
87
C
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6
Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
88
C
h
a
p
t
er
6
The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati ...
87 Chapter 6 Chapter 6 Guidelines fo.docx
87
C
h
a
p
t
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6
Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
88
C
h
a
p
t
er
6
The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati.
Chapter 17 The Family - Center Partnership
This chapter discusses the importance of family-teacher partnerships to support children's literacy development. It covers topics like recommended activities for families, such as reading together and telling stories; the goals of family involvement programs; effective communication strategies between families and teachers; and the negative effects of excessive television viewing on children's language acquisition. The overall message is that families are children's first teachers and should be viewed as partners and resources in the literacy learning process.
March 4
This document provides an agenda and overview for a specialized student services professional development conference. The conference will focus on specializing and strengthening skills to support student needs, and will include sessions on strategies for working with parents and paraprofessionals. The parent session will discuss approaches, attitudes, atmosphere, and actions to build shared responsibility for student progress between parents and teachers. The paraprofessional session will cover defining appropriate paraprofessional roles, introducing them to the classroom, delegating tasks, and strategies for collaboration challenges.
Common Barriers to Effective Partnerships with Parents
The document discusses the importance of parental engagement in education. It states that when schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more. It also lists 10 common barriers to parental engagement, such as unpleasant memories of school, language barriers, and not understanding school jargon. Finally, it provides strategies for creating family-friendly schools and welcoming new families, such as establishing a stakeholder group to guide family involvement, creating a welcoming environment, and providing orientation sessions and mentors for new families.
Literacy Teachers .docx
Literacy Teachers Make a Difference
Literacy Teachers Make a Difference
Program Transcript
D. RAY REUTZEL: Hello. This is D. Ray Reutzel. I'd like to introduce myself to
you. I'm a former kindergarten, first grade, third grade, fifth grade, and sixth
grade teacher. I've been working in the field of literacy now for over 30 years. I've
written over 30 books and literally hundreds of research reports and articles in
some of the journals in literacy education, and I'm glad to be with you today and
to share with you some of my ideas about how you can become a better literacy
teacher.
So what I'd like to do is quickly go over with you what I believe are seven pillars
that make for effective literacy teachers. The seven pillars are teacher
knowledge, classroom assessment, evidence-based teaching practices,
response to intervention, motivation and engagement, technology and new
literacies, and family and community connections. So let's look at each one of
these seven pillars of effective literacy instruction, bearing in mind that it isn't the
literacy program that makes for effective literacy instruction, rather the effective
teacher that does so. The teacher makes the difference. Teachers do make huge
differences in children's achievement and success in school. In fact, research
shows more than anything else, once children enter school, it is the teacher that
makes the greatest difference.
Pillar one, teacher knowledge, has to do with a confluence of abilities and
knowledge teachers hold about how to teach and manage the classroom
environment. Effective teachers are wonderful classroom managers. They know
how to move children, engage them, use time well, design wonderful classroom
environments with print rich classroom access to literacy. They're knowledgeable
in evidence-based teaching practices, they hold high expectations for every child
in the room, and they balance, integrate, and provide appropriate challenge in
every literacy task that they teach and ask children to engage in.
Classroom assessment is the second pillar. This is the foundation for teachers in
knowing how to teach and address the needs of children in classrooms. No
teacher should just start teaching until they have assessed their children and
know where, as a group, they need to be taught in relation to the curriculum and
where individual children need special help as a result of doing testing and
assessment in the classroom.
The third pillar, evidence-based teaching, has to do with teaching the essentials
of literacy. Not all things in literacy are created equal, and there are certain parts-
- ingredients-- of literacy instruction that are absolutely essential to the
development and achievement of every child. These include such things as oral
language, concepts of print, letter name knowledge, sight word recognition,
phonemic awareness, phonics, fluency, vocabulary, comprehension, and spelling
©2014 Laureate Education, Inc. 1
...
Success.pptxiugoigiohypou[pu[pu[pu[pu[pu[pu
The document discusses the important role that parents play in a child's educational success. It states that investing time, money, and effort into a child's education can have lasting benefits for the child and society. When parents are involved in a child's education by helping with homework, communicating with teachers, having high expectations, and creating a home environment that supports learning, children tend to have higher test scores and grades, better school attendance, and are more likely to complete high school and pursue further education. The document emphasizes that developing a partnership between parents and teachers is key to promoting students' academic and social development.
Incredible final project
This document outlines an 8-session parental education program for parents of children transitioning to middle school. Each session will be 30 minutes and cover topics like adolescent development, bullying, social media use, and communication skills. Parents will complete a poster or concept map after each session reflecting on discussion questions. The goals are for parents to better understand their child's education and feel more involved and equipped to address concerns around this transition period. Materials will include handouts, a movie clip, and online tools for the concept maps. By completing the program, parents will gain knowledge and skills to support their child's social, emotional and academic needs in middle school.
Early literacy ppt
This professional development session provides strategies to help prepare preschoolers for reading success. It discusses how parents, teachers, and administrators each play a role. Parents should read to their children starting at a young age. Teachers should provide research-based literacy programming and oral language activities. Administrators should connect home and school through family resources and allowing access to materials. The session equips attendees with strategies like conducting surveys, providing resources to families, and examining curriculum to improve early literacy experiences.
ch5PP460
This document discusses effective home-school-community relationships and parental involvement. It covers parental attitudes towards involvement, roles of administrators, teachers and parents, ways to enhance relationships, school activities to encourage participation, and how schools and parents can support student success.
