But direct instruction can be so much more than that! We, as teachers, need to be doing more to get our students engaged in taking an active role in their learning. Research shows that students whose teachers spend too much time talking are less likely to be engaged during direct instruction.
Collaborative problem-solving will require that parents, educators, specialists, and administrators work together to determine appropriate resources and supports as well as specific information-sharing practices that facilitate parental engagement. An ongoing challenge for every educator is to develop and enhance skills that will offer students the best possible learning experiences and opportunities, in school, at home, and in community settings.
It is therefore essential that every effort be made to ensure that ongoing and effective communication and partnerships be established and maintained with parents. Parents as Partners in Response to Intervention Early childhood models of Response to Intervention RTIsuch as Recognition and Response see " A Model for RTI in Pre-K " for informationare designed to help educators in collaboration with parents to respond effectively to the learning needs of all young children, agesincluding those who are experiencing problems with early learning and those who may be at-risk for learning disabilities.
At first glance, it may seem difficult to engage parents in the different components of the Recognition and Response system. With minimal additional planning and a bit of flexibility, parents can be helpful in supporting the implementation of any number of the core components of Recognition and Response such as systematic observation, screening and recording data, monitoring progress, and helping to implement effective teaching practices.
Key Findings about Parent-School Partnerships Here are two studies that offer insight into the benefits of parent-school partnerships: Researchers at the University of Oxford found that children whose parents participated in the Peers Early Education Partnership a program geared towards supporting families of children ages "made significantly greater progress in their learning than children whose parents did not participate.
The authors describe how everyone within the school community can benefit when parents and teachers work as partners. Some families, however, must deal with challenging circumstances e. And the challenges do not always emanate from outside of the classroom! Amy was a new teacher and was especially eager to make sure parents felt at ease about leaving their child with her on the first day of school.
In an effort to show that she was "in charge" she tried to do everything herself. Despite her best efforts, a number of children began crying, and sizeable group of parents many visibly concerned about getting to work on time congregated at the classroom door.
While a certain amount of tension and anxiety is to be expected at times like this, careful planning can go a long way to help everyone feel more at ease. Sharing some particular details about your special talents and interests can lessen any "stranger" anxiety and make parents feel more at ease.
Invite parents to complete a brief questionnaire. Not only can parents be an invaluable source of information about their own children, but they can bring special interests and talents to share with the entire school community. You may want to ask parents to fill out a questionnaire on the first day of school or invite them to take it home and return it at a later date.
Some questions to ask might include: Would you be interested in being a "guest" in our classroom? Could you be a story reader? Help with an art project? Is there a special topic that you would like to see incorporated into the curriculum? What is the best way to reach you during the day?
What is your availability during the day? Some additional suggestions for building productive parent partnerships are: Trying to do everything yourself can cause extreme exhaustion, frustration, disappointment and even resentment.
Create a photo album of your class in action.
|Ten Ways to Engage All Students in the Classroom | ASCD Inservice||Laura, a dear friend and fellow advocate of learning through movement and play, first told me about ETM in|
Notes from parents, permission slips, money due, and supplies have a way of finding their way to the bottom of the bag! Encourage and remind parents to do the same.
Provide a "dialog notebook" or "daily diary" for each student. For parents whose schedules do not allow for visits to the school building, this offers them a way to stay involved, avoid feelings of guilt, and share regular and timely feedback.Use children’s literature to teach concepts and give hands-on and engaging lessons.
After using a book during a lesson, have children go to a center with related materials. After using a book during a lesson, have children go to a center with related materials. Engaging children in learning: Forest Kindergarten vs Traditional Classroom Teaching Interns Over the past years I have volunteered at the Linden school to help teach fourth graders the importance of science in their everyday life.
The end result is a successful product for parents that shows off their children’s skills while keeping them up-to-date on school happenings.
“Each edition has my contact information and a current report of any classroom issues or rewards,” Vanover says. This item: Children's Literature in the Classroom: Engaging Lifelong Readers (Solving Problems in the Teaching by Diane M. Barone Paperback $ Only 1 left in stock (more on the way).
Ships from and sold by regardbouddhiste.coms: 1. How to Keep Kids Engaged in Class. Here are ten smart ways to increase classroom participation. By Tristan de Frondeville. August 3, Read: Ten Simple Strategies for Re-engaging Students; From Dead Time to Active Learning.
I call this lack of engagement dead time. Dead time interferes with students' learning, and it is contagious.
Golden Rules for Engaging Students in Learning Activities. By (). Achievement goals and the classroom motivational climate. In D. Schunk & J. Meece (Eds.), Student perceptions in the classroom (pp. ). J. A., Grant, S., & Morlock, L. ().
The teacher-student relationship as a developmental context for children with.