Download as KEY, PPTX
![Copyrighted Material
CHAPTER 1
How to Learn Something in an
Empowerment Project
Community House beautifully illustrates Empowerment Projects’
complex tangle of crisscrossed sponsorships and crisscrossed missions. It
is a very successful Empowerment Project, coming close to fulfilling all
the missions at once. Most of its funds come from the government, from
nonprofit organizations, and from private donations. A small amount of
money comes from its many fundraisers, which involve selling burrito or
lasagna dinners, used clothes, old stuffed animals with dirty fur, and rum-
pled, second-hand books. So, to survive, the program has to act a bit like
a state agency, a bit like a nonprofit, a bit like a charity, and a bit like a
business. Such programs have to act like state agencies, expertly docu-
menting their successes at preventing disadvantaged, minority youth from
entering the futures which social scientists predict for their ranks, of drug
abuse, poverty, teen pregnancy, and crime. Programs like these also have
to act like civic associations, both by inviting adult volunteers to come
help young people do homework in the after-school programs, and by
encouraging youth members to conduct volunteer work themselves, on
weekends, evenings, and holidays. In addition to acting like state agen-
cies, businesses, charities, and civic associations, the programs are sup-
posed to be “family-like,” as organizers put it, thus further blending the
kinds of obligations that participants might expect from one another.
The projects also have to “promote our diverse, multicultural commu-
nity,” as flyers and other publicity often advertise. To promote “bonding
among diverse youth,” organizers like Emily encourage disadvantaged
youth from her after-school program to attend evening meetings of
county-wide youth civic engagement projects like the Regional Youth
Copyrighted Material
Empowerment Project—planning and conducting litter cleanups or gath-
ering food for the hungry—side-by-side with non-disadvantaged youth.
When the disadvantaged youth joined their non-disadvantaged peers
in these volunteer projects, the blending grows yet more complex. The
two sets of youth volunteers enter the programs on different trajectories,
heading toward different projected futures. Most of the poor and minor-
ity volunteers like those from Community House come to the evening
civic engagement projects in a group, with fellow members of their after-
noon “prevention programs” for “at-risk youth.” An important implicit message in a backpack
CHAPTER 3
“The Spirit that Moves Inside You”: Puzzles of Using
Building Social and Emotional
Volunteering to Cure the Volunteer’s Problems Skills at Home
Our classroom is a busy place where your preschooler is learning all sorts
of things, including social and emotional skills such as how to express feelings
“Being Willing to Fail Every Day”: Public Speech about the Spirit and how to work together with classmates on a project. Most of the time the
that Moves Inside You classroom is a happy place where the children enjoy playing and learning
together. Occasionally, however, teachers need to step in to help children resolve
conflicts. We often use puppets to talk with children about these conflicts or other
A favorite speaker at Snowy Prairie’s volunteer events was a Jamaican problems and to help them think about solutions. In our experience, children are
musician, a born-again Christian, Ezeky’el. At one event, his assignment eager to tell their fears and feelings to one of the puppets.
was to describe the inspiration for volunteering and tie it to the day’s You can use puppets at home, too. They are a great way to introduce your
theme of “leadership.” Pacing across the school auditorium’s stage, build- child to feeling words like happy, sad, angry, and excited. Puppets can also help in
discussions about challenging topics, like getting to bed on time. Here are some
ing up a sweat, tossing his clean dreadlocks, he said:
other suggestions for helping your child develop social and emotional skills.
