Effective Teaching Strategies Essay
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Paper Writing Service - HelpWriting.net đ â Quality You get an original and high-quality paper based on extensive research. The completed work will be correctly formatted, referenced and tailored to your level of study. â Confidentiality We value your privacy. We do not disclose your personal information to any third party without your consent. Your payment data is also safely handled as you process the payment through a secured and verified payment processor. â Originality Every single order we deliver is written from scratch according to your instructions. We have zero tolerance for plagiarism, so all completed papers are unique and checked for plagiarism using a leading plagiarism detector. â On-time delivery We strive to deliver quality custom written papers before the deadline. That's why you don't have to worry about missing the deadline for submitting your assignment. â Free revisions You can ask to revise your paper as many times as you need until you're completely satisfied with the result. Provide notes about what needs to be changed, and we'll change it right away. â 24/7 Support From answering simple questions to solving any possible issues, we're always here to help you in chat and on the phone. We've got you covered at any time, day or night. Effective Teaching Strategies Essay Reflection Item Two: Adapting the curriculum and effective teaching strategies Question: Discuss in detail ways that teachers can set up the learning environment in order to maximise teaching and learning, and the advantages and disadvantages that belong with such implementation. In our teaching careers, the biggest achievement we can make; is to succeed in creating a supportive environment which nurtures the emotional, physical, social and intellectual developmental needs of each and every one of our students. Belonging to an inclusive educational setting as a supportive teacher, means we can encourage our students to flourish and grow into successful and achieving individuals. In an article by Ashman Elkins, (2008) discussing...show more content...Teachers share many characteristics in common with parents, teachers also aiming to support and develop student s motional, social, physical, financial and psychological needs by developing learning opportunies which foster this growth. Recognising that parents and teachers both play similar and equally as important roles in a child s development is the fist step to fostering a collaborative relationship between both parties. Finders and Lewis (1994) further discuss this issue of parental involvement in schooling by discussing Delgado Gaitan s (1991) work, which states The difference between parents who participate (in schooling) and those who do not is that, those who do have recognised that they are a critical part in their children s education . If parents can be made aware that their contributions towards the educational environment are both valued and appreciated, then teachers will gain ac
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Running Head Journal 1Learning PartnershipAnnette Wil.docx
Running Head: Journal 1
Learning Partnership
Annette Williams
ECE 672 Personnal Management & Staff Development for Early Childhood Administrators
April 5, 2020
Dr. Guevara
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date goes last [Frank
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Learning Partnerships
Mentoring for professional development goes beyond just building respectful and
trustworthy relationships with adults. It is assumed that once a relationship has been built,
early childhood teachers are left to handle the dilemma of putting their effort into practice
(Stormshark et al. 2016). This may not be true since such partnerships not only help to
enhance professional development but also establish professional boundaries basing on
culture among many other factors. One reason for this partnership is the fact that however,
many teachers may be experienced, they need support to help them effectively take up the
roles they have been assigned to do. Adults are better placed to provide this support,
showcasing their special abilities, personal as well as professional guidance for the teachers.
Through established relationships, mentors can offer the support that these teachers need.
Partnerships become more comfortable with teachers and vice versa, making children
appreciate the fact that important people in their life are working together. This enhances
childrenâs learning due to a perfect environment characterized by a healthy teacher-parent
relationship. This partnership also helps teachers and mentors to establish expectations and
formulate strategies that can help them achieve the set objectives and expectations. Mentors
may not have trained as teachers but are in a better position in society to understand the
societal expectations of their children in academic and other facets of life. Through
partnerships, mentors and teachers brainstorm together, do consultations and come up with
effective strategies that enhance professional development.
Lastly, partnering with adults helps to achieve learnerâs needs more effectively.
Mentors act as watchdogs who review the learning process and can help comb out. In case of
any challenges, mentors always come in to help and address them. They are also the first
- 2 -
1
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1. effective strategies
this is a key difference
[Frank Guevara]
2. can help comb out.
I'm not sure what you mean
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people to point out any mistakes that could affect the learning process and do not hesitate to
talk with teachers and find positive ways of solving emerging problems.
I have observed parent involvement in family-school partnerships. In this case,
parents are involved in the academic lives of their children by taking part in their activities.
There are four patterns in parent involvement. The first one is home-based involvement,
whereby parents initiate activities at home that can promote the childâs learning. There is also
school-based involvement where p.
PART III Building FamilyâSchool Relationships to Maximize Student .docx
PART III Building FamilyâSchool Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Studentsâ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Familiesâ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their studentsâ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Studentsâ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
â Describe specific attitudes and communication skills needed to develop trusting relationships with studentsâ families.
â Outline cultural differences in communication styles that influence familyâschool interaction.
â Describe everyday routines by which you can become acquainted with studentsâ families and develop ongoing lines of communication.
Educators who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture, promote the successful learning of all their students and enhance their own ability to reach and teach each of their students.
There is a growing recognition that teachers are the key agents for reaching out to par-ents/caregivers. The teacherâs attitude and practicesânot the education, socioeconomic status, or marital status of the parentâhave the strongest influence on whether parents become involved in their childrenâs schooling (Colbert, 1996; Epstein & Sheldon, 2002; Erford, 2010). Educators, who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture promote the successful learning of all their students and enhance their own ability to reach and teach each of their students (Weiss, Caspe, & Lopez, 2006). Lawrence-Lightfoot (2003) makes a poignant and powerful point that no dialogue is more important than that between te.
