Ed Comm Presentation

ABOUT US

ST. THOMAS
TRUTH SERVICE CHARACTER

Adopt a an attitude that
Deﬁne our truth. service is a way of life, not a Who do you want to be?
weekend project.

TOPICS

CONNECTION

MULTIMEDIA

TOPICS

CONNECTION TECH CONNECT & REFLECT

MULTIMEDIA

TOPICS

CONNECTION TECH CONNECT & REFLECT

MULTIMEDIA PARENT
ENGAGEMENT

Behavior & Learning

WHAT DO WE KNOW?

SUSTAINABLE LIVING
HUMAN EDUCATION
ENVIRONMENTAL
AWARENESS

Copyrighted Material

CHAPTER 1

How to Learn Something in an
Empowerment Project

Community House beautifully illustrates Empowerment Projects’
complex tangle of crisscrossed sponsorships and crisscrossed missions. It
is a very successful Empowerment Project, coming close to fulfilling all
the missions at once. Most of its funds come from the government, from
nonprofit organizations, and from private donations. A small amount of
money comes from its many fundraisers, which involve selling burrito or
lasagna dinners, used clothes, old stuffed animals with dirty fur, and rum-
pled, second-hand books. So, to survive, the program has to act a bit like
a state agency, a bit like a nonprofit, a bit like a charity, and a bit like a
business. Such programs have to act like state agencies, expertly docu-
menting their successes at preventing disadvantaged, minority youth from
entering the futures which social scientists predict for their ranks, of drug
abuse, poverty, teen pregnancy, and crime. Programs like these also have
to act like civic associations, both by inviting adult volunteers to come
help young people do homework in the after-school programs, and by
encouraging youth members to conduct volunteer work themselves, on
weekends, evenings, and holidays. In addition to acting like state agen-
cies, businesses, charities, and civic associations, the programs are sup-
posed to be “family-like,” as organizers put it, thus further blending the
kinds of obligations that participants might expect from one another.
The projects also have to “promote our diverse, multicultural commu-
nity,” as flyers and other publicity often advertise. To promote “bonding
among diverse youth,” organizers like Emily encourage disadvantaged
youth from her after-school program to attend evening meetings of
county-wide youth civic engagement projects like the Regional Youth
Copyrighted Material
Empowerment Project—planning and conducting litter cleanups or gath-
ering food for the hungry—side-by-side with non-disadvantaged youth.
When the disadvantaged youth joined their non-disadvantaged peers
in these volunteer projects, the blending grows yet more complex. The
two sets of youth volunteers enter the programs on different trajectories,
heading toward different projected futures. Most of the poor and minor-
ity volunteers like those from Community House come to the evening
civic engagement projects in a group, with fellow members of their after-
noon “prevention programs” for “at-risk youth.” An important implicit message in a backpack
CHAPTER 3

“The Spirit that Moves Inside You”: Puzzles of Using
Building Social and Emotional
Volunteering to Cure the Volunteer’s Problems Skills at Home
Our classroom is a busy place where your preschooler is learning all sorts
of things, including social and emotional skills such as how to express feelings
“Being Willing to Fail Every Day”: Public Speech about the Spirit and how to work together with classmates on a project. Most of the time the
that Moves Inside You classroom is a happy place where the children enjoy playing and learning
together. Occasionally, however, teachers need to step in to help children resolve
conﬂicts. We often use puppets to talk with children about these conﬂicts or other
A favorite speaker at Snowy Prairie’s volunteer events was a Jamaican problems and to help them think about solutions. In our experience, children are
musician, a born-again Christian, Ezeky’el. At one event, his assignment eager to tell their fears and feelings to one of the puppets.
was to describe the inspiration for volunteering and tie it to the day’s You can use puppets at home, too. They are a great way to introduce your

theme of “leadership.” Pacing across the school auditorium’s stage, build- child to feeling words like happy, sad, angry, and excited. Puppets can also help in
discussions about challenging topics, like getting to bed on time. Here are some
ing up a sweat, tossing his clean dreadlocks, he said:
other suggestions for helping your child develop social and emotional skills.

