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
Learning Objectives
At the end of this module learner will be able to:
Define Preschool education
Describe the need and importance of preschool education
Describe the Pedagogy used in preschool education
Demonstrate an understanding of assessment in the preschool years
Outline the Role of Parents and Community in promoting preschool education
Describe how linkages can be made with Primary schools for smooth transition
Learning Objectives
At the end of this module learner will be able to:
Define Preschool education
Describe the need and importance of preschool education
Describe the Pedagogy used in preschool education
Demonstrate an understanding of assessment in the preschool years
Outline the Role of Parents and Community in promoting preschool education
Describe how linkages can be made with Primary schools for smooth transition
how can we involve parents in education to improve the educational environment for their child. what are its benefits and why it is important to involve parents.Parent-teacher partnership makes tremendous impact on children's education. it improves academic performance and learners become more focused in their school work
The webinar will help Early Childhood Care and Education (ECCE) practitioners, to get an insight into how to make effective learning corners. It also discusses the required material that can be developed or used for these corners.
This presentation on Classroom Management in Inclusive Settings throws light upon the
obstacles faced by teachers and the various effective strategies to eliminate those obstacles by
promoting the diversity of the classroom.
Schools and teachers want to develop partnership with parents. Strong communication is fundamental to this partnership. So, teachers must continue to develop and expand skills required to build a strong partnership.
children with special needs: inclusive education, special education and inte...Naseera noushad
presentation about education of children with special needs,how to educate children with special needs,merits and demerits of inclusive education, special education and integrated education.
Education World Global ECE Conference Workshops.
Workshop 3: “I know what’s best for the child”: The Art of Effective Parent Communication, 22 January 2016.
Strengthening Community Engagement and Resilience Efforts in Climate Change: ...SJSU School of Information
In this presentation, Dr. Chris Hagar of the San Jose State University School of Information and Dr. Karen Brown of the Dominican University School of Information Studies discuss the Public Libraries Advancing Community Engagement (PLACE) project. More information at http://ischool.sjsu.edu/about/news/detail/dr-christine-hagar-presents-international-disaster-conference
how can we involve parents in education to improve the educational environment for their child. what are its benefits and why it is important to involve parents.Parent-teacher partnership makes tremendous impact on children's education. it improves academic performance and learners become more focused in their school work
The webinar will help Early Childhood Care and Education (ECCE) practitioners, to get an insight into how to make effective learning corners. It also discusses the required material that can be developed or used for these corners.
This presentation on Classroom Management in Inclusive Settings throws light upon the
obstacles faced by teachers and the various effective strategies to eliminate those obstacles by
promoting the diversity of the classroom.
Schools and teachers want to develop partnership with parents. Strong communication is fundamental to this partnership. So, teachers must continue to develop and expand skills required to build a strong partnership.
children with special needs: inclusive education, special education and inte...Naseera noushad
presentation about education of children with special needs,how to educate children with special needs,merits and demerits of inclusive education, special education and integrated education.
Education World Global ECE Conference Workshops.
Workshop 3: “I know what’s best for the child”: The Art of Effective Parent Communication, 22 January 2016.
Strengthening Community Engagement and Resilience Efforts in Climate Change: ...SJSU School of Information
In this presentation, Dr. Chris Hagar of the San Jose State University School of Information and Dr. Karen Brown of the Dominican University School of Information Studies discuss the Public Libraries Advancing Community Engagement (PLACE) project. More information at http://ischool.sjsu.edu/about/news/detail/dr-christine-hagar-presents-international-disaster-conference
This presentation includes templates and instructions for Community Mapping (mapping your community segments), Content Mapping (creating a content strategy), and Tracking Metrics. Amy Sample Ward presented as part of the Nonprofit Webinars series. You can learn more about Amy at http://amysampleward.org or find other webinars at http://www.nonprofitwebinars.com/
Family engagement is an effective strategy to increase student achievement and improve schools. However, many schools struggle with how to engage all families in meaningful ways. The National PTA Standards for Family-School Partnerships provide a framework for structuring and assessing family engagement. This session will explore how to use the National Standards strategies centered around arts education programs and activities to fully engage all families in their children’s education.
Trending Topic: It's All About Family Engagementreneelajackson
The trinity of family and community engagement is relational trust, promising practices, and compliance. It's time to rethink family and community engagement - moving from management and presentation of information to relationships and capacity building, as well as, helping families, communities, staff, and students learn together.
Cultivating Social Capital - Community Engagement for Success in Sustainable ...elan Bailey
Presentation Summary:
Social Capital is the currency of sustainable enterprise.
Its development is integral to the adoption of sustainable practices and the diffusion of sustainable innovation.