Incredible final project
This project involves an 8-session parental education program for parents of children transitioning to middle school. Each session will last 30 minutes and cover topics like adolescent development, expectations of middle school students, bullying, social media use, and communication techniques. Parents will complete a poster or concept map after each session reflecting on discussion questions. The goals are for parents to better understand their adolescent's experience and have tools to support them through open communication.
Building Relationships: An Equitable Approach For Parent Engagement
This document discusses building relationships and equitable approaches for parent engagement. It emphasizes using strength-based approaches, effective communication, and inclusive strategies to engage parents. The key objectives are to increase understanding of parent engagement, communication strategies, and how parent partnerships can improve student advocacy and achievement. Various strategies are provided, such as developing a cultural resource binder, creating a family space, and committing to parent-friendly events. The importance of reflecting on organizational culture and addressing misconceptions about parental involvement are also examined.
Developing positive relationships with parents
An introduction explaining the importance of developing positive relationships.
Practical ways in how the teacher can develop positive relationship with parents. with students and other teachers.
Individual ProjectMedical TechnologyWed, 9617Num.docx
Individual Project
Medical Technology
Wed, 9/6/17
Numeric
100
0
4–6 pages not including title page and reference page.
View objectives for this assignment
My Work:
Assignment Description
The use of health information technology (HIT) has increased dramatically over the past decade, resulting in the federal government enacting several pieces of legislation such as the Health Insurance Portability and Accountability Act (HIPAA) of 1996 and the Health Information Technology for Economic and Clinical Health (HITECH) Act of 2009. Continuing to build on your proposal for a healthcare facility from Weeks 1 and 2, you are assigned to research and discuss the following:
Discuss the financial and health benefits that can be realized by implementing an electronic health record (EHR).
Research and explain the estimated cost of implementing an EHR and the estimated cost of managing an EHR over the long run.
Discuss current security concerns surrounding HIT and the EHR.
Discuss how electronic health records can be used for decision-making and problem-solving.
Choose 1 piece of federal legislation (e.g., HIPAA, HITECH Act, Meaningful Use), and discuss the requirements that legislation imposes on the use of HIT and the EHR.
Note:
You must use at least 4 scholarly references.
.
Individual ProjectThe Post-Watergate EraWed, 3817Numeric.docx
Individual Project
The Post-Watergate Era
Wed, 3/8/17
Numeric
250
0
2-3 pages
View objectives for this assignment
Go To:
Assignment Details
Scenario
Learning Materials
Reading Assignment
My Work:
Online Deliverables:
Submissions
Looking for tutoring?
Go to Smarthinking
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Expand All
Assignment Details
Assignment Description
There’s an old adage that says that history is always written by the winners. Although this is not always the case, it is true that people's sense of historical events is often influenced by the viewpoints of the historians who write about them.
During the Watergate scandal in 1974, many policy pundits wrote columns demanding that President Richard Nixon resign from the presidency because he was, in their view, clearly culpable for the Watergate break-ins. Not all pundits felt this way, however. Click
here
and
here
to read articles that offer differing views of President Nixon at the height of the Watergate scandal.
Complete the following for this assignment:
Step 1:
Summarize the arguments made in each of the two articles regarding the conduct of President Nixon. How might each of the author’s views impact the reader’s understanding of the Watergate crisis?
Step 2:
Describe how the Watergate events changed American views toward politics and politicians. In your view, how did these events change the press coverage of politicians?
Step 3:
Speculate about how the Watergate event coverage might have been different (better or worse) in the age of social media and smartphones. Would it have lasted as long? Why or why not? Are these innovations in technology helpful or harmful to the way that people understand current events?
At least 2 credible sources are required for this assignment. Your sources should be cited using APA format; both in-text citations and references. Please use the CTU Undergraduate Writing Style Guide for assistance on APA formatting.
References
Burch, D. (1974, May 14).
In defense of Richard Nixon
. Retrieved from The Harvard Crimson Web site: http://www.thecrimson.com/article/1974/5/14/in-defense-of-richard-nixon-pithe/
The Washington Post. (1973, May 1).
Editorial: Watergate: The unfinished business
. Retrieved from http://www.washingtonpost.com/wp-srv/national/longterm/watergate/articles/050173-2.htm
Other Information
Instructor's Comments:
Unit 3 Individual Project Essentials
Due Wednesday, March 8 by 11:59 PM Central Time
2 – 3 pages of content (your writing, not including references, headers, etc. )
Double-spaced, 12 pt font, Times New Roman
2 credible references (in addition to the two articles you must read), so 4 sources in total
In-text citations AND reference list
Summarize the arguments in each article and how they might impact a person’s view of Watergate
Describe how Watergate impacted how politicians and politics are viewed by Americans and how the press report on politicians.
How would Watergate be covered in the age of social media and smartphones?
.
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Early Literacy and closing the GAPJazmine BrownleeWalden U
Early Literacy and closing the GAP
Jazmine Brownlee
Walden University
EDDD 8085/EDSD 7085: Inspired Leadership, Informed Advocacy, and Improved Policy
Dr. Beryl Watnick
August 1, 2022
1
Outline
As you go through the presentation, you all will understand my purpose for conducting this professional development. I will provide a general overview of why following each step is imperative to closing the literacy gap. I will discuss how teaching resilience, building relationships, building culturally responsive classrooms, and RTI supports closing the literacy gap among young children. Finally, resources will be provided in order to support educators in closing the gap.