Leadership. That’s what they want me to talk about. It means taking Think out loud. When your child Do a job together. Instead of ask- Prevent potential problems. Before
risks, joy and pain, risking getting lost. You have to know what it is to hears your thinking process, it helps her
understand how to cope with frustra-
ing your child to do a chore alone, do
it with her. The two of you might fold
a friend comes to play, help your child
put away toys he does not want to
be lost. How many of you have been lost? tion and solve problems: “Whoops. My laundry, set the table, rake leaves, or share. Before taking a bus to the zoo,
favorite shopping bag has a hole in it. paint a wall. Help your child join in by provide a step-by-step explanation of
I’d better take another one with me to shortening the handle of a broom to what you will do: “We will wait at the
(enthusiastic shouting from the audience, as if at a prayer revival the grocery store.” make it child-size or providing a small bus stop for 5 minutes, then get on

meeting) Read bedtime stories. There is some-
paintbrush or roller. the bus and sit together and watch the
sights go by for about 30 minutes [ex-
thing magical about this end-of-the-day Play games. Card and board games
plain this as the length of one episode
routine that makes it the ideal time for and outdoor games such as tag or hop-
So you know how it is to be lost. Leadership: It’s failing. Failing every talking about feelings. Discuss the char- scotch offer built-in opportunities for
of a favorite TV show]. Then we will
walk three blocks to the zoo and tour
day . . . Leadership: It’s sharing—some days it feels like give, give acters and events in the story. Invite
your child to share his or her thoughts
helping children learn to take turns, co-
operate, handle frustration, and more.
the lion house before anything else!”
During the trip remind your preschool-
give . . . it’s a spirit that moves inside you. Nobody can see it, but you and feelings by asking questions: “What
do you think he should do? How do you
While playing games together, focus on
fun instead of winning or losing.
er of what will happen next.

know it’s there. think she feels? What would you do if
you were this character?”

“What a moving message,” I thought to myself. “This is why volunteering
A message from your child’s teacher
is so important! You recognize the unfathomable mystery of each other;
‘nobody can see it, but you know it’s there.’ What is respect, if not awe
before this human mystery?” 12 TEACHING YOUNG CHILDREN NAEYC.ORG/TYC

Empowerment Talk suggests that volunteering is good because it is soul-
changing, and organizers embraced this mission. To fulfill this mission of TYC V4N4 01-15.indd 12 3/11/2011 2:42:30 PM

deeply inspiring and transforming the volunteers, volunteering would be
hard. To fulfill the mission of helping needy volunteers themselves—youth
who were “not the usual leader type,” who lacked confidence—however,
organizers had to make sure volunteering was easy.
These two missions came into possible tension with each other, and
with a third: helping others, which usually requires knowledge, or even
expertise, not just inspiration. There was a possible three-way dissonance
between inspiring all of the volunteers, helping the needy volunteers, and
having the expertise or know-how to help other people. These possible

Tech: Connect& REFLECT

INTEGRATE

SCHOOL HOME COMMUNITY FUTURE

INTEGRATE

SCHOOL

TEACHERS & STUDENTS

PLN

WHAT IS A PLN?
PERSON
HELP TEACHERS CONNECT WITH AL
LIKE MINDED OTHERS TO LEARNIN
EXPERIENCE COLLABORATING G
AND SOCIAL ASPECTS OF
NETWOR
LEARNING NEW AND
INTERESTING TECH K

PLN

SOCIAL NETWORK

SOCIAL NETWORKING FOR
STUDENTS

INTEGRATE

HOME

PARENTS & STUDENTS

RESOURCES

DUT OPIA
E

Discover the tools and techniques today’s
teachers and classrooms are using to prepare students
for tomorrow—and how you can get involved.

Digital
Content
Strategy Guide
Setting the Stage for a Digital Transformation

Five Cents’ Worth of Positive Feedback

Remind yourself to give kids more of the approval they crave by putting five pennies in
your pocket or on the window sill each day.

Use Pennies to Remember to Praise

The more attention kids get for the good things they do, the more they want to repeat
the behavior. Psychological research demonstrates that positive feedback has a huge
impact on motivating behavioral change. Yet we can easily find ourselves focusing
instead on what kids do wrong. Commit yourself to giving your kid 5 pieces of positive
feedback every day for a week, and see the difference it makes.

Here’s a useful way to remind yourself.

Start each day with 5 pennies in your righthand pocket or on one side of the window sill.
Each time you praise your kid, move a penny to the lefthand pocket or the other side of
the sill. By the end of the days, all of the pennies should move to the other side.

Remember that effective feedback describes the behavior, describes the situation and
states the effect.