PART III Building FamilyâSchool Relationships to Maximize Student .docx
PART III Building FamilyâSchool Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Studentsâ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Familiesâ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their studentsâ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Studentsâ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
â Describe specific attitudes and communication skills needed to develop trusting relationships with studentsâ families.
â Outline cultural differences in communication styles that influence familyâschool interaction.
â Describe everyday routines by which you can become acquainted with studentsâ families and develop ongoing lines of communication.
Educators who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture, promote the successful learning of all their students and enhance their own ability to reach and teach each of their students.
There is a growing recognition that teachers are the key agents for reaching out to par-ents/caregivers. The teacherâs attitude and practicesânot the education, socioeconomic status, or marital status of the parentâhave the strongest influence on whether parents become involved in their childrenâs schooling (Colbert, 1996; Epstein & Sheldon, 2002; Erford, 2010). Educators, who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture promote the successful learning of all their students and enhance their own ability to reach and teach each of their students (Weiss, Caspe, & Lopez, 2006). Lawrence-Lightfoot (2003) makes a poignant and powerful point that no dialogue is more important than that between te.
ReferenceHardin, B. J., Wortham, S.C. (2015). Assessment in Ear.docx
Reference:
Hardin, B. J., Wortham, S.C. (2015). Assessment in Early Childhood Education (7th ed.).  [Vitalsource Bookshelf Online].  Retrieved from https://kaplan.bitalsource.com/#/books/9781323290804/
In-text citation: (Hardin & Wortham, 2015)
CHAPTER 11 Communicating with Families
Suzanne Clouzeau/Pearson
Chapter Objectives
As a result of reading this chapter, you will be able to:
1.Discuss characteristics of family-professional partnerships that promote childrenâs development and learning.
2.Explain strategies for establishing and maintaining family-professional partnerships that benefit children.
3.Describe strategies for conducting effective parent conferences.
4.Discuss the roles of families in screening and assessment.
Parents are childrenâs first and most important teacher. As such, they have a critical role in their childâs development and learning. Teachers, administrators, and other early childhood providers understand that childrenâs success as learners depends on parents as well as professionals. The importance of having parents as partners in early childhood settings is essential to quality care and education (Dunst & Trivette, 2012; Schmidt & Matthews, 2013; Turnbull et al., 2006). Todayâs children experience a variety of family relationships. Some children live with a single parent or with grandparents. Children may live in blended families where both parents had previous marriages and children from the first and second marriages now live together as one family. Other children live in households with same-sex parents. Still others may live in households that include adults who function as caretakers but are not related. Therefore, the term families should acknowledge the expanded roles of parenting to include any persons that function as family in their daily lives. Throughout this book, information related to family partnerships during screening and assessment processes has been discussed. This chapter will be devoted to how professionals can engage in meaningful partnerships with adults who serve in parenting roles for children, particularly during the assessment process. Strategies for communicating with families about childrenâs progress will be discussed, including planning and how to conduct effective family conferences.
Family-Professional Partnerships that Promote Childrenâs Development and Learning
Parents have always actively participated in early-childhood settings such as child-care centers and schools. When the first authorâs father was an elementary school student in the early 20th century in Austin, Texas, mothers took turns going to the school to prepare lunch for the children. Traditionally, parents helped with school parties and volunteered in the classroom. Parentâteacher organizations raised money to secure needed books, equipment, and other materials that were not in the school budget.
Today, the idea of a partnership with parents goes beyond helping with school programs toward empowering and engaging f ...
High Quality Family Engagement: 2018 National Title I Conference
Under ESSA, schools are no longer confined to âcore academic subjectsâ as the only measure of student success. Recent educational reforms did not sufficiently address the socio-emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a âwell-rounded educationâ including activities in social emotional learning, skills essential to academic success. ESSA provides opportunities to encourage balance where the focus had become too narrow âand to do so in ways that ensure access and equity for all students. While many focus on what educators can do to ensure true equitability, there is no substitute for parentsâ role as a childâs first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.
developmental social individual factors of learner centered principle
developmental social individual factors of learner centered principle
Recommended
Running Head Journal 1Learning PartnershipAnnette Wil.docx
Running Head: Journal 1
Learning Partnership
Annette Williams
ECE 672 Personnal Management & Staff Development for Early Childhood Administrators
April 5, 2020
Dr. Guevara
- 1 -
1
1. April
date goes last [Frank
Guevara]
Journal 2
Learning Partnerships
Mentoring for professional development goes beyond just building respectful and
trustworthy relationships with adults. It is assumed that once a relationship has been built,
early childhood teachers are left to handle the dilemma of putting their effort into practice
(Stormshark et al. 2016). This may not be true since such partnerships not only help to
enhance professional development but also establish professional boundaries basing on
culture among many other factors. One reason for this partnership is the fact that however,
many teachers may be experienced, they need support to help them effectively take up the
roles they have been assigned to do. Adults are better placed to provide this support,
showcasing their special abilities, personal as well as professional guidance for the teachers.
Through established relationships, mentors can offer the support that these teachers need.
Partnerships become more comfortable with teachers and vice versa, making children
appreciate the fact that important people in their life are working together. This enhances
childrenâs learning due to a perfect environment characterized by a healthy teacher-parent
relationship. This partnership also helps teachers and mentors to establish expectations and
formulate strategies that can help them achieve the set objectives and expectations. Mentors
may not have trained as teachers but are in a better position in society to understand the
societal expectations of their children in academic and other facets of life. Through
partnerships, mentors and teachers brainstorm together, do consultations and come up with
effective strategies that enhance professional development.