2
Purpose
General Overview
Teaching Resilience
Closing the Literacy Gap
Building Relationships
Resources
Building Culturally Responsive Classrooms
My Purpose
Advocating for young children should be a leader’s main priority to ensure that they become lifelong learners beyond the classroom. There are a plethora of ways to ensure success amongst young learners. Many leaders advocate for change in ways that they see as best or are passionate about. When someone is passionate about a particular change, they will do what is needed to promote change. I have always been passionate about closing the literacy gap amongst young readers. I have noticed that there is a major gap in literacy, especially in low economically challenged communities. I have taught second-grade EIP self-contained classrooms for years. Every year, I have heard from the administration that I should expect little to no growth from these students because they are too far behind or not capable of making real growth. I couldn’t believe what I heard because all children are capable of learning if given the necessary tools to succeed. Therefore, I am providing this professional development to give teachers tools for advocating for young children and supporting closing the literacy gap. This will hopefully change the mindset of all educators as well as administrators who believe children are just too far behind to catch up or able to learn.
3
Advocating for Young Children
Closing the Literacy Gap
All Children are Capable of Learning
Changing the Mindset of Educators
Overview of Closing the literacy gap!
Building Relationships
Advocating for closing the literacy gaps amongst all children is important for children, families, professionals, and the field of early childhood education. By aiding in closing the literacy gap, it can support more children in becoming lifelong learners beyond the classroom and minimize the number of high school dropouts. It also teaches the students how to be resilient and bounce back from adversity. Furthermore, it can also provide families with peace of mind that their child is getting the best possible education and support needed to help their child at home. Having a home-school relationship can also help bridge the literacy gap in primary-aged chil ...
Week 4 Journal Encouraging Parent InvolvementUsing the Jo.docx
Week 4 Journal Encouraging Parent Involvement
Using the Journal tab, respond to the following prompt:
Reflect on the following ways you would like to encourage parent involvement: Positive news phone calls, post cards, emails, daily student notes, and parent-teacher conferences.
INSTRUCTOR GUIDANCE
WEEK FOUR
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Did you know there is a National African American Parent Involvement Day (NAAPID) that takes place in schools across the country in the month of February? Inspired by a speech during the Million Man March in 1995 that challenged all the men in the crowd to give back to their community, Michigan school Principal Joseph Dulin initiated this movement as a day of events encouraging parents to get more involved in their child's school. “It comes during Black History Month,” explains Dulin, “and I thought it was a tremendous time to introduce it as a project for parents to get into our schools to exchange notes, phone numbers, emails, have conversations and get in touch with the teachers” (Cavanaugh, 2016, para. 6).
Although the day is geared toward African American parents, the schools encourage every parent to participate for a common goal of promoting parent involvement, eliminating the achievement gap, and creating partnerships among stakeholders. Hugh Price, retired CEO of the National Urban League and founder of Campaign for African-American Achievement, explains that "community norms have traditionally played a particularly central role in the lives of black Americans" (Price, 2008, p. 19). A variety of students from different cultural backgrounds benefit from the help that school-family-community partnerships can provide. When schools use the resources at hand, they have the capacity to improve students' achievement and provide strategies that parents can use to develop skills needed in continuing to help their children. What are your thoughts on having a day specifically to get African American parents involved in school? What types of resources are used to prepare for the day’s events?
Continuing along the same lines of meeting the needs of parents, educators who are culturally responsive will take it upon themselves to learn what is needed for students and parents from diverse backgrounds. It has already been established that when parents get involved in their child's education by doing such things as attending school events, children thrive academically; however, the lack of financial resources experienced by some families causes a struggle in promoting parental involvement through the conventional ways. Roberts (2011) notes that a large number of economically-disadvantaged students come from diverse backgrounds. Therefore, as educators, there are times when more prescriptive strategies for assisting parents to become involved are needed. Hjalmarson (2011) discusses a variety of different strategies to help relieve some of the struggl ...
Communication Skills for Teachers
This document provides tips for building a positive school culture and improving English fluency. It recommends using repeated reading to help students read fluently. It also suggests using trivia games in the classroom to motivate students and promote English conversation. Additionally, it advises monitoring English usage throughout the school and working as a team to build strong relationships, teach social skills, clarify rules, and praise positive behavior in order to develop a supportive environment.
William ste. marie educational portfolio2
The document outlines a classroom management plan to address disrespectful behavior from a student named Michael. It describes Michael's behavior issues, connects it to Danielson's framework, and lists specific interventions to try, including pairing Michael with cooperative students, having him attend an advisory session on feedback, and arranging a criminal intervention workshop. The plan aims to slowly reintegrate Michael into classroom activities by building on positive interactions and providing reinforcement through communication with his parents.
Unit 8
This document provides information for early childhood educators on supporting children's development and preparation for school. It discusses the importance of creating a language-rich environment and developing children's literacy skills, including listening, speaking, reading, and writing. Specific activities are suggested to promote skills in each area, such as reading stories aloud, encouraging conversations, labeling items, and fine motor activities to develop pre-writing skills. The document emphasizes working with families and other professionals to understand children's individual needs and ensure a smooth transition to primary school.
Week 4 Assignment Developing RelationshipsCommunity relationship.docx
Week 4 Assignment Developing Relationships
Community relationships are important in school success. Schools are often at the center of community activity and can be a significant source of pride to a community. Creating and sustaining this positive relationship is part of every educator’s work. This is especially true in communities where tax levy elections support the school. Establishing positive community relationships is the right thing to do. When people in the community work together on behalf of students, great things can happen. Part of establishing positive community relationships is “getting the message out” about the good things the school is doing in/for the community.