Leadership. That’s what they want me to talk about. It means taking Think out loud. When your child Do a job together. Instead of ask- Prevent potential problems. Before
risks, joy and pain, risking getting lost. You have to know what it is to hears your thinking process, it helps her
understand how to cope with frustra-
ing your child to do a chore alone, do
it with her. The two of you might fold
a friend comes to play, help your child
put away toys he does not want to
be lost. How many of you have been lost? tion and solve problems: “Whoops. My laundry, set the table, rake leaves, or share. Before taking a bus to the zoo,
favorite shopping bag has a hole in it. paint a wall. Help your child join in by provide a step-by-step explanation of
I’d better take another one with me to shortening the handle of a broom to what you will do: “We will wait at the
(enthusiastic shouting from the audience, as if at a prayer revival the grocery store.” make it child-size or providing a small bus stop for 5 minutes, then get on
meeting) Read bedtime stories. There is some-
paintbrush or roller. the bus and sit together and watch the
sights go by for about 30 minutes [ex-
thing magical about this end-of-the-day Play games. Card and board games
plain this as the length of one episode
routine that makes it the ideal time for and outdoor games such as tag or hop-
So you know how it is to be lost. Leadership: It’s failing. Failing every talking about feelings. Discuss the char- scotch offer built-in opportunities for
of a favorite TV show]. Then we will
walk three blocks to the zoo and tour
day . . . Leadership: It’s sharing—some days it feels like give, give acters and events in the story. Invite
your child to share his or her thoughts
helping children learn to take turns, co-
operate, handle frustration, and more.
the lion house before anything else!”
During the trip remind your preschool-
give . . . it’s a spirit that moves inside you. Nobody can see it, but you and feelings by asking questions: “What
do you think he should do? How do you
While playing games together, focus on
fun instead of winning or losing.
er of what will happen next.
know it’s there. think she feels? What would you do if
you were this character?”
“What a moving message,” I thought to myself. “This is why volunteering
A message from your child’s teacher
is so important! You recognize the unfathomable mystery of each other;
‘nobody can see it, but you know it’s there.’ What is respect, if not awe
before this human mystery?” 12 TEACHING YOUNG CHILDREN NAEYC.ORG/TYC
Empowerment Talk suggests that volunteering is good because it is soul-
changing, and organizers embraced this mission. To fulfill this mission of TYC V4N4 01-15.indd 12 3/11/2011 2:42:30 PM
deeply inspiring and transforming the volunteers, volunteering would be
hard. To fulfill the mission of helping needy volunteers themselves—youth
who were “not the usual leader type,” who lacked confidence—however,
organizers had to make sure volunteering was easy.
These two missions came into possible tension with each other, and
with a third: helping others, which usually requires knowledge, or even
expertise, not just inspiration. There was a possible three-way dissonance
between inspiring all of the volunteers, helping the needy volunteers, and
having the expertise or know-how to help other people. These possible](https://image.slidesharecdn.com/edcommretroslidelight-120522120536-phpapp02/75/Ed-Comm-Presentation-18-2048.jpg)
![Annexe2 yabc brochure com_version[1]](https://cdn.slidesharecdn.com/ss_thumbnails/annexe2yabcbrochurecomversion1-111005100932-phpapp01-thumbnail.jpg?width=640&height=640&fit=bounds)
Ed Comm Presentation
- 1. ABOUT US ST. THOMAS TRUTH SERVICE CHARACTER Adopt a an attitude that Define our truth. service is a way of life, not a Who do you want to be? weekend project.
- 2. ABOUT US ST. THOMAS TRUTH SERVICE CHARACTER Adopt a an attitude that Define our truth. service is a way of life, not a Who do you want to be? weekend project.
- 3. ABOUT US ST. THOMAS TRUTH SERVICE CHARACTER Adopt a an attitude that Define our truth. service is a way of life, not a Who do you want to be? weekend project.
- 4. ABOUT US ST. THOMAS TRUTH SERVICE CHARACTER Adopt a an attitude that Define our truth. service is a way of life, not a Who do you want to be? weekend project.
- 5.
- 6.
- 7.
- 8. TOPICS CONNECTION TECH CONNECT & REFLECT MULTIMEDIA
- 9. TOPICS CONNECTION TECH CONNECT & REFLECT MULTIMEDIA PARENT ENGAGEMENT
- 10. Behavior & Learning WHAT DO WE KNOW?
- 11. SUSTAINABLE LIVING HUMAN EDUCATION ENVIRONMENTAL AWARENESS
- 12.