Giving Effective Feedback

GET PAST DESCRIBE the situation
Kids will be kids! Sometimes negative behaviors cannot be avoided. WINGS has another DESCRIBE the behavior
acronym that can help deal with behavior issues when they occur. STATE the effect

Staying Constructive
Problem behavior, let’s G-E-T P-A-S-T it. Effective feedback gives kids specific information about the good and bad things they do
in a constructive, respectful way that helps them improve. They will exhibit even more
good behavior if they understand clearly the cause and effect. It may seem obvious to
Give choices Problem (state it) adults, but often the connection is missing in their minds.
Experience consequences Amends (show them how to fix it)
Keep it Clear
Take it away State feelings strongly DESCRIBE the situation
Tell it in a word DESCRIBE the behavior
STATE the effect

Put it into Action
Give choices “You can either sit down and begin your
math homework or you can sit down and Right Way Wrong Way
begin your reading homework. Standing When I checked out your room this Good job on your room!
during Academic Center is not an option. morning, I saw that you brought all the
What’s your choice, math or reading?” trash and dishes to the kitchen. I realize I
made the right decision to let you eat in
your room.
Experience consequences Natural: If a child is running when he is
supposed to be walking and he drops his
At the playground, you grabbed the jump
rope from Nellie. I could see she was mad
One day you’re going to learn to share!

(natural and adult-directed) and walked away. That left you without a
craft, tell him, “Sorry, you made a bad friend to play with.
decision and ran when I asked you to walk. I noticed you put the car keys on the It’s about time you put the keys where
Now, you have dropped your craft and counter last night – I didn’t have to look they’re supposed to be!
won’t get another one.” around for them this morning when I was
in a hurry to get to my meeting. Thanks.
Adult-directed: If a child is pushing in the
kickball line, pull him aside and let him Why it Works
know he broke one of your rules and The more attention kids get for the good things they do, the more they want to repeat the
therefore his consequence is to miss his behavior. Pointing out what works and what doesn’t gives kids important information
turn. If he wants to kick on his next turn, he they need to reinforce good habits and positive behavior. By using description, you focus
needs to control himself. on what needs to be done instead of focusing on blame and wrongdoing.

Don’t Forget
Take it away If kids are hitting each other with bats,
simply walk up and take the bats away from
Feedback is not just a different word for nagging! Nagging is negative, repetitive,
ineffective. If you find yourself saying the same thing over and over without results – it’s
time to try another tack.
them.

INTEGRATE

COMMUNITY

INTEGRATE

FUTURE

PERSONAL, UNIVERSITY, & PROFESSIONAL

FOLLOW US

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Mulitmedia
Digital ArtsProgram

STUDENTS USING MACS, APPS, AND BRAINS

Take advantage of the
extensive informaton, support
and education through
Apple (and other qualiﬁed resources)

Utilize open source applications
and educational priced softtware

Student Publishing

YEARBOOKS

STUDENT BLOG

PODCASTING

Brochures, invitations, reports,
announcements, & other digital/visual
projects

Thank You Cards

Mother’s Day Gifts & Cards

Christmas Cards

To Sell, To Give, To Show

CONNECTION
An Online COMMUNITY

ABOUT US

COMMUNITY
WHO WE ARE HISTORY MISSION
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veniam, quis nostrud veniam, quis nostrud veniam, quis nostrud
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ut aliquip ex ea commodo ut aliquip ex ea commodo ut aliquip ex ea commodo
consequat. consequat. consequat.

Honor the value of relationships
between children and the adults in their lives

Empower children to reﬂect,
question, and create
64. Plan a regular time each week to talk with school 85. Vote in local, state, and federal elections for
staff and educators with whom you are working. public officials who support education.
65. Help develop volunteer job descriptions and 86. Help your school develop a directory of social
evaluations. and community services.
66. Participate in organizing and planning ways to 87. Find out information on community resources
and organizations and use them.

100
recognize and appreciate volunteers.
67. Respond to school surveys/questionnaires on 88. Help develop and/or distribute a community
how effective volunteer programs are. newsletter to local agencies and businesses.
68. Help develop and distribute a volunteer 89. Help coordinate and participate in an event to
directory to parents, school staff, and teachers. raise money for a local charity.
90. Talk with employers about holding parent