Lastly, partnering with adults helps to achieve learnerâs needs more effectively.
Mentors act as watchdogs who review the learning process and can help comb out. In case of
any challenges, mentors always come in to help and address them. They are also the first
- 2 -
1
2
1. effective strategies
this is a key difference
[Frank Guevara]
2. can help comb out.
I'm not sure what you mean
here? [Frank Guevara]
Journal 3
people to point out any mistakes that could affect the learning process and do not hesitate to
talk with teachers and find positive ways of solving emerging problems.
I have observed parent involvement in family-school partnerships. In this case,
parents are involved in the academic lives of their children by taking part in their activities.
There are four patterns in parent involvement. The first one is home-based involvement,
whereby parents initiate activities at home that can promote the childâs learning. There is also
school-based involvement where p.
PART III Building FamilyâSchool Relationships to Maximize Student .docx
PART III Building FamilyâSchool Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Studentsâ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Familiesâ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their studentsâ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Studentsâ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
â Describe specific attitudes and communication skills needed to develop trusting relationships with studentsâ families.
â Outline cultural differences in communication styles that influence familyâschool interaction.
â Describe everyday routines by which you can become acquainted with studentsâ families and develop ongoing lines of communication.
Educators who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture, promote the successful learning of all their students and enhance their own ability to reach and teach each of their students.
There is a growing recognition that teachers are the key agents for reaching out to par-ents/caregivers. The teacherâs attitude and practicesânot the education, socioeconomic status, or marital status of the parentâhave the strongest influence on whether parents become involved in their childrenâs schooling (Colbert, 1996; Epstein & Sheldon, 2002; Erford, 2010). Educators, who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture promote the successful learning of all their students and enhance their own ability to reach and teach each of their students (Weiss, Caspe, & Lopez, 2006). Lawrence-Lightfoot (2003) makes a poignant and powerful point that no dialogue is more important than that between te.
PART III Building FamilyâSchool Relationships to Maximize Student .docx
PART III Building FamilyâSchool Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Studentsâ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Familiesâ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their studentsâ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Studentsâ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
â Describe specific attitudes and communication skills needed to develop trusting relationships with studentsâ families.
â Outline cultural differences in communication styles that influence familyâschool interaction.
â Describe everyday routines by which you can become acquainted with studentsâ families and develop ongoing lines of communication.
Educators who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture, promote the successful learning of all their students and enhance their own ability to reach and teach each of their students.
There is a growing recognition that teachers are the key agents for reaching out to par-ents/caregivers. The teacherâs attitude and practicesânot the education, socioeconomic status, or marital status of the parentâhave the strongest influence on whether parents become involved in their childrenâs schooling (Colbert, 1996; Epstein & Sheldon, 2002; Erford, 2010). Educators, who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture promote the successful learning of all their students and enhance their own ability to reach and teach each of their students (Weiss, Caspe, & Lopez, 2006). Lawrence-Lightfoot (2003) makes a poignant and powerful point that no dialogue is more important than that between te.
ReferenceHardin, B. J., Wortham, S.C. (2015). Assessment in Ear.docx
Reference:
Hardin, B. J., Wortham, S.C. (2015). Assessment in Early Childhood Education (7th ed.).  [Vitalsource Bookshelf Online].  Retrieved from https://kaplan.bitalsource.com/#/books/9781323290804/
In-text citation: (Hardin & Wortham, 2015)
CHAPTER 11 Communicating with Families
Suzanne Clouzeau/Pearson
Chapter Objectives
As a result of reading this chapter, you will be able to:
1.Discuss characteristics of family-professional partnerships that promote childrenâs development and learning.
2.Explain strategies for establishing and maintaining family-professional partnerships that benefit children.
3.Describe strategies for conducting effective parent conferences.
4.Discuss the roles of families in screening and assessment.
Parents are childrenâs first and most important teacher. As such, they have a critical role in their childâs development and learning. Teachers, administrators, and other early childhood providers understand that childrenâs success as learners depends on parents as well as professionals. The importance of having parents as partners in early childhood settings is essential to quality care and education (Dunst & Trivette, 2012; Schmidt & Matthews, 2013; Turnbull et al., 2006). Todayâs children experience a variety of family relationships. Some children live with a single parent or with grandparents. Children may live in blended families where both parents had previous marriages and children from the first and second marriages now live together as one family. Other children live in households with same-sex parents. Still others may live in households that include adults who function as caretakers but are not related. Therefore, the term families should acknowledge the expanded roles of parenting to include any persons that function as family in their daily lives. Throughout this book, information related to family partnerships during screening and assessment processes has been discussed. This chapter will be devoted to how professionals can engage in meaningful partnerships with adults who serve in parenting roles for children, particularly during the assessment process. Strategies for communicating with families about childrenâs progress will be discussed, including planning and how to conduct effective family conferences.
Family-Professional Partnerships that Promote Childrenâs Development and Learning
Parents have always actively participated in early-childhood settings such as child-care centers and schools. When the first authorâs father was an elementary school student in the early 20th century in Austin, Texas, mothers took turns going to the school to prepare lunch for the children. Traditionally, parents helped with school parties and volunteered in the classroom. Parentâteacher organizations raised money to secure needed books, equipment, and other materials that were not in the school budget.
Today, the idea of a partnership with parents goes beyond helping with school programs toward empowering and engaging f ...