- 13.
- 18. Copyrighted Material CHAPTER 1 How to Learn Something in an Empowerment Project Community House beautifully illustrates Empowerment Projects’ complex tangle of crisscrossed sponsorships and crisscrossed missions. It is a very successful Empowerment Project, coming close to fulfilling all the missions at once. Most of its funds come from the government, from nonprofit organizations, and from private donations. A small amount of money comes from its many fundraisers, which involve selling burrito or lasagna dinners, used clothes, old stuffed animals with dirty fur, and rum- pled, second-hand books. So, to survive, the program has to act a bit like a state agency, a bit like a nonprofit, a bit like a charity, and a bit like a business. Such programs have to act like state agencies, expertly docu- menting their successes at preventing disadvantaged, minority youth from entering the futures which social scientists predict for their ranks, of drug abuse, poverty, teen pregnancy, and crime. Programs like these also have to act like civic associations, both by inviting adult volunteers to come help young people do homework in the after-school programs, and by encouraging youth members to conduct volunteer work themselves, on weekends, evenings, and holidays. In addition to acting like state agen- cies, businesses, charities, and civic associations, the programs are sup- posed to be “family-like,” as organizers put it, thus further blending the kinds of obligations that participants might expect from one another. The projects also have to “promote our diverse, multicultural commu- nity,” as flyers and other publicity often advertise. To promote “bonding among diverse youth,” organizers like Emily encourage disadvantaged youth from her after-school program to attend evening meetings of county-wide youth civic engagement projects like the Regional Youth Copyrighted Material Empowerment Project—planning and conducting litter cleanups or gath- ering food for the hungry—side-by-side with non-disadvantaged youth. When the disadvantaged youth joined their non-disadvantaged peers in these volunteer projects, the blending grows yet more complex. The two sets of youth volunteers enter the programs on different trajectories, heading toward different projected futures. Most of the poor and minor- ity volunteers like those from Community House come to the evening civic engagement projects in a group, with fellow members of their after- noon “prevention programs” for “at-risk youth.” An important implicit message in a backpack CHAPTER 3 “The Spirit that Moves Inside You”: Puzzles of Using Building Social and Emotional Volunteering to Cure the Volunteer’s Problems Skills at Home Our classroom is a busy place where your preschooler is learning all sorts of things, including social and emotional skills such as how to express feelings “Being Willing to Fail Every Day”: Public Speech about the Spirit and how to work together with classmates on a project. Most of the time the that Moves Inside You classroom is a happy place where the children enjoy playing and learning together. Occasionally, however, teachers need to step in to help children resolve conflicts. We often use puppets to talk with children about these conflicts or other A favorite speaker at Snowy Prairie’s volunteer events was a Jamaican problems and to help them think about solutions. In our experience, children are musician, a born-again Christian, Ezeky’el. At one event, his assignment eager to tell their fears and feelings to one of the puppets. was to describe the inspiration for volunteering and tie it to the day’s You can use puppets at home, too. They are a great way to introduce your theme of “leadership.” Pacing across the school auditorium’s stage, build- child to feeling words like happy, sad, angry, and excited. Puppets can also help in discussions about challenging topics, like getting to bed