For this assignment, you are to take the part of a teacher who has been invited to speak for 10-15 minutes to a community group (your choice) to discuss the school, what students are doing in/for the community, and how the community can best support the school and its students.
Your presentation should be creative, engaging, and media focused. You may use the presentation software of your choice (Power Point, Present Me, Prezi, etc.). The length of the presentation should be sufficient to cover a 10-15 minute presentation. It is not necessary to use reference materials, but any reference materials cited should be cited/referenced according to APA as outlined in the Ashford Writing Center. Please be sure to include speaker’s notes in your presentation.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
INSTRUCTOR GUIDANCE
WEEK FOUR
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Did you know there is a National African American Parent Involvement Day (NAAPID) that takes place in schools across the country in the month of February? Inspired by a speech during the Million Man March in 1995 that challenged all the men in the crowd to give back to their community, Michigan school Principal Joseph Dulin initiated this movement as a day of events encouraging parents to get more involved in their child's school. “It comes during Black History Month,” explains Dulin, “and I thought it was a tremendous time to introduce it as a project for parents to get into our schools to exchange notes, phone numbers, emails, have conversations and get in touch with the teachers” (Cavanaugh, 2016, para. 6).
Although the day is geared toward African American parents, the schools encourage every parent to participate for a common goal of promoting parent involvement, eliminating the achievement gap, and creating partnerships among stakeholders. Hugh Price, retired CEO of the National Urban League and founder of Campaign for African-American Achievement, explains that "community norms have traditionally played a particularly central role in the lives of black Americans" (Price, 2008, p. 19). A variety of students from different cultural backgrounds benefit from the ...
87 Chapter 6 Chapter 6 Guidelines fo.docx
87
C
h
a
p
t
er
6
Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
88
C
h
a
p
t
er
6
The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati ...
87 Chapter 6 Chapter 6 Guidelines fo.docx
87
C
h
a
p
t
er
6
Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
88
C
h
a
p
t
er
6
The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati.
Chapter 17 The Family - Center Partnership
This chapter discusses the importance of family-teacher partnerships to support children's literacy development. It covers topics like recommended activities for families, such as reading together and telling stories; the goals of family involvement programs; effective communication strategies between families and teachers; and the negative effects of excessive television viewing on children's language acquisition. The overall message is that families are children's first teachers and should be viewed as partners and resources in the literacy learning process.
March 4
This document provides an agenda and overview for a specialized student services professional development conference. The conference will focus on specializing and strengthening skills to support student needs, and will include sessions on strategies for working with parents and paraprofessionals. The parent session will discuss approaches, attitudes, atmosphere, and actions to build shared responsibility for student progress between parents and teachers. The paraprofessional session will cover defining appropriate paraprofessional roles, introducing them to the classroom, delegating tasks, and strategies for collaboration challenges.
Common Barriers to Effective Partnerships with Parents
The document discusses the importance of parental engagement in education. It states that when schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more. It also lists 10 common barriers to parental engagement, such as unpleasant memories of school, language barriers, and not understanding school jargon. Finally, it provides strategies for creating family-friendly schools and welcoming new families, such as establishing a stakeholder group to guide family involvement, creating a welcoming environment, and providing orientation sessions and mentors for new families.
Literacy Teachers .docx
Literacy Teachers Make a Difference
Literacy Teachers Make a Difference
Program Transcript
D. RAY REUTZEL: Hello. This is D. Ray Reutzel. I'd like to introduce myself to
you. I'm a former kindergarten, first grade, third grade, fifth grade, and sixth
grade teacher. I've been working in the field of literacy now for over 30 years. I've
written over 30 books and literally hundreds of research reports and articles in
some of the journals in literacy education, and I'm glad to be with you today and
to share with you some of my ideas about how you can become a better literacy
teacher.
So what I'd like to do is quickly go over with you what I believe are seven pillars
that make for effective literacy teachers. The seven pillars are teacher
knowledge, classroom assessment, evidence-based teaching practices,
response to intervention, motivation and engagement, technology and new
literacies, and family and community connections. So let's look at each one of
these seven pillars of effective literacy instruction, bearing in mind that it isn't the
literacy program that makes for effective literacy instruction, rather the effective
teacher that does so. The teacher makes the difference. Teachers do make huge
differences in children's achievement and success in school. In fact, research
shows more than anything else, once children enter school, it is the teacher that
makes the greatest difference.
Pillar one, teacher knowledge, has to do with a confluence of abilities and
knowledge teachers hold about how to teach and manage the classroom
environment. Effective teachers are wonderful classroom managers. They know
how to move children, engage them, use time well, design wonderful classroom
environments with print rich classroom access to literacy. They're knowledgeable
in evidence-based teaching practices, they hold high expectations for every child
in the room, and they balance, integrate, and provide appropriate challenge in
every literacy task that they teach and ask children to engage in.
Classroom assessment is the second pillar. This is the foundation for teachers in
knowing how to teach and address the needs of children in classrooms. No
teacher should just start teaching until they have assessed their children and
know where, as a group, they need to be taught in relation to the curriculum and
where individual children need special help as a result of doing testing and
assessment in the classroom.
The third pillar, evidence-based teaching, has to do with teaching the essentials
of literacy. Not all things in literacy are created equal, and there are certain parts-
- ingredients-- of literacy instruction that are absolutely essential to the
development and achievement of every child. These include such things as oral
language, concepts of print, letter name knowledge, sight word recognition,
phonemic awareness, phonics, fluency, vocabulary, comprehension, and spelling
©2014 Laureate Education, Inc. 1
...
