This presentation discusses parent involvement and engagement in Northern First Nation schools. It explores definitions of involvement versus engagement, experiences of First Nation students and what students, parents, and teachers want from each other. Barriers like residential schools and cultural clashes are examined. The presentation considers two theories of parent-school relationships and concludes that schools should view parents as equal partners focused on student strengths.
Boyden modernity, mobility and the reshaping of childhoodYoung Lives Oxford
Professor Jo Boyden, Director of the Young Lives study, was invited by the CESS-UNICEF Division for Child Studies and the Director of the Centre for Economic and Social Studies in Hyderabad to give a Distinguished Guest Lecture on 24 Septebmer 2014.
Guest lecture given by Virginia Morrow to students on the Masters in Childhood Studies and Children's Rights at the Freie Universititaet, Berlin, 3 December 2014.
http://www.ewi-psy.fu-berlin.de/en/einrichtungen/weitere/enmcr/news/Gastvortrag-Virginia-Morrow.html
Putting Children First: Session 2.4.C Rossiter, Vadete and Berhanu - Scaling-...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
Boyden modernity, mobility and the reshaping of childhoodYoung Lives Oxford
Professor Jo Boyden, Director of the Young Lives study, was invited by the CESS-UNICEF Division for Child Studies and the Director of the Centre for Economic and Social Studies in Hyderabad to give a Distinguished Guest Lecture on 24 Septebmer 2014.
Guest lecture given by Virginia Morrow to students on the Masters in Childhood Studies and Children's Rights at the Freie Universititaet, Berlin, 3 December 2014.
http://www.ewi-psy.fu-berlin.de/en/einrichtungen/weitere/enmcr/news/Gastvortrag-Virginia-Morrow.html
Putting Children First: Session 2.4.C Rossiter, Vadete and Berhanu - Scaling-...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
Building the bridge to success: Best practices regarding identification and i...Caribbean Development Bank
Presentation delivered by Dr. Joanne Tompkins, St. Francis Xavier University at the at the Early Childhood Development Regional Research Conference, hosted by UNICEF and the Caribbean Development Bank, February 13- 15, 2018 in Antigua and Barbuda.
My research focuses on teaching sexuality education at the basic level. This will focus on how sexuality education teaching is carried out at a basic level and delivered in the classroom and will also study the perceptions of teachers and students towards sexuality education in the context of Nepal.
Educational inequality in secondary schools in three developing countries
Rhiannon Moore & Bridget Azubuike
CEID Launch Symposium
UCL Institute of Education, 15 June 2017
Parent Engagement in First Nation Schools: An EthnographyFaymus Copperpot
This presentation is based on my research completed via the Masters of Education program. I have combined research with my own experiences as an Ojibway child, mother and finally my experiences as a teacher.
Building the bridge to success: Best practices regarding identification and i...Caribbean Development Bank
Presentation delivered by Dr. Joanne Tompkins, St. Francis Xavier University at the at the Early Childhood Development Regional Research Conference, hosted by UNICEF and the Caribbean Development Bank, February 13- 15, 2018 in Antigua and Barbuda.
My research focuses on teaching sexuality education at the basic level. This will focus on how sexuality education teaching is carried out at a basic level and delivered in the classroom and will also study the perceptions of teachers and students towards sexuality education in the context of Nepal.
Educational inequality in secondary schools in three developing countries
Rhiannon Moore & Bridget Azubuike
CEID Launch Symposium
UCL Institute of Education, 15 June 2017
Parent Engagement in First Nation Schools: An EthnographyFaymus Copperpot
This presentation is based on my research completed via the Masters of Education program. I have combined research with my own experiences as an Ojibway child, mother and finally my experiences as a teacher.
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.
Three Keys to Engaging Parent in Student Learningcatapultlearn
One of the objectives of all educational institutions is to nurture and cultivate parents’ engagement in the academic growth of their children. Teachers and administrators in faith-based nonpublic schools must make an added, deliberate effort to engage and support the parent role as the primary educator, especially since these parents have consciously chosen to send their children to a nonpublic school.
Presented by Dr. Ron Valenti
National Manager for Non-Public Schools
Catapult Learning
2. PRESENTATION BUNDLE
My own stories related to life experience
Definition and Benefits of Parent Engagement
First Nation Students: What’s it like?
What do Students, Parents and Teachers Want?
Barriers that Impede Parent Engagement
Two Popular Theories: Which theory works
best?
Conclusion
4. DEFINITIONS:
PARENT INVOLVEMENT & ENGAGEMENT
Parent Involvement is
the investment of time and
money from parents
Parent Engagement
means the parent has
become an integral and
essential part of the
relationship between student
and school
5. FIRST NATION STUDENTS:
WHAT’S IT LIKE?
Education Gaps
No System to protect
First Nation Education
Entitlements
No Education
Supports and Services
6. WHAT DO
STUDENTS WANT?
A safe place to learn
To know their culture,
traditions and language
Nice teachers
Library with lots of books
Extra-curricular activities
7. WHAT DO PARENTS WANT?
They want their children to be
successful in life and school
Access to resources for special
needs children
They want their children to
develop own talents
8. WHAT DO TEACHERS WANT?
High expectations for
First Nation students
Supports for students
with special needs
Parents to be engagement
Specialized training for
working with First Nation
families
9. BARRIERS THAT IMPEDE
PARENT ENGAGEMENT
Residential school experience
Teacher’s negative assumptions
Heavy use if professional
jargon
Meetings not planned around
needs of parents/families
Clash of cultures
10. WHAT DOES A SCHOOL THAT
NURTURES RELATIONS WITH FIRST
NATION PARENTS LOOK LIKE?
Classrooms and hallways
First Nation parents
recognized as equal partners
Supportive & Utilizing of
language revitalization
Parents, elders and senior
students are part of staff
meetings
12. 1ST OF THE TWO THEORIES
CRITICISMS
1. Parents are not “partners in
the schools.”
2. Parents are positioned in
subservient ways
Schools should be
working for community,
parents and students.
15. CONCLUSION OF
PRESENTATION
Teacher Parents Students
1. Teacher needs to work with parents to reach students.
2. View parents as equal partners in their child’s education.
3. The school serves it’s families.
4. Focus on the strengths of students and community.
5. Questions??