on time. Here are some ing up a sweat, tossing his clean dreadlocks, he said: other suggestions for helping your child develop social and emotional skills. Leadership. That’s what they want me to talk about. It means taking Think out loud. When your child Do a job together. Instead of ask- Prevent potential problems. Before risks, joy and pain, risking getting lost. You have to know what it is to hears your thinking process, it helps her understand how to cope with frustra- ing your child to do a chore alone, do it with her. The two of you might fold a friend comes to play, help your child put away toys he does not want to be lost. How many of you have been lost? tion and solve problems: “Whoops. My laundry, set the table, rake leaves, or share. Before taking a bus to the zoo, favorite shopping bag has a hole in it. paint a wall. Help your child join in by provide a step-by-step explanation of I’d better take another one with me to shortening the handle of a broom to what you will do: “We will wait at the (enthusiastic shouting from the audience, as if at a prayer revival the grocery store.” make it child-size or providing a small bus stop for 5 minutes, then get on meeting) Read bedtime stories. There is some- paintbrush or roller. the bus and sit together and watch the sights go by for about 30 minutes [ex- thing magical about this end-of-the-day Play games. Card and board games plain this as the length of one episode routine that makes it the ideal time for and outdoor games such as tag or hop- So you know how it is to be lost. Leadership: It’s failing. Failing every talking about feelings. Discuss the char- scotch offer built-in opportunities for of a favorite TV show]. Then we will walk three blocks to the zoo and tour day . . . Leadership: It’s sharing—some days it feels like give, give acters and events in the story. Invite your child to share his or her thoughts helping children learn to take turns, co- operate, handle frustration, and more. the lion house before anything else!” During the trip remind your preschool- give . . . it’s a spirit that moves inside you. Nobody can see it, but you and feelings by asking questions: “What do you think he should do? How do you While playing games together, focus on fun instead of winning or losing. er of what will happen next. know it’s there. think she feels? What would you do if you were this character?” “What a moving message,” I thought to myself. “This is why volunteering A message from your child’s teacher is so important! You recognize the unfathomable mystery of each other; ‘nobody can see it, but you know it’s there.’ What is respect, if not awe before this human mystery?” 12 TEACHING YOUNG CHILDREN NAEYC.ORG/TYC Empowerment Talk suggests that volunteering is good because it is soul- changing, and organizers embraced this mission. To fulfill this mission of TYC V4N4 01-15.indd 12 3/11/2011 2:42:30 PM deeply inspiring and transforming the volunteers, volunteering would be hard. To fulfill the mission of helping needy volunteers themselves—youth who were “not the usual leader type,” who lacked confidence—however, organizers had to make sure volunteering was easy. These two missions came into possible tension with each other, and with a third: helping others, which usually requires knowledge, or even expertise, not just inspiration. There was a possible three-way dissonance between inspiring all of the volunteers, helping the needy volunteers, and having the expertise or know-how to help other people. These possible
- 19. Tech: Connect& REFLECT INTEGRATE SCHOOL HOME COMMUNITY FUTURE
- 20. Tech: Connect& REFLECT INTEGRATE SCHOOL TEACHERS & STUDENTS
- 21.
- 22. PLN WHAT IS A PLN? PERSON HELP TEACHERS CONNECT WITH AL LIKE MINDED OTHERS TO LEARNIN EXPERIENCE COLLABORATING G AND SOCIAL ASPECTS OF NETWOR LEARNING NEW AND INTERESTING TECH K
- 23.
- 24. PLN SOCIAL NETWORK SOCIAL NETWORKING FOR STUDENTS
- 26.