Community Engagement is an ongoing process that cultivates social capital.
Engaging stakeholders and the extended community with a transactional mindset is the biggest barrier to cultivating social capital.
This workshop brings both the academic and public library perspectives to developing strategies for actively building relationships with your community. Learn techniques to listen to your community, to discover where they are, and to be introduced to community listening and engaging tools and techniques. Social media, technological outreach, skill development, and interpersonal techniques for engaging in effective and dynamic outreach are discussed, along with a variety of tools, techniques and tips for cementing relationships with customers and clients. This workshop is filled with ideas and tools for connecting your library to your community, in both physical and digital locations.
PART III Building Family–School Relationships to Maximize Student .docxJUST36
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ 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 students’ 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 Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cultural differences in communication styles that influence family–school interaction.
■ Describe everyday routines by which you can become acquainted with students’ 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 teacher’s attitude and practices—not the education, socioeconomic status, or marital status of the parent—have the strongest influence on whether parents become involved in their children’s 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 Family–School Relationships to Maximize Student .docxdunnramage
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ 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 students’ 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 Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cultural differences in communication styles that influence family–school interaction.
■ Describe everyday routines by which you can become acquainted with students’ 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 teacher’s attitude and practices—not the education, socioeconomic status, or marital status of the parent—have the strongest influence on whether parents become involved in their children’s 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.
Learning is for everyone--How to make your classroom and school more inclusiveJean Bernard
Module 5 (of 6) of the Learning to Get Along' course for teachers and school staff. This module addresses the issues teachers face in successfully including students with disabilities into the regular classroom, The slide topics also speak to other reasons that learners are often excluded from full participation based on, for example, their gender, mother tongue, social status, race or ethnicity.
Differences in learners based on socio-cultural contexts:
Impact of home language of learners’ and language of instruction, the impact of differential ‘cultural capital’ of learners
Cultural Identifiers Topic EssayThe field of education is vastOllieShoresna
Cultural Identifiers Topic Essay
The field of education is vast and complex with many stakeholders involved, sometimes controversies arise. These controversial issues usually begin with a single or a series of historical events. There also are usually arguments on both sides of the issue, both supporting and opposing. Since these issues may cause strife and division, federal and state policymakers, state and local administration, teachers, students, parents, and community members attempt to offer solutions to these controversial issues.
Relating to these controversial issues are cultural identifiers which can be defined as characteristics or conditions that make each individual unique. Usually one or more cultural identifiers are at the root of the controversial issues. Understanding both the controversial issue and the related cultural identifier can help stakeholders find the best, most equitable, and most ethical solution for everyone involved.
Throughout this course, you will be working on a 1,000-1,250 word research essay on a controversial topic involving a cultural identifier and the implications of the controversial topic on K-12 education. Your first draft of the research paper will be due in Topic 4, and you will be required to submit it to the peer review forum on day 1 in Topic 5, and your final version will be submitted in Topic 7.
Part 1
Identify a controversial topic related to diverse cultures and communities currently affecting K-12 education, such as body image, citizenship status, plastic/cosmetic surgery for teenagers, bathrooms for transgender students, ethnic curriculum/classes, religious clothing, prayer in schools, or other topics that involve at least one cultural identifier. In 500-750 words, begin brainstorming on your topic and address the following prompts:
· Describe the cultural identifier and why you chose it. Explain your connection to your choice of cultural identifier and the role of social justice in regard to your topic.
· Summarize the key historical events that have significantly affected your specific cultural identifier.
· Summarize the topic in context of K-12 education, including the related cultural identifier and any associated controversies.
· Identify current opinions for the controversial argument, including at least one supporting and one opposing.
· Describe how this controversial issue could affect your future teaching practices and how it could affect your future students.
· Summarize related policies or methods that have been implemented in schools as a solution to the controversial issue.
Part 2
Begin conducting research to support your opinion on the controversial issue. Collect a minimum of three scholarly resources from the last three years to support your rough draft due in Topic 4. Submit a 50-150 word summary for each of the three articles, including how the articles apply to your chosen topic.
While APA style format is not required for the body of this assignment, solid academic ...
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
3. Home Languages
at LISA Academy
Arabic
Bengali; Bangla
Chinese; Zhongwen
Greek
Gujarati
Hindi
Igbo
Japanese; Nihongo
Korean; Choson-O
Mandarin
Mongolian
Persian; Farsi
Filipino
Punjabi; Panjabi
Russian
Spanish
Tagalog
Tamil
Telugu
Thai
Tonga
Turkish
Ukrainian
Urdu
Vietnamese
In the past we have also
had:
French
German
Irish; Gaeilge
Cantonese
Laotian; Pha Xa Lao
Pakistani
4. It doesn’t stop after the introduction
Most teachers have a technique or two in their back-to-school
tool kits for introducing themselves to families and taking
those first steps to engage parents and other caregivers in the
classroom and the student learning process. And yet, family
engagement is a year-long process.