High Quality Family Engagement: 2018 National Title I Conference
Under ESSA, schools are no longer confined to âcore academic subjectsâ as the only measure of student success. Recent educational reforms did not sufficiently address the socio-emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a âwell-rounded educationâ including activities in social emotional learning, skills essential to academic success. ESSA provides opportunities to encourage balance where the focus had become too narrow âand to do so in ways that ensure access and equity for all students. While many focus on what educators can do to ensure true equitability, there is no substitute for parentsâ role as a childâs first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.
developmental social individual factors of learner centered principle
developmental social individual factors of learner centered principle
Mc carty, darla shared leadership nfeasj v32 n4 2014
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Task Groups in the School SettingPromoting Childrenâs Socia.docx
Task Groups in the School Setting:
Promoting Childrenâs Social and
Emotional Learning
Patricia Van Velsor
San Francisco State University
Through social and emotional learning (SEL), individuals develop skill in
negotiating relationships successfully and expressing emotions appropriately.
The socially and emotionally intelligent child reaps benefits in school and later
life. Counselors are best qualified to promote childrenâs SEL and the task group
in the classroom provides an excellent opportunity for them to do so. In the task
group, students can learn and practice crucial skills in vivo while they work
together to complete a task. The counselorâs strategic attention to promoting task
completion while facilitating SEL can serve to highlight the benefits of group work
in the school learning environment.
Keywords: schools; social and emotional learning; task groups
Because humans are social beings, they spend a great deal of time
interacting with others and much of that interaction takes place in
groups. As Sonstegard and Bitter (1998) so aptly stated, ââto be human
is to âliveâ in groupsââ (p. 251). The group (e.g., family, peer) serves as
the ââprimary socializing influenceââ in childrenâs development (Kulic,
Horne, & Dagley, 2004) and the nature of the social environment in
those groups leads children down a path toward either prosocial or
antisocial behavior and beliefs (Hawkins, Smith, & Catalano, 2004).
Children develop social skills and prosocial behaviors through
social and emotional learning (SEL). Although there are various defi-
nitions of SEL, Zins, Bloodworth, Weissberg and Walberg (2007)
define it succinctly as ââthe process through which children enhance
their ability to integrate thinking, feeling, and behaving to achieve
important life tasksââ (p. 6). Five competency areasâself-awareness,
self-management, social awareness, relationship skills, and responsible
Patricia Van Velsor, Ph.D., is an assistant professor in the Department of Counseling at
San Francisco State University. Correspondence concerning this article should be
addressed to Patricia Van Velsor, Department of Counseling, San Francisco State
University, BH 524, 1600 Holloway Avenue, San Francisco, CA 94132. E-mail:
[email protected]
THE JOURNAL FOR SPECIALISTS IN GROUP WORK, Vol. 34 No. 3, September 2009, 276â292
DOI: 10.1080/01933920903033495
# 2009 ASGW
276
decision-makingâare basic to negotiating school, work, and life
responsibilities effectively (Collaborative for Academic, Social, and
Emotional Learning, 2000â2009).
Social and emotional intelligence, acquired through SEL, has been
associated with various positive outcomes in school and life. A socially
and emotionally intelligent child is less likely to develop aggressive-
ness, depression, and=or violent behaviors (Poulou, 2005). Children
who develop social and emotional intelligence are also more resistant
to difficulties related to drugs, teen pregnancy, and gangs (Elias et al.,
1997). Moreo.
Roles of Parents on Students' Academic Achievement
Sociology in Education: Roles of Parents on Students' Academic Achievement
Jones, earl the existence of characteristics schooling v6 n1 2015
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
CHAPTER 11 Communicating with FamiliesSuzanne ClouzeauPearson.docx
CHAPTER 11 Communicating with Families
Suzanne Clouzeau/Pearson
Chapter Objectives
As a result of reading this chapter, you will be able to:
1. Discuss characteristics of family-professional partnerships that promote childrenâs development and learning.
2. Explain strategies for establishing and maintaining family-professional partnerships that benefit children.
3. Describe strategies for conducting effective parent conferences.
4. Discuss the roles of families in screening and assessment.
Parents are childrenâs first and most important teacher. As such, they have a critical role in their childâs development and learning. Teachers,administrators, and other early childhood providers understand that childrenâs success as learners depends on parents as well asprofessionals. The importance of having parents as partners in early childhood settings is essential to quality care and education (Dunst &Trivette, 2012; Schmidt & Matthews, 2013; Turnbull et al., 2006). Todayâs children experience a variety of family relationships. Somechildren live with a single parent or with grandparents. Children may live in blended families where both parents had previous marriagesand children from the first and second marriages now live together as one family. Other children live in households with same-sex parents. Still others may live in households that include adults who function as caretakers but are not related. Therefore, the term families shouldacknowledge the expanded roles of parenting to include any persons that function as family in their daily lives. Throughout this book,information related to family partnerships during screening and assessment processes has been discussed. This chapter will be devoted tohow professionals can engage in meaningful partnerships with adults who serve in parenting roles for children, particularly during theassessment process. Strategies for communicating with families about childrenâs progress will be discussed, including planning and how toconduct effective family conferences.
11.1 Family-Professional Partnerships that Promote Childrenâs Development andLearning
Parents have always actively participated in early-childhood settings such as child-care centers and schools. When the first authorâs fatherwas an elementary school student in the early 20th century in Austin, Texas, mothers took turns going to the school to prepare lunch forthe children. Traditionally, parents helped with school parties and volunteered in the classroom. Parentâteacher organizations raised moneyto secure needed books, equipment, and other materials that were not in the school budget.