- 27. Tech: Connect& REFLECT INTEGRATE HOME PARENTS & STUDENTS
- 28. RESOURCES DUT OPIA E Discover the tools and techniques today’s teachers and classrooms are using to prepare students for tomorrow—and how you can get involved. Digital Content Strategy Guide Setting the Stage for a Digital Transformation
- 29. Five Cents’ Worthof Positive Feedback Remind yourself to give kids more of the approval they crave by putting five pennies in your pocket or on the window sill each day. Use Pennies to Remember to Praise The more attention kids get for the good things they do, the more they want to repeat the behavior. Psychological research demonstrates that positive feedback has a huge impact on motivating behavioral change. Yet we can easily find ourselves focusing instead on what kids do wrong. Commit yourself to giving your kid 5 pieces of positive feedback every day for a week, and see the difference it makes. Here’s a useful way to remind yourself. Start each day with 5 pennies in your righthand pocket or on one side of the window sill. Each time you praise your kid, move a penny to the lefthand pocket or the other side of the sill. By the end of the days, all of the pennies should move to the other side. Remember that effective feedback describes the behavior, describes the situation and states the effect. Giving Effective Feedback GET PAST DESCRIBE the situation Kids will be kids! Sometimes negative behaviors cannot be avoided. WINGS has another DESCRIBE the behavior acronym that can help deal with behavior issues when they occur. STATE the effect Staying Constructive Problem behavior, let’s G-E-T P-A-S-T it. Effective feedback gives kids specific information about the good and bad things they do in a constructive, respectful way that helps them improve. They will exhibit even more good behavior if they understand clearly the cause and effect. It may seem obvious to Give choices Problem (state it) adults, but often the connection is missing in their minds. Experience consequences Amends (show them how to fix it) Keep it Clear Take it away State feelings strongly DESCRIBE the situation Tell it in a word DESCRIBE the behavior STATE the effect Put it into Action Give choices “You can either sit down and begin your math homework or you can sit down and Right Way Wrong Way begin your reading homework. Standing When I checked out your room this Good job on your room! during Academic Center is not an option. morning, I saw that you brought all the What’s your choice, math or reading?” trash and dishes to the kitchen. I realize I made the right decision to let you eat in your room. Experience consequences Natural: If a child is running when he is supposed to be walking and he drops his At the playground, you grabbed the jump rope from Nellie. I could see she was mad One day you’re going to learn to share! (natural and adult-directed) and walked away. That left you without a craft, tell him, “Sorry, you made a bad friend to play with. decision and ran when I asked you to walk. I noticed you put the car keys on the It’s about time you put the keys where Now, you have dropped your craft and counter last night – I didn’t have to look they’re supposed to be! won’t get another one.” around for them this morning when I was in a hurry to get to my meeting. Thanks. Adult-directed: If a child is pushing in the kickball line, pull him aside and let him Why it Works know he broke one of your rules and The more attention kids get for the good things they do, the more they want to repeat the therefore his consequence is to miss his behavior. Pointing out what works and what doesn’t gives kids important information turn. If he wants to kick on his next turn, he they need to reinforce good habits and positive behavior. By using description, you focus needs to control himself. on what needs to be done instead of focusing on blame and wrongdoing. Don’t Forget Take it away If kids are hitting each other with bats, simply walk up and take the bats away from Feedback is not just a different word for nagging! Nagging is negative, repetitive, ineffective. If you find yourself saying the same thing over and over without results – it’s time to try another tack. them.
- 30. Tech: Connect& REFLECT INTEGRATE COMMUNITY
- 31. Tech: Connect& REFLECT INTEGRATE FUTURE PERSONAL, UNIVERSITY, & PROFESSIONAL
- 32. FOLLOW US FACEBOOK MYSPACE WWW.FACEBOOK.COM/STSCOMETS WWW.MYSPACE.COM/STSCOMETS TWITTER LINKEDIN WWW.TWITTER.COM/STSCOMETS WWW.LINKEDIN.COM/STSCOMETS FLICKR TUMBLR WWW.FLICKR.COM/STSCOMETS WWW.TUMBLR.COM/STSCOMETS VIMEO DEVIANTART WWW.VIMEO.COM/STSCOMETS WWW.DEVIANTART.COM/STSCOMETS
- 33. Mulitmedia Digital ArtsProgram STUDENTS USING MACS, APPS, AND BRAINS
- 35.
- 37. Take advantage ofthe extensive informaton, support and education through Apple (and other qualified resources)
- 40. Utilize open sourceapplications and educational priced softtware
- 41. Student Publishing YEARBOOKS STUDENT BLOG PODCASTING
- 42. Student Publishing YEARBOOKS STUDENT BLOG PODCASTING
- 43. Brochures, invitations, reports, announcements,& other digital/visual projects
- 44. Thank You Cards Mother’s Day Gifts & Cards Christmas Cards To Sell, To Give, To Show
- 49.