Success.pptxiugoigiohypou[pu[pu[pu[pu[pu[pu
The document discusses the important role that parents play in a child's educational success. It states that investing time, money, and effort into a child's education can have lasting benefits for the child and society. When parents are involved in a child's education by helping with homework, communicating with teachers, having high expectations, and creating a home environment that supports learning, children tend to have higher test scores and grades, better school attendance, and are more likely to complete high school and pursue further education. The document emphasizes that developing a partnership between parents and teachers is key to promoting students' academic and social development.
Incredible final project
This document outlines an 8-session parental education program for parents of children transitioning to middle school. Each session will be 30 minutes and cover topics like adolescent development, bullying, social media use, and communication skills. Parents will complete a poster or concept map after each session reflecting on discussion questions. The goals are for parents to better understand their child's education and feel more involved and equipped to address concerns around this transition period. Materials will include handouts, a movie clip, and online tools for the concept maps. By completing the program, parents will gain knowledge and skills to support their child's social, emotional and academic needs in middle school.
Early literacy ppt
This professional development session provides strategies to help prepare preschoolers for reading success. It discusses how parents, teachers, and administrators each play a role. Parents should read to their children starting at a young age. Teachers should provide research-based literacy programming and oral language activities. Administrators should connect home and school through family resources and allowing access to materials. The session equips attendees with strategies like conducting surveys, providing resources to families, and examining curriculum to improve early literacy experiences.
ch5PP460
This document discusses effective home-school-community relationships and parental involvement. It covers parental attitudes towards involvement, roles of administrators, teachers and parents, ways to enhance relationships, school activities to encourage participation, and how schools and parents can support student success.
Incredible final project
This project involves an 8-session parental education program for parents of children transitioning to middle school. Each session will last 30 minutes and cover topics like adolescent development, expectations of middle school students, bullying, social media use, and communication techniques. Parents will complete a poster or concept map after each session reflecting on discussion questions. The goals are for parents to better understand their adolescent's experience and have tools to support them through open communication.
Building Relationships: An Equitable Approach For Parent Engagement
This document discusses building relationships and equitable approaches for parent engagement. It emphasizes using strength-based approaches, effective communication, and inclusive strategies to engage parents. The key objectives are to increase understanding of parent engagement, communication strategies, and how parent partnerships can improve student advocacy and achievement. Various strategies are provided, such as developing a cultural resource binder, creating a family space, and committing to parent-friendly events. The importance of reflecting on organizational culture and addressing misconceptions about parental involvement are also examined.
Developing positive relationships with parents
An introduction explaining the importance of developing positive relationships.
Practical ways in how the teacher can develop positive relationship with parents. with students and other teachers.
Similar to Chapter 13Working with Families from Diverse BackgroundsGest (20)
Parental Involvement in Children’s Education2.pptx
Parental Involvement in Children’s Education2.pptx
Early Literacy and closing the GAPJazmine BrownleeWalden U
Early Literacy and closing the GAPJazmine BrownleeWalden U
Week 4 Journal Encouraging Parent InvolvementUsing the Jo.docx
Week 4 Journal Encouraging Parent InvolvementUsing the Jo.docx
Week 4 Assignment Developing RelationshipsCommunity relationship.docx
Week 4 Assignment Developing RelationshipsCommunity relationship.docx
Common Barriers to Effective Partnerships with Parents
Common Barriers to Effective Partnerships with Parents
Building Relationships: An Equitable Approach For Parent Engagement
Building Relationships: An Equitable Approach For Parent Engagement
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Individual ProjectMedical TechnologyWed, 9617Num.docx
Individual Project
Medical Technology
Wed, 9/6/17
Numeric
100
0
4–6 pages not including title page and reference page.
View objectives for this assignment
My Work:
Assignment Description
The use of health information technology (HIT) has increased dramatically over the past decade, resulting in the federal government enacting several pieces of legislation such as the Health Insurance Portability and Accountability Act (HIPAA) of 1996 and the Health Information Technology for Economic and Clinical Health (HITECH) Act of 2009. Continuing to build on your proposal for a healthcare facility from Weeks 1 and 2, you are assigned to research and discuss the following:
Discuss the financial and health benefits that can be realized by implementing an electronic health record (EHR).
Research and explain the estimated cost of implementing an EHR and the estimated cost of managing an EHR over the long run.
Discuss current security concerns surrounding HIT and the EHR.
Discuss how electronic health records can be used for decision-making and problem-solving.
Choose 1 piece of federal legislation (e.g., HIPAA, HITECH Act, Meaningful Use), and discuss the requirements that legislation imposes on the use of HIT and the EHR.
Note:
You must use at least 4 scholarly references.
.
Individual ProjectThe Post-Watergate EraWed, 3817Numeric.docx
Individual Project
The Post-Watergate Era
Wed, 3/8/17
Numeric
250
0
2-3 pages
View objectives for this assignment
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Reading Assignment
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Assignment Details
Assignment Description
There’s an old adage that says that history is always written by the winners. Although this is not always the case, it is true that people's sense of historical events is often influenced by the viewpoints of the historians who write about them.
During the Watergate scandal in 1974, many policy pundits wrote columns demanding that President Richard Nixon resign from the presidency because he was, in their view, clearly culpable for the Watergate break-ins. Not all pundits felt this way, however. Click
here
and
here
to read articles that offer differing views of President Nixon at the height of the Watergate scandal.