Today, the idea of a partnership with parents goes beyond helping with school programs toward empowering and engaging families inmutually respectful interactions that benefit children. Fundamental to effective family-professional partnerships is the belief that theyshould be strengths-based (built on family resources and assets) and family-centered (led by family conce ...
Diversity in curricula meets the needs of a diverse population
Diversity in curricula meets the needs of a diverse populationDr.Thora Williams BA, M.Ed. M.Sc.Ed.D
Â
TextbookInformation Governance Concepts, Strategies and Best P.docx
Textbook:
Information Governance: Concepts, Strategies and Best Practices; 1st Edition; Robert F. Smallwood; Copyright Š 2014 by John Wiley & Sons, Inc., Hoboken, New Jersey (ISBN 978-1-118-21830-3)
Q1. Week 3 Chapter 6 Forum Options Menu: Forum
Select and research one of the standards discussed in Chapter 6. Briefly address how this standard could be used to establish an Information Governance program within an organization (perhaps at the organization in which you work). Remember to respond to two other learners!
Q2.Week 3 Chapter 7 Discussion Options Menu: Forum
In chapter seven (7), we have learned from "The Path to Information Value" that seventy percent of managers and executives say data are âextremely importantâ for creating competitive advantage. In addition, it is implied by the authors that, âThe key, of course, is knowing which data matter, who within a company needs them, and finding ways to get that data into usersâ hands.â Looking at the Economist Intelligence Unit report, identify the three (3) phases that led to the Brooklyn Navy Yard's rebirth. Remember to respond to two other learners.
Capacity
Building Series
SECRETARIAT SPECIAL EDITION # 35
K 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2
Some definitions ...
Diversity â The presence of a
wide range of human qualities and
attributes within a group, organization
or society.
Equity â A condition or state of fair,
inclusive and respectful treatment of
all people.
Inclusive Education â Education that
is based on the principles of acceptance
and inclusion of all students.
(Ontarioâs Equity and Inclusive
Education Strategy, 2009)
November 2013
ISSN: 1913 8482 (Print)
ISSN: 1913 8490 (Online)
The Capacity Building Series is produced by the Student
Achievement Division to support leadership and instructional
effectiveness in Ontario schools. The series is posted at:
www.edu.gov.on.ca/eng/literacynumeracy/inspire/.
For information: [email protected]
support every child
reach every student
Culturally Responsive Pedagogy
Towards Equity and Inclusivity in
Ontario Schools
Ontarioâs Equity and Inclusive Education Strategy (2009) provides a framework for
building an inclusive education system. The strategy identifies ways to remove
discriminatory biases and barriers to student achievement and well-being that relate
to ethnicity and race, faith, family structure and socio-economic status as well as
to sexual orientation, ability and mental health. To support implementation, Policy
Program Memorandum No. 119, released by the ministry in the spring of 2013,
requires all Ontario school boards to develop an equity and inclusive education policy.
The goal is nothing less than the provision of equitable learning opportunities for all
students in all Ontario schools.
This monograph emphasizes how crucial it is to acknowledge our studentsâ multiple
social identities and how they intersect with the world. It is designed to spark conversa.
CHAPTER 3 Building Culturally Responsive FamilyâSchool Partnership.docx
CHAPTER 3 Building Culturally Responsive FamilyâSchool Partnerships: Essential Beliefs, Strategies, and Skills
Ellen S. Amatea
Learning Objectives
After reading this chapter, you will be able to:
â Summarize the essential beliefs about familyâschool partnerships that guide educatorsâ professional practice.
â Describe specific strategies that an individual teacher might use to develop collaborative relations with his/her studentsâ caregivers.
â Summarize the specific aspects of a schoolâs social climate that might be altered to create a more collaborative familyâschool environment.
â Describe specific core routines that can be redesigned to enhance the climate of familyâschool relations across a classroom or school.
â Discuss the structural supports needed to create familyâschool partnerships.
â Summarize the research evidence about the effectiveness of familyâschool collaboration.
â Outline the essential attitudes and skills needed by educators committed to building collaborative familyâschool partnerships.
I was surprised to learn how many of the messages we send to parents from schools have been about the school telling parents what to do. We need to make our familyâschool communication more two-way so we can learn from families as well as they can learn from us.
I never thought about how intimidating the school and teachers are to some parents, particularly those who did not have good experiences in their own schooling. I need to recognize that parents/families may have very different perspectives on my invitations from the school.
I am recognizing that if we only contact parents when there is a problem, they will continue to dread interacting with schools and teachers.
Like the educators depicted in the previous comments, many educators are beginning to realize that the traditional ways that schools have interacted with caregivers can often put them on the defensive. To send a different message to familiesâespecially those who are culturally diverseâthese educators are redesigning both how they think and how they act with the families of their students. Rather than having a one-sided focus on getting parents involved, these educators are using a variety of ways to come together with families to enhance childrenâs school performance and development. How are they doing this? What theories and ways of working with families do they rely on? How are their new ways of working responsive to the widely varying cultural backgrounds of todayâs students and families? In this chapter, we discuss the distinctive beliefs that underlie a culturally responsive approach to familyâschool collaboration and the theories on which it is based. We then illustrate how these ways of thinking have been translated into action by showcasing the practices of individual educators and of school-wide teams committed to developing these types of familyâschool relations. Finally, we discuss the skills required to create such partnerships and describe how we will examine .
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NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Task Groups in the School SettingPromoting Childrenâs Socia.docx
Task Groups in the School Setting:
Promoting Childrenâs Social and
Emotional Learning
Patricia Van Velsor
San Francisco State University
Through social and emotional learning (SEL), individuals develop skill in
negotiating relationships successfully and expressing emotions appropriately.