- 50. CONNECTION AnOnline COMMUNITY
- 51. ABOUT US COMMUNITY WHO WE ARE HISTORY MISSION Lorem ipsum dolor sit amet, Lorem ipsum dolor sit amet, Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed consectetur adipisicing elit, sed consectetur adipisicing elit, sed do eiusmod tempor incididunt do eiusmod tempor incididunt do eiusmod tempor incididunt ut labore et dolore magna ut labore et dolore magna ut labore et dolore magna aliqua. Ut enim ad minim aliqua. Ut enim ad minim aliqua. Ut enim ad minim veniam, quis nostrud veniam, quis nostrud veniam, quis nostrud exercitation ullamco laboris nisi exercitation ullamco laboris nisi exercitation ullamco laboris nisi ut aliquip ex ea commodo ut aliquip ex ea commodo ut aliquip ex ea commodo consequat. consequat. consequat.
- 52. ABOUT US COMMUNITY WHO WE ARE HISTORY MISSION Lorem ipsum dolor sit amet, Lorem ipsum dolor sit amet, Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed consectetur adipisicing elit, sed consectetur adipisicing elit, sed do eiusmod tempor incididunt do eiusmod tempor incididunt do eiusmod tempor incididunt ut labore et dolore magna ut labore et dolore magna ut labore et dolore magna aliqua. Ut enim ad minim aliqua. Ut enim ad minim aliqua. Ut enim ad minim veniam, quis nostrud veniam, quis nostrud veniam, quis nostrud exercitation ullamco laboris nisi exercitation ullamco laboris nisi exercitation ullamco laboris nisi ut aliquip ex ea commodo ut aliquip ex ea commodo ut aliquip ex ea commodo consequat. consequat. consequat.
- 53. ABOUT US COMMUNITY WHO WE ARE HISTORY MISSION Lorem ipsum dolor sit amet, Lorem ipsum dolor sit amet, Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed consectetur adipisicing elit, sed consectetur adipisicing elit, sed do eiusmod tempor incididunt do eiusmod tempor incididunt do eiusmod tempor incididunt ut labore et dolore magna ut labore et dolore magna ut labore et dolore magna aliqua. Ut enim ad minim aliqua. Ut enim ad minim aliqua. Ut enim ad minim veniam, quis nostrud veniam, quis nostrud veniam, quis nostrud exercitation ullamco laboris nisi exercitation ullamco laboris nisi exercitation ullamco laboris nisi ut aliquip ex ea commodo ut aliquip ex ea commodo ut aliquip ex ea commodo consequat. consequat. consequat.
- 54. ABOUT US COMMUNITY WHO WE ARE HISTORY MISSION Lorem ipsum dolor sit amet, Lorem ipsum dolor sit amet, Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed consectetur adipisicing elit, sed consectetur adipisicing elit, sed do eiusmod tempor incididunt do eiusmod tempor incididunt do eiusmod tempor incididunt ut labore et dolore magna ut labore et dolore magna ut labore et dolore magna aliqua. Ut enim ad minim aliqua. Ut enim ad minim aliqua. Ut enim ad minim veniam, quis nostrud veniam, quis nostrud veniam, quis nostrud exercitation ullamco laboris nisi exercitation ullamco laboris nisi exercitation ullamco laboris nisi ut aliquip ex ea commodo ut aliquip ex ea commodo ut aliquip ex ea commodo consequat. consequat. consequat.