Complete the following for this assignment:
Step 1:
Summarize the arguments made in each of the two articles regarding the conduct of President Nixon. How might each of the author’s views impact the reader’s understanding of the Watergate crisis?
Step 2:
Describe how the Watergate events changed American views toward politics and politicians. In your view, how did these events change the press coverage of politicians?
Step 3:
Speculate about how the Watergate event coverage might have been different (better or worse) in the age of social media and smartphones. Would it have lasted as long? Why or why not? Are these innovations in technology helpful or harmful to the way that people understand current events?
At least 2 credible sources are required for this assignment. Your sources should be cited using APA format; both in-text citations and references. Please use the CTU Undergraduate Writing Style Guide for assistance on APA formatting.
References
Burch, D. (1974, May 14).
In defense of Richard Nixon
. Retrieved from The Harvard Crimson Web site: http://www.thecrimson.com/article/1974/5/14/in-defense-of-richard-nixon-pithe/
The Washington Post. (1973, May 1).
Editorial: Watergate: The unfinished business
. Retrieved from http://www.washingtonpost.com/wp-srv/national/longterm/watergate/articles/050173-2.htm
Other Information
Instructor's Comments:
Unit 3 Individual Project Essentials
Due Wednesday, March 8 by 11:59 PM Central Time
2 – 3 pages of content (your writing, not including references, headers, etc. )
Double-spaced, 12 pt font, Times New Roman
2 credible references (in addition to the two articles you must read), so 4 sources in total
In-text citations AND reference list
Summarize the arguments in each article and how they might impact a person’s view of Watergate
Describe how Watergate impacted how politicians and politics are viewed by Americans and how the press report on politicians.
How would Watergate be covered in the age of social media and smartphones?
.
Individual ProjectArticulating the Integrated PlanWed, 31.docx
Individual Project
Articulating the Integrated Plan
Wed, 3/15/17
Numeric
150
0
See assignment details
Assignment Objectives
Demonstrate understanding of the use of a broad set of digital communication tools.
Determine the use of available tools for integrated marketing on the internet.
Assess which tools should be the most effective for promoting their specific new business ventures.
Create a digital marketing plan for inclusion into the business plan.
Key Assignment Draft
Throughout this course, you have articulated several aspects of marketing your planned new venture. Compile all of your writing and research, and insert it into your business plan framework. This compilation should include the following sections:
Expanded Market Environment
Marketing Mix
Digital Marketing Plan
Social Media Strategy
Financials (adjusted and expanded to account for marketing expense and success)
Be sure to integrate your mission and vision into your marketing plan. Consistency is important to your success.
Add the following sections to your plan:
Digital Marketing Policy (content standards, disclosure requirements, and other standards)
At least 1 of the following:
Philanthropy
People
Participation
Note:
Each section should be no longer than 1,500 words. Depending on the venture marketing approach, the marketing mix and digital marketing strategy documents will vary in length, detail, and complexity. In general terms, most business plan sections should be between 500–1,000 words.
.
Individual Multilingualism Guidelines1)Where did the a.docx
The document provides questions about a study on individual multilingualism. It asks about the location of the study, languages spoken there, the author's argument on bilingual abilities compared to older views, major linguistic patterns at home, an example of code switching by a subject between Spanish and English, and a factor for the continued influence of Spanish vs increased use of English among studied families.
Individual Implementation Strategiesno new messagesObjectives.docx
The document outlines objectives for an additional project management paper describing implementation strategies. It instructs the individual to develop a communication plan, describe required documentation, explain the change control process, and evaluate outsourcing options. The paper should be 3 to 4 additional pages long, incorporate previous feedback, follow APA formatting, and include an updated project plan. The completed assignment should be zipped and submitted.
Individual Refine and Finalize WebsiteDueJul 02View m.docx
Individual: Refine and Finalize Website
Due
Jul 02
View more
»
Expand view
Simple web forms can be used for order forms, a subscription to a newsletter, or a request for contact.
Using the course software,
refine
and
finalize
your website by doing the following:
Add a simple web form.
Use division or a table to structure the form elements.
Finalize a navigation system between the pages.
Note
: Utilizing the server-side elements offered in the textbook for testing forms is allowable.
Validate
your HTML code using the Markup Validation Service on the W3C
®
website, (www.w3.org) prior to submitting your web page(s).
Submit
your website files in a compressed (zipped) folder to the Assignment Files tab.
.
Individual Cultural Communication Written Assignment (Worth 20 of .docx
Individual Cultural Communication Written Assignment (Worth 20% of Final Grade)
Complete a written paper (on a word document) about your culture. This paper requires correct grammar, punctuation, and APA format.
Requirements:
Use the following questions below as a template and address all questions within your written assignment.
The paper is worth 100 points (20%) of your course grade. A minimum of
Three (3)
references are required. References can come from a refereed journal article, course textbook, and or an Internet source.
You are expected to report on your cultural topic in a Four -Five pages (
Excluding Title and Reference Page
) typed word document. The assignment should be typed out on a Word Document with no larger than size 12 font, font names that should be used, times new roman or
Calabria
(not both), normal margins (no more than 1 inch), double spaced.
The following should be included in your assignment.
Assignment Layout:
1. Title Page:
Student Name (First and Last), Student Panther ID Number and Title
2. Introduction:
Describe what is Cultural Competency
Identify and describe your cultural ancestry. If you have more than one cultural ancestry, chose the one with which you most closely associate.