W
69. Provide volunteer consulting services to school
staff or educators in your areas of expertise. meetings or parenting workshops on-site.
70. Learn of school and district policies and 91. Advocate for flexible work schedules and leave
practices that affect children. time to attend school functions.
71. Voice your support or concerns on any issue that
will affect your family.
72. Be involved in decisions on student placement
and course and textbook selections.
92. Encourage employers and local businesses to
make donations and support school programs.
93. Help organize and/or participate in community
health fairs.
ays
73. Participate in meetings to determine special 94. Help recruit community members (seniors,
educational needs and services. business people) to volunteer at school.
74. Attend workshops on problem solving, conflict
resolution, public speaking, and so forth.
95. Become active in community groups such as
YMCA and Boy and Girl Scouts.
for Parents to Be
75. Serve on school advisory councils or committees
on curriculum, discipline, and so forth.
96. Serve on local community advisory councils and
committees.
Involved in Their
76. Serve on a site-based school management team
with teachers and the principal.
97. Work with local authorities and public officials
to sponsor community events. Child’s Education
77. Encourage and support older children in serving 98. Help organize and/or participate in a
in student leadership positions. community “clean up” or “beautification” project.
78. Help your school create a student’s rights and 99. Encourage and help facilitate your child’s partici-
responsibilities guide for families. pation in community service. Based on the
79. Attend PTA, school board, and/or town meetings 100. Be a role model, be active in community service National Standards
and speak to issues of concern. yourself or together with your child.
80. Learn representatives’ backgrounds and partici-
for Parent/Family
pate in school board elections. Involvement Programs
81. Work with teachers and school administrators
to develop a parent involvement policy.
82. Write, call, or travel to state capitals to support
or oppose proposed legislation.
83. Participate in petition drives or letter-writing
campaigns to Congress on legislation. (800) 307-4PTA
84. Give testimony at public hearings in support of
E-mail: info@pta.org
or opposition to education legislation. www.pta.org
03/03

Coldean Primary School
Parent Forum

The Parent Forum at Coldean Primary School was set up
to ensure that parent voice is heard in decision making.
P A R E N T E N G A G E M E N T
It is not an avenue for complaining about
problems/situations involving specific children. The
Coldean Parent Forum supports the work of the school
and aids in future improvements.

March 2010

th
Coldean Primary School
Parent Forum P R O G R A M
Minutes from Meeting on Wednesday 10 March

Agenda Item Notes Actions
1. Present Julie Donovan
Jo Smart
Emma Fellingham
Lorraine Kofman
Tracy Owen (Teacher)
Stuart McConnachie (Head)
2. Purpose of SM & TO explained the purpose of the Parent Forum. JD
Parent Forum said that she welcomed the prospect of a Parent Forum. SM
explained that the role of the Parent Forum was very
different to that of the PTA or Governors. The Forum would
be used for parents to voice their concerns and also
suggestions on how to improve various aspects of school life.
TO said that as staff we would not be chairing the meetings –
it would be down to the parents to actually run the
meetings. The Forum was to ensure that parents had a voice
in the school (similar to the way the children feed into
school developments through School Council).

SM pointed out that although all parent’s
thoughts/ideas/concerns will be listened to they may not all
be acted upon. Parents agreed with this.
3. Protocol TO explained that the Parent Forum does have a Protocol Protocol to appear on
that outlines the ‘ground rules’ for the meeting. The the Agenda for the next
protocol is heavily based on Respect and will be looked at in Parent Forum Meeting.
the next meeting where hopefully more people will attend.
Action TO
4. Meeting Times It was decided that regardless of the time of meetings
certain parents would be excluded. SM suggested varying
the time of meetings. This was agreed as a possibility to
reach more parents.

The Forum decided that the next meeting should take part SM to ensure that the
on a Friday to coincide with a Film Club (4.20pm) so parents next Parent Forum is
can attend the meeting without childcare issues and then advertised in Coldean
pick their children up at the end of the meeting. Chat.
Action SM
5. House System A brief discussion took place around the House System. This
will be covered in more detail at the next Meeting.
6. Future Agenda SM asked if the Forum could look at the Home/School
Items Agreement parents sign when their children start school.
Does it really cover what parents expect from school.
7. Any Other JS brought up an issue around ‘Show and Tell’ in KS1. SM
Business explained that primarily ‘Show & Tell had been introduced
into the school to develop speaking and listening skills in the
classroom. The changes in the curriculum now meant that S
& L is addressed through all aspects of the work the children
do. He as Headteacher had questioned the educational
benefit of show and tell. This is why it had been reduced

Encouragement:
reach out to current families,
encourage, validate, etc.

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June 2011-June 2012

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A D U L T E D U C A T I O N

& M E N T O R I N G

COMMUNICATION

STYLES OF COMMUNICATION: FAVORS IN PERSON/PHONE

COMMUNICATION

GENERAL ANNOUNCE. EMAIL TEXT PHONE IN PERSON


COMMUNICATION

78
70

53

26
17

GENERAL ANNOUNCE. EMAIL TEXT PHONE IN PERSON


BLOGGING

A BLOG: AN ONLINE JOURNAL, CONSISTING OF
ENTRIES, OR POSTS. BLOGS ARE INTERACTIVE AND AT
BEST WHEN USED AS A FORM OF SOCIAL
NETWORKING.

ST. THOMAS BLOG

SUBTITLE
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nostrud exercitation
ullamco laboris nisi ut
aliquip ex ea commodo
consequat.

S L I C K
D E A L S

P H O T O
N O T E S

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Editor's Notes