The socially and emotionally intelligent child reaps benefits in school and later
life. Counselors are best qualified to promote childrenâs SEL and the task group
in the classroom provides an excellent opportunity for them to do so. In the task
group, students can learn and practice crucial skills in vivo while they work
together to complete a task. The counselorâs strategic attention to promoting task
completion while facilitating SEL can serve to highlight the benefits of group work
in the school learning environment.
Keywords: schools; social and emotional learning; task groups
Because humans are social beings, they spend a great deal of time
interacting with others and much of that interaction takes place in
groups. As Sonstegard and Bitter (1998) so aptly stated, ââto be human
is to âliveâ in groupsââ (p. 251). The group (e.g., family, peer) serves as
the ââprimary socializing influenceââ in childrenâs development (Kulic,
Horne, & Dagley, 2004) and the nature of the social environment in
those groups leads children down a path toward either prosocial or
antisocial behavior and beliefs (Hawkins, Smith, & Catalano, 2004).
Children develop social skills and prosocial behaviors through
social and emotional learning (SEL). Although there are various defi-
nitions of SEL, Zins, Bloodworth, Weissberg and Walberg (2007)
define it succinctly as ââthe process through which children enhance
their ability to integrate thinking, feeling, and behaving to achieve
important life tasksââ (p. 6). Five competency areasâself-awareness,
self-management, social awareness, relationship skills, and responsible
Patricia Van Velsor, Ph.D., is an assistant professor in the Department of Counseling at
San Francisco State University. Correspondence concerning this article should be
addressed to Patricia Van Velsor, Department of Counseling, San Francisco State
University, BH 524, 1600 Holloway Avenue, San Francisco, CA 94132. E-mail:
[email protected]
THE JOURNAL FOR SPECIALISTS IN GROUP WORK, Vol. 34 No. 3, September 2009, 276â292
DOI: 10.1080/01933920903033495
# 2009 ASGW
276
decision-makingâare basic to negotiating school, work, and life
responsibilities effectively (Collaborative for Academic, Social, and
Emotional Learning, 2000â2009).
Social and emotional intelligence, acquired through SEL, has been
associated with various positive outcomes in school and life. A socially
and emotionally intelligent child is less likely to develop aggressive-
ness, depression, and=or violent behaviors (Poulou, 2005). Children
who develop social and emotional intelligence are also more resistant
to difficulties related to drugs, teen pregnancy, and gangs (Elias et al.,
1997). Moreo.
Roles of Parents on Students' Academic Achievement
Sociology in Education: Roles of Parents on Students' Academic Achievement
Jones, earl the existence of characteristics schooling v6 n1 2015
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
CHAPTER 11 Communicating with FamiliesSuzanne ClouzeauPearson.docx
CHAPTER 11 Communicating with Families
Suzanne Clouzeau/Pearson
Chapter Objectives
As a result of reading this chapter, you will be able to:
1. Discuss characteristics of family-professional partnerships that promote childrenâs development and learning.
2. Explain strategies for establishing and maintaining family-professional partnerships that benefit children.
3. Describe strategies for conducting effective parent conferences.
4. Discuss the roles of families in screening and assessment.
Parents are childrenâs first and most important teacher. As such, they have a critical role in their childâs development and learning. Teachers,administrators, and other early childhood providers understand that childrenâs success as learners depends on parents as well asprofessionals. The importance of having parents as partners in early childhood settings is essential to quality care and education (Dunst &Trivette, 2012; Schmidt & Matthews, 2013; Turnbull et al., 2006). Todayâs children experience a variety of family relationships. Somechildren live with a single parent or with grandparents. Children may live in blended families where both parents had previous marriagesand children from the first and second marriages now live together as one family. Other children live in households with same-sex parents. Still others may live in households that include adults who function as caretakers but are not related. Therefore, the term families shouldacknowledge the expanded roles of parenting to include any persons that function as family in their daily lives. Throughout this book,information related to family partnerships during screening and assessment processes has been discussed. This chapter will be devoted tohow professionals can engage in meaningful partnerships with adults who serve in parenting roles for children, particularly during theassessment process. Strategies for communicating with families about childrenâs progress will be discussed, including planning and how toconduct effective family conferences.
11.1 Family-Professional Partnerships that Promote Childrenâs Development andLearning
Parents have always actively participated in early-childhood settings such as child-care centers and schools. When the first authorâs fatherwas an elementary school student in the early 20th century in Austin, Texas, mothers took turns going to the school to prepare lunch forthe children. Traditionally, parents helped with school parties and volunteered in the classroom. Parentâteacher organizations raised moneyto secure needed books, equipment, and other materials that were not in the school budget.
Today, the idea of a partnership with parents goes beyond helping with school programs toward empowering and engaging families inmutually respectful interactions that benefit children. Fundamental to effective family-professional partnerships is the belief that theyshould be strengths-based (built on family resources and assets) and family-centered (led by family conce ...
Diversity in curricula meets the needs of a diverse population
Diversity in curricula meets the needs of a diverse populationDr.Thora Williams BA, M.Ed. M.Sc.Ed.D
Â
TextbookInformation Governance Concepts, Strategies and Best P.docx
Textbook:
Information Governance: Concepts, Strategies and Best Practices; 1st Edition; Robert F. Smallwood; Copyright Š 2014 by John Wiley & Sons, Inc., Hoboken, New Jersey (ISBN 978-1-118-21830-3)
Q1. Week 3 Chapter 6 Forum Options Menu: Forum
Select and research one of the standards discussed in Chapter 6. Briefly address how this standard could be used to establish an Information Governance program within an organization (perhaps at the organization in which you work). Remember to respond to two other learners!