- 55. Honor the valueof relationships between children and the adults in their lives Empower children to reflect, question, and create 64. Plan a regular time each week to talk with school 85. Vote in local, state, and federal elections for staff and educators with whom you are working. public officials who support education. 65. Help develop volunteer job descriptions and 86. Help your school develop a directory of social evaluations. and community services. 66. Participate in organizing and planning ways to 87. Find out information on community resources and organizations and use them. 100 recognize and appreciate volunteers. 67. Respond to school surveys/questionnaires on 88. Help develop and/or distribute a community how effective volunteer programs are. newsletter to local agencies and businesses. 68. Help develop and distribute a volunteer 89. Help coordinate and participate in an event to directory to parents, school staff, and teachers. raise money for a local charity. 90. Talk with employers about holding parent W 69. Provide volunteer consulting services to school staff or educators in your areas of expertise. meetings or parenting workshops on-site. 70. Learn of school and district policies and 91. Advocate for flexible work schedules and leave practices that affect children. time to attend school functions. 71. Voice your support or concerns on any issue that will affect your family. 72. Be involved in decisions on student placement and course and textbook selections. 92. Encourage employers and local businesses to make donations and support school programs. 93. Help organize and/or participate in community health fairs. ays 73. Participate in meetings to determine special 94. Help recruit community members (seniors, educational needs and services. business people) to volunteer at school. 74. Attend workshops on problem solving, conflict resolution, public speaking, and so forth. 95. Become active in community groups such as YMCA and Boy and Girl Scouts. for Parents to Be 75. Serve on school advisory councils or committees on curriculum, discipline, and so forth. 96. Serve on local community advisory councils and committees. Involved in Their 76. Serve on a site-based school management team with teachers and the principal. 97. Work with local authorities and public officials to sponsor community events. Child’s Education 77. Encourage and support older children in serving 98. Help organize and/or participate in a in student leadership positions. community “clean up” or “beautification” project. 78. Help your school create a student’s rights and 99. Encourage and help facilitate your child’s partici- responsibilities guide for families. pation in community service. Based on the 79. Attend PTA, school board, and/or town meetings 100. Be a role model, be active in community service National Standards and speak to issues of concern. yourself or together with your child. 80. Learn representatives’ backgrounds and partici- for Parent/Family pate in school board elections. Involvement Programs 81. Work with teachers and school administrators to develop a parent involvement policy. 82. Write, call, or travel to state capitals to support or oppose proposed legislation. 83. Participate in petition drives or letter-writing campaigns to Congress on legislation. (800) 307-4PTA 84. Give testimony at public hearings in support of E-mail: [email protected] or opposition to education legislation. www.pta.org 03/03
- 56. Coldean Primary School Parent Forum The Parent Forum at Coldean Primary School was set up to ensure that parent voice is heard in decision making. P A R E N T E N G A G E M E N T It is not an avenue for complaining about problems/situations involving specific children. The Coldean Parent Forum supports the work of the school and aids in future improvements. March 2010 th Coldean Primary School Parent Forum P R O G R A M Minutes from Meeting on Wednesday 10 March Agenda Item Notes Actions 1. Present Julie Donovan Jo Smart Emma Fellingham Lorraine Kofman Tracy Owen (Teacher) Stuart McConnachie (Head) 2. Purpose of SM & TO explained the purpose of the Parent Forum. JD Parent Forum said that she welcomed the prospect of a Parent Forum. SM explained that the role of the Parent Forum was very different to that of the PTA or Governors. The