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Tips On How to Talk to Teachers

Post Written by Glenn Wallace:

Contact Glenn @ glennwallace@ymail.com

The first quarter of the school year has just wrapped up and most schools should be scheduling parent-teacher conferences now, if they haven’t already done so.

Conferences or not, there’s no time like the present to connect with your child’s teacher and make sure the lines of communication are good. Good communication between home and the classroom leads to a lot less stress for parents and caregivers, less guesswork on behalf of the teacher and a more positive school experience for the child.

The good news for parents and caregivers is there are now more ways than ever to communicate with teachers. The bad news is that figuring out the preferred way to speak with each teacher can often be different, especially in the elementary grades. Each teacher should have made their communication plan clear to parents through back-to-school events, flyers sent home in backpacks, emails and maybe even calls to parents based on the contact information each school has. If you’re this far into the school year and don’t seem to be getting the information you want or need from a teacher, it is often worth checking with the school’s main office and double-checking your contact information on file. Step two is to contact the teacher directly (the main office or the school website should have it listed) in order to make sure you’re properly connected.

“Some teachers prefer to use Class Dojo, some prefer to use Remind, and in D11 this year, we have a new two-way-text-like system called Reach,” District 11 Chief Communications Officer Devra Asby said. “Each of these platforms comes with pros and cons. Be sure you know which method your child’s class will use, and read the instructions on how to use them.”

Make sure the school and the teacher know your preferred language, and if cell phone or internet access may be a barrier to communication.

If your student’s school or school district has an online parent portal, take the time to get familiar with how to use it. Many of them include handy information, including up-to-date attendance and grade reports.

Things to remember:

  • Teachers are busy teaching during school hours — Most teachers won’t be available to respond to messages while they’re busy with classrooms full of kids.
  • Don’t hesitate to reach out — You don’t need to wait until there’s an issue at school to contact a teacher and start building a relationship. Just a simple introduction early in the year can make further conversations much better.
  • Contact teachers for many reasons — Devra suggests asking about volunteer opportunities at the school, advocating for your student if they’re struggling with any part of school and asking any question you might have about the school’s technology systems. “There is never a dumb question,” she said.
  • Set expectations about communication — If a teacher really wants a reading log filled out for your student weekly, try to hold to that. If your household would like to keep more up-to-date on how your student’s math learning is going, set up a regular schedule with the teacher for those updates.
  • Know what to focus on — Teachers have busy jobs, and dozens of parents to also answer to. Make good use of your time communicating with them by focusing on the most crucial areas of interest. Academically, the PTA’s parents’ resource guide includes tips on what the academic focus at each grade-level should be. (Source: https://www.pta.org/docs/default-source/uploadedfiles/common-core-state-standards-resources/parents-guide-to-student-success.pdf)
  • Know who else to reach out to — If the teacher is hard to get ahold of, you may need to contact their principal. If you have issues around transportation or school meals, you’ll need to reach someone in the main office, or at the school district office instead. For special events or school fundraiser ideas, you’re likely best off contacting your school’s Parent Teacher Association.

Helping With Homework – Part 2

Post Written by Glenn Wallace:

Contact Glenn @ glennwallace@ymail.com

Another tip for homework success is to make sure there’s time and space set aside for your student to get studying done.

Especially for younger children, the message from many education specialists is simple, read to your child. The more you read to young children, the faster they pick up reading, writing, grammar and vocabulary. Also, it increases the chance that the child will learn to enjoy and appreciate reading on their own!

Many school districts are now assigning at least 20 minutes of reading a night (with a parent or on their own) as the primary and often the only form of homework for elementary students.  

As students enter high school, they are expected to be able to read, understand and relay complex ideas. Encourage them to read and write about topics they’re interested in. Engage in debates about know and care about to strengthen critical thinking. Nudge teens to take on speaking tasks at family gatherings and social events for public speaking practice.  

Resources:

  • The nearest Pikes Peak Library District branch location is always a good idea. Giving the student a regular opportunity to pick out the next book they want to read is a wonderful way to empower them to seek out their own interests. Website: https://ppld.org/  
  • Another free book program is the Dolly Parton Imagination Library. Website: https://imaginationlibrary.com/ 
  • FreeRice is a free web game that tests your vocabulary. Every right answer earns 10 grains of rice to the World Food Program. Website: https://freerice.com/categories/english-vocabulary 

How to Help Students With Homework

Post Written by Glenn Wallace:

Contact Glenn @ glennwallace@ymail.com

There are many ways in which a child’s home life can help or hinder their education. For Colorado Springs-area parents and guardians looking to do right for young students, there are many things, big and small, that can have a positive impact. Here are a few!

General 

A great starting point, no matter what student age or subject, is the PTA.org website. It has a “Guides to Student Success” broken down by grade and subject, giving you a quick list of what the heck your student should be learning at each grade level. The guides also include general tips about how to encourage learning around the house and a list of grade-appropriate book recommendations. You can print out the guides for quick reference, available in English and Spanish. 

Another tip for homework success is to make sure there’s time and space set aside for your student to get studying done. Whether it’s at the kitchen table or in their room, make sure there is a relatively clear and distraction-free place for them to get down to work. Setting clear expectations that your student should be completing their homework and studying an appropriate amount is important, but keep in mind that doing too much “hovering,” or worse, doing the work for them, is counterproductive. 

THE IMPORTANCE OF PARENT INVOLVEMENT

 In 1980, Phi Delta Kappa released a landmark report that revealed that parental representation served as a significant factor in obtaining positive outcomes in urban schools. Urban schools are the houses of education for 43% of the minority population.

Children who live in urban areas are more likely to attend schools with high concentrations of students from poor families. School’s districts have struggled with limited success to meet the needs of urban students particularly poor minority children with special needs.

Yet, since the Phi Delta Kappa report, other researchers have also reported that children whose parents are involved in their schooling can significantly increase their academic achievement and cognitive development (Turnbull & Turnbull, 1997). Additionally, parental school involvement can positively impact parent-child relationships through the parents’ participation in their child’s activities (Hollifield, 1995).

Student behavior is also positively affected when parents are involved. A study conducted by Nweze (1993) revealed that students’ appropriate school behavior increased when parents were involved in the discipline process, were made aware of their roles in the educational process, and were encouraged to participate in their child’s educational process.

Frazier (1997) also found a significant inverse correlation between parent involvement and suspension levels-namely, when the level of parental involvement increased, the number of student suspensions decreased. This is particularly important for African American students who are more likely to be suspended, expelled, or placed in serious emotionally disturbances special education classrooms than any other ethnic group (Russo & Talbert-Johnson, 1997).

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