Q2.Week 3 Chapter 7 Discussion Options Menu: Forum
In chapter seven (7), we have learned from "The Path to Information Value" that seventy percent of managers and executives say data are âextremely importantâ for creating competitive advantage. In addition, it is implied by the authors that, âThe key, of course, is knowing which data matter, who within a company needs them, and finding ways to get that data into usersâ hands.â Looking at the Economist Intelligence Unit report, identify the three (3) phases that led to the Brooklyn Navy Yard's rebirth. Remember to respond to two other learners.
Capacity
Building Series
SECRETARIAT SPECIAL EDITION # 35
K 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2
Some definitions ...
Diversity â The presence of a
wide range of human qualities and
attributes within a group, organization
or society.
Equity â A condition or state of fair,
inclusive and respectful treatment of
all people.
Inclusive Education â Education that
is based on the principles of acceptance
and inclusion of all students.
(Ontarioâs Equity and Inclusive
Education Strategy, 2009)
November 2013
ISSN: 1913 8482 (Print)
ISSN: 1913 8490 (Online)
The Capacity Building Series is produced by the Student
Achievement Division to support leadership and instructional
effectiveness in Ontario schools. The series is posted at:
www.edu.gov.on.ca/eng/literacynumeracy/inspire/.
For information: [email protected]
support every child
reach every student
Culturally Responsive Pedagogy
Towards Equity and Inclusivity in
Ontario Schools
Ontarioâs Equity and Inclusive Education Strategy (2009) provides a framework for
building an inclusive education system. The strategy identifies ways to remove
discriminatory biases and barriers to student achievement and well-being that relate
to ethnicity and race, faith, family structure and socio-economic status as well as
to sexual orientation, ability and mental health. To support implementation, Policy
Program Memorandum No. 119, released by the ministry in the spring of 2013,
requires all Ontario school boards to develop an equity and inclusive education policy.
The goal is nothing less than the provision of equitable learning opportunities for all
students in all Ontario schools.
This monograph emphasizes how crucial it is to acknowledge our studentsâ multiple
social identities and how they intersect with the world. It is designed to spark conversa.
CHAPTER 3 Building Culturally Responsive FamilyâSchool Partnership.docx
CHAPTER 3 Building Culturally Responsive FamilyâSchool Partnerships: Essential Beliefs, Strategies, and Skills
Ellen S. Amatea
Learning Objectives
After reading this chapter, you will be able to:
â Summarize the essential beliefs about familyâschool partnerships that guide educatorsâ professional practice.
â Describe specific strategies that an individual teacher might use to develop collaborative relations with his/her studentsâ caregivers.
â Summarize the specific aspects of a schoolâs social climate that might be altered to create a more collaborative familyâschool environment.
â Describe specific core routines that can be redesigned to enhance the climate of familyâschool relations across a classroom or school.
â Discuss the structural supports needed to create familyâschool partnerships.
â Summarize the research evidence about the effectiveness of familyâschool collaboration.
â Outline the essential attitudes and skills needed by educators committed to building collaborative familyâschool partnerships.
I was surprised to learn how many of the messages we send to parents from schools have been about the school telling parents what to do. We need to make our familyâschool communication more two-way so we can learn from families as well as they can learn from us.
I never thought about how intimidating the school and teachers are to some parents, particularly those who did not have good experiences in their own schooling. I need to recognize that parents/families may have very different perspectives on my invitations from the school.
I am recognizing that if we only contact parents when there is a problem, they will continue to dread interacting with schools and teachers.
Like the educators depicted in the previous comments, many educators are beginning to realize that the traditional ways that schools have interacted with caregivers can often put them on the defensive. To send a different message to familiesâespecially those who are culturally diverseâthese educators are redesigning both how they think and how they act with the families of their students. Rather than having a one-sided focus on getting parents involved, these educators are using a variety of ways to come together with families to enhance childrenâs school performance and development. How are they doing this? What theories and ways of working with families do they rely on? How are their new ways of working responsive to the widely varying cultural backgrounds of todayâs students and families? In this chapter, we discuss the distinctive beliefs that underlie a culturally responsive approach to familyâschool collaboration and the theories on which it is based. We then illustrate how these ways of thinking have been translated into action by showcasing the practices of individual educators and of school-wide teams committed to developing these types of familyâschool relations. Finally, we discuss the skills required to create such partnerships and describe how we will examine .
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The novel To Kill a Mockingbird was rather a very interesting book to me, which I personally liked the book overall. As I read the story, there were different themes like courage and integrity that I personally enjoyed as they unraveled . I noticed the courage that were in the young children, Jem, Dill, and Scout when they tried to get Boo Radley to get out of the Radley home and not only do you see that in the children. Scout has her courage and sticks up for her classmates and keeps her head high when her classmates insulted her father. One character whom I really admired was Atticus. Even though he understood that he had a slim chance in winning, he was still a man of integrity and courage and still defends Tom Robinson in the end. It was
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Example Of A-Level Personal Statement
There is no truer saying than that money makes the world go round. Money is an essential factor for both the individual and the community. Money is the thing that decides whether a person is successful or not. Money is power, and accountants are those who are responsible for determining an organisations financial stability and overall wealth, and it is them who lay the foundation upon which minor and major decisions for an organisation can be made. I have not chosen this career path from my avarice, I simply wish to be one of these people. Someone who is essential to any economy, in any business, anywhere.