Forum would be used for parents to voice their concerns and also suggestions on how to improve various aspects of school life. TO said that as staff we would not be chairing the meetings – it would be down to the parents to actually run the meetings. The Forum was to ensure that parents had a voice in the school (similar to the way the children feed into school developments through School Council). SM pointed out that although all parent’s thoughts/ideas/concerns will be listened to they may not all be acted upon. Parents agreed with this. 3. Protocol TO explained that the Parent Forum does have a Protocol Protocol to appear on that outlines the ‘ground rules’ for the meeting. The the Agenda for the next protocol is heavily based on Respect and will be looked at in Parent Forum Meeting. the next meeting where hopefully more people will attend. Action TO 4. Meeting Times It was decided that regardless of the time of meetings certain parents would be excluded. SM suggested varying the time of meetings. This was agreed as a possibility to reach more parents. The Forum decided that the next meeting should take part SM to ensure that the on a Friday to coincide with a Film Club (4.20pm) so parents next Parent Forum is can attend the meeting without childcare issues and then advertised in Coldean pick their children up at the end of the meeting. Chat. Action SM 5. House System A brief discussion took place around the House System. This will be covered in more detail at the next Meeting. 6. Future Agenda SM asked if the Forum could look at the Home/School Items Agreement parents sign when their children start school. Does it really cover what parents expect from school. 7. Any Other JS brought up an issue around ‘Show and Tell’ in KS1. SM Business explained that primarily ‘Show & Tell had been introduced into the school to develop speaking and listening skills in the classroom. The changes in the curriculum now meant that S & L is addressed through all aspects of the work the children do. He as Headteacher had questioned the educational benefit of show and tell. This is why it had been reduced
- 57. Encouragement: reach out tocurrent families, encourage, validate, etc. 50 BOOKS CHALLENGE! June 2011-June 2012 Students, Parents Faculty, Staff! Do you have the determination? Do you have the fortitude? Do you have the perseverance? Join the Ultimate Reading Challenge Coming soon to the ISU Media Cen ter Informational Kick-Off: Library during lunch June 1, 2011 Do you have the right stuff? There’s only one way to find out! Sponsored by the ISU Media Center
- 58. F A MI L Y B I B L E S T U D Y M I D W E E K S E R V I C E S E R V I C E G R O U P
- 59. A D UL T E D U C A T I O N & M E N T O R I N G
- 60. COMMUNICATION STYLES OF COMMUNICATION:FAVORS IN PERSON/PHONE
- 61. COMMUNICATION GENERAL ANNOUNCE. EMAIL TEXT PHONE IN PERSON STYLES OF COMMUNICATION: FAVORS IN PERSON/PHONE
- 62. COMMUNICATION 78 70 53 26 17 GENERAL ANNOUNCE. EMAIL TEXT PHONE IN PERSON STYLES OF COMMUNICATION: FAVORS IN PERSON/PHONE
- 63. BLOGGING A BLOG: AN ONLINE JOURNAL, CONSISTING OF ENTRIES, OR POSTS. BLOGS ARE INTERACTIVE AND AT BEST WHEN USED AS A FORM OF SOCIAL NETWORKING.
- 64.
- 65. ST. THOMAS BLOG SUBTITLE Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat.
- 66.
- 67.
- 76. S L IC K D E A L S P H O T O N O T E S
- 77.
- 78. Season Pass forSports (thanks DB)
- 79.
- 83.
Editor's Notes
- #2 \n
- #3 \n
- #4 \n
- #5 \n
- #6 \n
- #7 \n
- #8 \n
- #9 \n
- #10 \n
- #11 \n
- #12 \n
- #13 \n
- #14 \n
- #15 \n
- #16 \n
- #17 \n
- #18 \n
- #19 \n
- #20 \n
- #21 \n
- #22 \n
- #23 \n
- #24 \n
- #25 \n
- #26 \n
- #27 \n
- #28 \n
- #29 \n
- #30 \n
- #31 \n
- #32 \n
- #33 \n
- #34 \n
- #35 \n
- #36 \n
- #37 \n
- #38 \n
- #39 \n
- #40 \n
- #41 \n
- #42 \n
- #43 \n
- #44 \n
- #45 \n
- #46 \n
- #47 \n
- #48 \n
- #49 \n
- #50 \n
- #51 \n
- #52 \n
- #53 \n
- #54 \n
- #55 \n
- #56 \n
- #57 \n
- #58 \n
- #59 \n
- #60 \n
- #61 \n
- #62 \n
- #63 \n
- #64 \n
- #65 \n
- #66 \n
- #67 \n
- #68 \n
- #69 \n
- #70 \n
- #71 \n
- #72 \n
- #73 \n
- #74 \n
- #75 \n
- #76 \n
- #77 \n
- #78 \n
- #79 \n
- #80 \n
- #81 \n
- #82 \n
- #83 \n
- #84 \n
- #85 \n
- #86 \n
- #87 \n
- #88 \n
- #89 \n
- #90 \n
- #91 \n
- #92 \n
- #93 \n
- #94 \n
- #95 \n
- #96 \n
- #97 \n
- #98 \n
- #99 \n
- #100 \n
- #101 \n
- #102 \n
- #103 \n