3. Assignment Content (Body of Paper):
Explore and describe the willingness of individuals in your culture to share thoughts, feelings, and ideas. Can you identify any area of discussion that would be considered taboo?
Explore and describe the practice and meaning of touch in your culture. Include information regarding touch between family members, friends, members of the opposite sex, and health-care providers.
Identify and describe personal spatial and distancing strategies used when communicating with others in your culture. Discuss differences between friends and families versus strangers.
Discuss your culture’s use of eye contact. Include information regarding practices between family members, friends, strangers, and persons of different age groups.
Explore and describe the meaning of gestures and facial expressions in your culture. Do specific gestures or facial expressions have special meanings? How are emotions displayed?
Discuss if there are acceptable ways of standing and greeting people in your culture?
Discuss the prevailing temporal relation of your culture. Is the culture’s
worldview
past, present, or future oriented? Prevailing temporal relations meaning, how do your culture perceive
healthcare
in general. Does your culture utilize certain remedies? Are they more relax about receiving proper
healthcare
? Do they seek a
healthcare
provider if their health is failing? How often they try to seek medical attention?
Discuss the impact of your culture in
healthcare
or within a
healthcare
setting.
4. Conclusion (Closing thoughts):
Discuss your closing thoughts (hypnotically), on how will your culture perceive
healthcare
in the future.
Discuss how being culturally competent will have an effect on you as a f.
Individual ProjectThe Basic Marketing PlanWed, 3117N.docx
Individual Project
The Basic Marketing Plan
Wed, 3/1/17
Numeric
100
0
1,200–1,500 words
Assignment Objectives
Demonstrate understanding of the use of a broad set of digital communication tools.
Determine the use of available tools for integrated marketing on the internet.
Assess which tools should be the most effective for promoting their specific new business ventures.
For this assignment, you will create a marketing mix document with the following 5 sections:
Product:
This section includes features, options, brand name, packaging, and service characteristics.
Price:
This section includes a pricing schedule, discounts, relative pricing, payment terms, and credit.
Place:
This section includes location, channels, in-store, on-shelf locations, on-site locations, and market coverage.
Promotion:
This section includes promoting, public relations (PR), and selling.
People, participation, or philanthropy:
This section includes information of your choosing.
.
Individual ProjectFinancial Procedures in a Health Care Organiza.docx
Individual Project
Financial Procedures in a Health Care Organization
Wed, 7/26/17
2–3 pages; APA format, no errors. 100% turnitin check. NO Plagerism. On time.
healthinsurance companies provide the majority of the payment for medical services that clinics and physicians deliver. After the care has been delivered, the medical record is reviewed for completeness, codes are applied, and the billing office submits the claim to the insurance company or other third party payer for payment. There are several steps to take when submitting a claim form to the insurance company for reimbursement. The result of a clean claim is proper reimbursement for the services the facility has provided.
Discuss the following:
What does it mean to submit a clean claim?
List all of the information that is important before the claim can be submitted.
Discuss some of the reasons why a claim may be rejected.
State various reasons for the importance of a clean claim submission.
Address the consequences of not submitting a clean claim.
What steps should be taken to check the claim status?
As the practice manager, how would you ensure that the claims process results in clean claim submission and very few claim rejections.
.
Individual Expanded Website PlanView more »Expand view.docx
A site map is a visual diagram that shows how the pages of a website are linked together, similar to an organizational chart. It is recommended to add a site map to a website plan to map out how the different pages will connect and relate to each other. A site map helps plan and organize the structure and flow of a website.
Individual Expanded Website PlanDueJul 02View more .docx
Individual: Expanded Website Plan
Due
Jul 02
View more
»
Expand view
Expand
your website plan.
Select
at least three interactive features that could be added to your site.
Identify
the following:
What purpose would each feature serve for your site and its visitors?
How would you construct these features?
Note
: The form created in the next individual activity, "Individual: Refine and Finalize Website" can be included as one of the interactive features.
.
Individual Communicating to Management Concerning Information Syste.docx
Individual: Communicating to Management Concerning Information Systems
Due
Apr 17, 11:59 PM
View more
»
Expand view
Resources:
"Presentation Fundamentals" with Tatiana Kolovou on Lynda.com, Instructions for Completing a Video
Technology managers look for three critical fundamental skills from the IT professions hired today:
The ability to communicate effectively both verbally and in writing across all stakeholder levels
The ability to work in a team
The ability to think critically
You are on your second interview for a position in an Information Services Department. You will be presenting to a group of your peers, so they can see if you have good presentation skills. Your task is to:
Create a presentation containing eight to ten presentation slides including Introduction, Conclusion, and Reference slides.
Include speaker notes with each slide.
Describe one of the following type of systems:
A Transaction Processing System (For example, POS, ATM, Online Ordering)
A Functional Department System (For example, HRIS, Finance, CRM)
An Enterprise Resource Planning System
Describe the components or subsytems of the system and what business function they address.
Identify one vendor or open source solution for the system you chose to describe.
Discuss why you chose this system and how it will affect the overall business functions of the organization.
Note.
Be sure to include supportive graphics and appropriate backgrounds and styles. All references need to adhere to APA guidelines and images should not be copyrighted unless cited properly.
.
Individual Case Analysis-MatavIn max 4 single-spaced total pag.docx
Individual Case Analysis-
Matav
In max 4 single-spaced total pages, please answer the following questions:
What is Matav’s strategy? Has it been successful?
Does Matav have competitive advantages in its domestic market?
Do Matav’s international expansion plans make sense?
If you were a member of the strategy group, what would you recommend to Andras Balogh?