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Argumentative Essay For College Students
During these stressful political times, our youth is undergoing considerable pressure to participate in the government. Education systems and the government itself, want to increase the number of voters, but they fail to provide young people what they need to effectively do so. The young people in America are a growing portion of the population, but they do not know enough to be active members of society. And students, vote less than the young people, also known as millennials, who are out of college. One would imagine that, while being in a college or university, students would learn the importance and values of government participation, but that is not the case. As big of a role many students play in education and society, the education they receive is not effectively preparing them to be active members of society. Young people are, as said by Bill Coplin, our citizens in training . The first, and maybe most important, way to get students involved in our American government to teach them the importance of it in the first place. College should be a place where students are prepped for real life participation; instead it does not even care if students learn basic courses like economics. In fact, according to an article by Tyler Kingkade, ...only 3.3 percent of colleges require students to take a basic economics course , and even more disheartening is the fact that less than 37 percent of colleges require their students to tak4 e literature and government courses. If
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Essay On The History Of Punishment
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Essay on The History of Punishment
Punishment is a brutal, severe feeling that has been around for centuries. Since the oldest civilizations till Today punishment has impact the world and how people live their life. Throughout generation to generation civilizations, countries have grown in crimes and punishment. Ancient punishments were harsher than Today s punishments. In Middle ages, Ancient Greece and Rome, Mesopotamia they d cruel punishments that were more harsher, severe than Today s. In the oldest civilizations people were inhumane. They d committed the most brutal punishments. Today, we have jails and a faster way to die without pain. Before any jails, or guns people we chopped, cut into pieces, burned to death or boiled. They also were tortured to death in the...show more content...This code had about three hundred laws that discuss a range of subjects. Like divorce, adoption, homicide, assault, and other more. The Code of Hammurabi applied to three classes: amely, musking and ardu. The most significant law or rule of the Hammurabi s code was an eye for an eye. The legal language, name is Lex Talionis. Lex Talionis ( eye for an eye ) covered many crimes such as bearing false witness. If a person falsely accused another person, the accuser would be punished instead. The Code of Hammurabi influenced legal system throughout Persia and the East for several centuries.
Egypt developed a system of law that view right and wrong. The Egyptian justice belief was Maat. By the Maat, the pharaohs who authorize the punishments were expected to view everyone equal, except slaves. The pharaoh was who decided the most serious cases. They d considered tomb robbery one of the most extremely w
College Essay On Revision
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College Essay On Revision
What I ve always wanted is to be a good writer and in order to do this I know I need to learn how to grasp revision. Editing, proofreading, revising, fixing grammatical errors, and re reading, are important in revising. Writing used to be a chore to me until I found my own style and started writing creatively while keeping my interests in mind. After writing and finding out a certain style doesn t work, it leads me to try something different. I used to think of revision as re writing and changing text and documents, until I learned what revision truly is and the importance of this process. Alice S. Horning, in Revision Revisited (2002), presents weaving as a metaphor for the revision process writers follow (p. 1). To create the tapestry...show more content...Heavy grammar and style comments on a student s early draft show that surface is the most important part. Some problems students find include word repetition, and when students don t face the problems, they may replace the offending words with synonyms (Haar Horning, 2006). When teachers reviewed my early drafts on past papers especially in writing classes, I found the process overwhelming. In previous writing classes I have used word repetition and synonyms in my papers. Revision means correcting repetition, better word usage, and to recognize synonyms aren t always good word replacements with draft revisions. Using synonyms means adding a replacement word which essentially means the same, except the word may sound or look better. Less repetition and synonym usage is better when correcting drafts, because there are other alternatives. Also in Revision: History, Theory, and Practice, the chapter Defin
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Effective Teaching Strategies Essay
- 1. Effective Teaching Strategies Essay Reflection Item Two: 'Adapting the curriculum and effective teaching strategies' Question: Discuss in detail ways that teachers can set up the learning environment in order to maximise teaching and learning, and the advantages and disadvantages that belong with such implementation. In our teaching careers, the biggest achievement we can make; is to succeed in creating a supportive environment which nurtures the emotional, physical, social and intellectual developmental needs of each and every one of our students. Belonging to an inclusive educational setting as a supportive teacher, means we can encourage our students to flourish and grow into successful and achieving individuals. In an article by Ashman & Elkins, (2008) discussing...show more content... Teachers share many characteristics in common with parents, teachers also aiming to support and develop student's motional, social, physical, financial and psychological needs by developing learning opportunies which foster this growth. Recognising that parents and teachers both play similar and equally as important roles in a child's development is the fist step to fostering a collaborative relationship between both parties. Finders and Lewis (1994) further discuss this issue of parental involvement in schooling by discussing Delgadoâ Gaitan's (1991) work, which states "The difference between parents who participate (in schooling) and those who do not is that, those who do have recognised that they are a critical part in their children's education". If parents can be made aware that their contributions towards the educational environment are both valued and appreciated, then teachers will gain access to a wealth of knowledge in which they would have otherwise been denied. This extrinsic knowledge will help teachers to understand each student learning styles, interests, strengths and weaknesses and motivators. Collaboration is not only imperative to establish within a Parent/Guardian â Teacher relationship, but it is also important to develop professionally with other colleagues. Working with other professional allows teachers to learn a multitude of different teaching and learning tools they can use in their classroom to further support Get more content on HelpWriting.net