I believe it’s no coincidence that the words parents and partners share many of the
same letters. When I reflect on the role parents serve in the education of our children, I see
them as my partners in this journey. A New Wave of Evidence, a report from Southwest
Educational Development Laboratory, revealed that regardless of family income or background,
students with involved parents are more likely to: earn higher grades and test scores, be
promoted, pass their classes, attend school regularly, have stronger social skills, graduate, and
go on to postsecondary education. Educators and parents alike know this. I would suggest we
devote some time to reflect on what “involved” partners look like inside our schools.
“Involved” parents cannot be viewed as those charged with managing the next fundraiser or working the concession stand at the basketball game. I would challenge that they are, instead, viewed as decision-makers, advocates, cheer leaders, strategists, leaders, change agents, experts, and partners. No one knows our students better; we will meet no stronger ally for the health and well-being of the young people we see each day.How can educators strengthen our partnerships with parents? John Maxwell’s words, “People don't care how much you know until they know how much you care,” provide a foundation on which we can build this partnership when we greet each new school year. It’s true for students, parents, and all school personnel. Simply: it’s about relationships. In strengthening our relationships with one another, communication is key. It’s far too easy to say that if we create opportunities to communicate, then we have achieved our goal. We must provide opportunities for our partners to truly have a voice in the process.
“Involved” parents cannot be viewed as those charged with managing the next fundraiser or working the concession stand at the basketball game. I would challenge that they are, instead, viewed as decision-makers, advocates, cheer leaders, strategists, leaders, change agents, experts, and partners. No one knows our students better; we will meet no stronger ally for the health and well-being of the young people we see each day.How can educators strengthen our partnerships with parents? John Maxwell’s words, “People don't care how much you know until they know how much you care,” provide a foundation on which we can build this partnership when we greet each new school year. It’s true for students, parents, and all school personnel. Simply: it’s about relationships. In strengthening our relationships with one another, communication is key. It’s far too easy to say that if we create opportunities to communicate, then we have achieved our goal. We must provide opportunities for our partners to truly have a voice in the process.
My passion for technology in the 21st century classroom is the lens through which I view education today. In this electronic age in which we live, we are educating our students - digital natives - for occupations that don’t yet exist. How do we best prepare our young people for such endeavors? As educators and parents, we cannot do it alone. Technology is an obvious tool that we must utilize to connect us to one another. Quite simply, educators and families must get plugged in and stay connected. In addition to our class website, www.beardsbrains.com, our blog, Flipping for 4th, http://flippingfor4th.blogspot.com/, and our class Twitter account, @beardsbrains, I use a lengthly list of techie tools to connect with families: Remind101, smart phone texting, email, Wallwisher, Facebook, and weekly newsletters in dual formats: digital/hard copies. I will soon host Skype hours starting in February, during which parents and students can contact me after school. I participate in weekly evening Twitter chats: #4thchat, (4th Grade Chat) #flipchat, (Flipped Classroom Chat) and #ptchat, (Parent/Teacher Chat). Twitter chats consist of lively discussions with colleagues all across the globe; this digital Personal Learning Network provides incredibly powerful opportunities for us to share strategies and learn from each other. I cannot imagine being a teacher without being plugged in, connecting, and building relationships digitally.
My goal is to continually make our classroom as transparent as possible, and reveal as much as I can on our class website. Parents are invited to experience our learning digitally, through various projects, blogs, pictures, tweets, etc. The numerous videos on our site allow families to “see” my teaching as well. Additionally, I seek feedback via digital surveys periodically; students love to tell parents that THEY have homework! Here's an example of a survey.
Parents have skills and abilities that must be recognized and honored; for example, in September, 2012, I invited Dr. James MacLeod, parent and History Professor at UE, to visit us and explain the process he followed when he recently became a U.S. citizen; he helped us honor Constitution Day by providing a personal connection. Check out our pictures from the event. Another parent serves as a substitute teacher when I am absent. Parents are partners after school when my Oak Hill eLeaders meet weekly. One parent assists in downloading new software, as that is her expertise. Families join us for our after-school sessions periodically and learn new fun, techie tools! We’re building technology leaders together.
We all have the same goal; we must provide the greatest possible opportunities for our students to become healthy, successful life-long leaders and learners in an ever-changing global economy. We can reach that goal by communicating, collaborating, and staying plugged in to one another. Why? Our students don’t care how much we know until they know how much we care.
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