DUE SUNDAY APRIL 2, 2017.
.
Individual Assignment Report Format• Report should contain not m.docx
The report should be no more than 2,000 words excluding certain sections and indicate the total word count at the end. It should use 12-point Arial font, 1.5 line spacing, and be saved in MS Word format with 1-inch margins on all sides of an A4 page. Sources should be listed in a reference page.
Include LOCO api that allows user to key in an address and get the d.docx
Include LOCO api that allows user to key in an address and get the directions on geolocation from their current location to the entered location. Most features that needs to be added is included in the attachment. Basic layout is provided. Application must work on phonegap. Uses only javascript and jquery. Let me know if interested then i will upload the basic layout
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Include the title, the name of the composer (if known) and of the .docx
Include the title, the name of the composer (if known) and of the performer. Describe the singing style.
Comment on the vocalist’s
breath control and vowel placement. Was there use of chest voice or
falsete
?
Comment on the lyrics (see translations in course reader) . Is the song
defiant, tender, passionate, remorseful, detached? Is there any imagery used? Is there any message? Identify the type of instrumental accompaniment.
required 4 pages
2 pages : track 16,
La Barca de Guaymas (Linda Ronstadt)
2 pages : track 19,
Paloma Negra
(Lola Beltrán)
I have the songs but i can't upload them
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include as many events as possible to support your explanation of th.docx
The document provides an essay question asking students to explain why historians believe European civilization dominated the world economically, politically, and culturally at the beginning of the 20th century and whether the phrase "a global village" accurately describes the 21st century world. Students are instructed to include as many events as possible and provide details and specifics in their response.
Incorporate the suggestions that were provided by your fellow projec.docx
Incorporate the suggestions that were provided by your fellow project managers into your final
Project Management Plan
.
Finalize your Project Staffing subsection. This will be part of your Human Resource Management section or appendix.
Determine the number of resources that will be provided from within the enterprise and from outside contractors. Explain the reasoning behind the determination of the source for the personnel resources.
Make the necessary adjustments to the budget and the schedule, therefore establishing the baseline for those 2 areas.
An explanation will be required regarding the source of those personnel and why the use of that specific provider is necessary.
Thoroughly review your deliverable for spelling errors and correct word usage, grammar, and formatting.
**Please make sure to complete sections 3.0 (Human Resource Management) and 4.0 (Risk Management) of the Project Management Plan.
.
inal ProjectDUE Jun 25, 2017 1155 PMGrade DetailsGradeNA.docx
inal Project
DUE: Jun 25, 2017 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
May 1, 2017 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
.
include 1page proposal- short introduction to research paper and yo.docx
include: 1page proposal- short introduction to research paper and your intention. 2 page Annotated bibliography - Summary of Books and articles and relationship to your project(at least one book and 2 scholarly articles).
Main htings to consider the concept of ; ethos, building, dwelling and thinking, path.
think about the four elements of the fourfold; earth sky/hoorizon, mortals and divinities.
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Chapter 13Working with Families from Diverse BackgroundsGest
- 1. Chapter 13 Working with Families from Diverse Backgrounds Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Preview Questions What is a rationale for considering how to work with diverse families? What are effective teacher strategies for working with diverse families? What are common cultural issues teachers will encounter? How do teachers negotiate with cultural conflict? Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Teachers Work with Diversity Developmentally Appropriate Practice statement Culture defined Individual children and identity All children learn acceptance Culture as influence on parenting Teacher growth in working with diverse families Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
- 2. Strategies for Teachers Examine personal attitudes Learn about other cultures Establish an environment that welcomes Open the door for communication about culture Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Negotiating with Cultural Conflict Possible outcomes Understanding and negotiating Learning a new perspective Resolving through parent education Finding no resolution Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Think About It A parent will not allow her child to play in the sandbox, citing it as inappropriate behavior for a girl. Consider possible teacher responses that would likely elicit each of the possible outcomes discussed in the chapter. Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Common Cultural Issues
- 3. Linguistic diversity and challenges Holidays Classroom curriculum What does working with diversity look like? Buen Dia Family School Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Summary Culture impacts child rearing, and relationships between teachers and parent. Becoming comfortable with cultural diversity is vital for children and adults. Cultural conflicts are inevitable, but positive outcomes are possible. Teachers should consider common cultural issues, such as planning appropriate classroom curriculum, how to celebrate holidays, and supporting English Language Learners. Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter 15 Working to Resolve Challenging Attitudes and Behaviors Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
- 4. Preview Questions What are helpful teacher attitudes when encountering challenging parents? What are helpful teacher behaviors when working with challenging parents? What are some common sources of tension between teachers and parents? Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Hostility Distinguishing hostility from other issues Helpful teacher behaviors to defuse situations Remain calm Acknowledge and accept anger Express concerns constructively Respect parents’ concerns Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Indifference Understand possible reasons Strategies to persevere with uninvolved parents Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
- 5. Over involvement Possible reasons for overinvolvement Strategies to work with over-involvement Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Dealing with Causes of Parent-Teacher Tensions Late parents Releasing children to noncustodial or “under the influence” parents Sick children Lack of respect End-of-day problems Asking for special treatment Disagreement over readiness Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. What To Do? Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Summary Teachers have a responsibility to persist when faced with challenging parental attitudes and behaviors. Hostility, under-involvement, and over-involvement all have
- 6. causes and helpful responses. There are appropriate responses to frequent causes of parent- teacher tension. Gestwicki, Home, School, and Community, 9th Edition. © 2016 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.