*Talk to your right-side elbow partner about what you do.
5. Parents are important allies!
As children's first teachers, parents play important roles in
supporting academic learning at home and at school. Parents
and other adult caregivers are important resources and allies
for educators as they help students navigate through the
schooling process and reinforce classroom lessons and good
study habits at home.
*Talk to your left elbow partner about how parents are allies.
6. National PTA’s 5 Reasons to engage parents
1. Higher grades, test scores, and graduation rates
2. Better attendance at school
3. Fewer suspensions and incidents of violent behavior
4. Increased motivation and self-esteem
5. Decreased drug and alcohol use
*If this is true, we REALLY need to continue engage our
7. Research says essential components include:
1. a foundation of mutual respect and trust,
2. connection of parent engagement strategies to student
learning objectives
3. reaching out to engage parents beyond the school
These are particularly important in a school like LISA which is
culturally and linguistically diverse.
9. READ Handout to examine the classist assumptions in
schools
Silently read the handout. Then form 10 small groups to specifically address
Gorski’s recommendations as it relates to LISA.
1. To what extent is this already being done in our school?
2. What do we need to learn to make this happen?
3. With whom would we need to work?
4. What resources would we need?
Present findings to the whole group, solicit feedback and
10. Group 1
Assign work requiring computer and Internet
access or other costly resources only when we
can provide in-school time and materials for
such work to be completed
11. Group 2
Work with our schools to make parent
involvement affordable and convenient by
providing transportation, on-site childcare and
time flexibility
12. Group 3
Give students from poverty access to the same
high-level curricular and pedagogical
opportunities and high expectations as their
wealthy peers
(Think Insight vs. Genius Hour)
13. Group 4
Teach about classism, consumer culture, the
dissolution of labor unions, environmental
pollution and other injustices disproportionately
affecting the poor, preparing new generations
of students to make a more equitable world
14. Group 5
Keep stocks of school supplies, snacks, clothes and
other basic necessities handy for students who
may need them, but find quiet ways to
distribute these resources to avoid singling
anyone out
15. Group 6
Develop curricula that are relevant and meaningful
to our students' lives and draw on their
experiences and surroundings;
16. Group 7
Fight to get our students into gifted and talented
programs and to give them other opportunities
usually reserved for economically advantaged
students and to keep them from being assigned
unjustly to special education.
(Think about academic teams and CRLP)
17. Group 8
Continue to reach out to parents even when we
feel they are being unresponsive;
this is one way to establish trust
18. Group 9
Challenge our colleagues when they stigmatize
poor students and their parents, reminding
them of the inequitable conditions in our
schools and classrooms
19. Group 10
Challenge ourselves, our biases and prejudices, by
educating ourselves about the cycle of poverty
and classism in and out of U.S. schools.
21. Inviting Engagement
U.S. classrooms are growing more diverse —
ethnically, culturally and linguistically. In
response, teachers and educational advocates
are employing new strategies, and adapting tried-
and-true strategies, to better serve diverse parent
populations
23. REFLECT with your elbow partner
Reflect On:
How does my approach to parents and families encourage
or discourage their continued participation in the
classroom? Are there cross-cultural communication or
language considerations?
How can I use my students' families and cultural
backgrounds to enrich the classroom and instruction?
24. Using Plain Terms
Beyond the language we speak, the words we
choose can help or hinder the effectiveness of
communication with parents and guardians. How
do our word choices assist or prevent necessary
interaction? How might our communication
practices reflect power, instead of partnership?
26. REFLECT with an elbow partner
What is the implicit message that the use of jargon and
unidentified acronyms sends to parents?
Are there unwritten or unspoken cultural codes in play
when I communicate with parents?
How does my communication strategy reinforce or
reconstruct the teacher/parent power dynamic?
27. Go Deeper
In this interview, education reformer Lisa Delpit encourages
teachers to discover who their students are outside the
classroom by engaging parents in authentic, meaningful ways
and introduces her conceptions of culture and power.
Take the time to read through this interview. (handout 2)
Editor's Notes
What does Foster do that's different from your practice? The same as your practice?
What constraints, as Foster articulates them, do the families of his students have that may inhibit parent/teacher engagement?
What does Foster do that's different from your practice? The same as your practice?
What constraints, as Foster articulates them, do the families of his students have that may inhibit parent/teacher engagement?
What does Foster do that's different from your practice? The same as your practice?
What constraints, as Foster articulates them, do the families of his students have that may inhibit parent/teacher engagement?