Building Successful Parent-Teacher Partnerships

Fostering Your Child's Writing Skills

2011-11-14T07:54:00.000-08:00

by Dan Gilbert

Children are curious creatures and they want to understand everything -- from why clouds appear in the sky to how the television works. They are also intrigued by what grown-ups are doing when they have a pen or pencil in their hand. When a child first gets hold of a crayon or marker and starts scribbling in zigs, zags or loops, they are making an effort to emulate you when you're writing.

“Children watch adults as they write notes, checks, and stories, and they are eager to begin writing themselves. Early writing is oftentimes labeled ‘scribble writing’ and is considered a legitimate form of emergent writing,” says Dr. Mary Zurn, vice president of education, Primrose Schools. Children are going to attempt to write long before embarking on their preschool education. These first attempts are going to look nothing like real words or pictures, but should be celebrated nonetheless. Your child is trying to learn how to write, and that is something very special.

Observe your child, and see what exactly they are trying to do with that crayon. “The first conscious attempts a child makes to write a letter are usually the first letter of his or her name. To an adult, the attempts may only vaguely resemble the letter, but these are moments to cherish and celebrate,” says Dr. Zurn. The important part is that they are writing, and not their penmanship or personal style.

The key to helping your child develop their writing abilities is teaching them that writing is a method of conveying language, so they don't worry if their letters are malformed. The more you focus on precision, the less they are going to enjoy writing. Writing is different from penmanship. As your child develops a love of writing, you can slowly fix how their letters look and teach them the proper way to hold their writing implement.

Make sure to keep everything they need to enjoy writing nearby. Keep a cool head as they begin. Soon you are going to have a child who is ready to face school and beyond because you have fostered in them good writing habits.

• Have them explain to you what they are writing. Make suggestions about how to make their work better, but never chastise them.

• The more you read with your child, the more they are going to understand that the words you are saying are the words on the page.

• Never turn them away when they are asking about writing-related tasks. If you are making a grocery list, let them see the list, and perhaps even ask them to help by adding something to the list. Always praise them for having done the job, and you will see them do it even better next time.

• Writing on the computer is still writing. Don't be surprised if your child figures out aspects of writing with a computer before they do with paper. The ease of seeing the letters on the keyboard move to the screen might help them more than trying to form the letters on paper and being frustrated that they aren't precisely the same.

Dan Gilbert is Marketing Support Coordinator at Primrose Schools, which operates early childhood education centers nationwide.

184 Tips for Teachers

2011-10-01T16:21:00.000-07:00

On Shellee Hendricks’ first day of tenth grade, her teacher shook each student’s hand.

“It’s customary to shake hands when starting work with someone,” says Hendricks in her new book, Notes on Teaching: A Short Guide to an Essential Skill. “I realized that I was being invited into a partnership; I quickly understood that my teacher respected me, held me responsible, and wanted to work with me toward a shared goal.”

“Shake hands” is note number 20. Hendricks and co-author Russell Reich offer 183 other insightful and inspiring recommendations in Notes on Teaching (RCR Creative Press, 2011), a comprehensive yet concise guide to perfecting the craft of teaching.

In an elegant and user-friendly format, Notes on Teaching covers all bases in sixteen sections, including Planning and Preparation, First Class Meeting, Setting Expectations, Classroom Staging, Leading a Class, Talking to Students, and Talking to Parents.

Below are ten of my favorite insights from Notes on Teaching:

25. Say why (First Class Meeting)

“Students face many compulsory subjects and deserve to know why they must study algebra if they have no interest in becoming financiers, physicists, or engineers.”

26. Dive into the subject (First Class Meeting)

“Start with housekeeping only if you want to signal pending tedium and forfeit the opportunity to, well, teach something. Reviewing your lateness policy line by line will demoralize everyone.”

31. Involve them in setting goals (Setting Expectations)

“Ask: ‘What do you want out of this class?’ Have students write down their answers. If you set all goals, they won’t be invested.”

33. Don’t tell them they’ve achieved what they haven’t (Setting Expectations)

“Don’t deny students a good education in the name of self-esteem. Deceive people about their own progress to make them feel good, or lead them to believe they’ve mastered something they have not, and you will quickly and rightly lose their trust.”

35. Champion failure (Setting Expectations)

“Foster a sea change in education by explicitly introducing ‘failure’ as a worthy goal, not a taboo. Failure is not a signal to give up or a cause for dejection or humiliation. It’s a healthy sign of working at the frontier of one’s ability or understanding.”

71. Be an emotional leader as well as an intellectual one (Leading a Class)

“Enthusiasm is contagious. So is its lack.”

114. Notice what they want you to notice (Talking to Students)

“Students drop hints: repeated references to basketball in their writing, or a tendency to break into song upon leaving class. Comment on their point of pride. Let them know you’re paying attention.”

130. Know the student, and show you know (Talking to Parents)

“Be specific. Your familiarity with each student gives your observations, suggestions, and warnings credibility.”

131. Deliver good news first and last (Talking to Parents)

“When parents see your interest in discovering the positive in their child, they absorb subsequent criticisms and warnings more willingly.”

140. Do not grade everything (Giving Feedback)

“Offering feedback without a grade sends a message to your students: Their practice and improvement are more important than where their work falls on some supposedly objective scale.”

For more information, visit notesonteaching.com.

Let’s Invest In Learning, Not Testing

2011-08-17T13:09:00.000-07:00

When I read the news last week that the New York State Education Department recently signed a $32 million contract with a new test developer, I started thinking about how $32 million could be used to foster learning, particularly in low-income school districts. Let’s forget for a minute that these tests may be useless—many education experts say standardized tests are not a valid measure of a student’s knowledge or skills. Let’s say standardized tests actually provided valuable information about student learning. It seems wasteful and illogical to spend money on assessing student learning without first investing in the resources students need to learn, like the following:

* Instructional Materials

Schools in low-income districts often don’t have enough books, desks and other resources students and teachers need. Students often lack basic school supplies, such as notebooks and pencils.

* Healthy Food

Even if students have the appropriate school supplies, they will not be ready to learn if they don’t eat properly. Many students rely on the meals they receive at school. We should be offering fresh, nutritious menu options, not processed foods that are high in salt, fat and chemical preservatives.

* Professional Development

About half of new teachers leave the professional after five years. Many new teachers feel overwhelmed and underprepared. Perhaps innovative, valuable professional development workshops would embolden new teachers.

* Parent Involvement

It’s clear that parent involvement has a positive impact on student achievement. We need to make it easier for parents to be involved, despite language barriers, time constraints and transportation issues. I recently met a teacher whose school organizes home visits for parent-teacher conferences. Some schools and community organizations are making an effort to provide translators so teachers can communicate with parents who don’t speak English.

Sadly, all of these overlooked areas will continue to languish until policymakers acknowledge the real weaknesses in our education system. I don’t think the solution is better tests.

Indiana’s Destructive Education Reform Plan

2011-05-04T08:09:00.000-07:00

Indiana touts its “Putting Students First” education agenda, but the state’s detrimental education reform package puts politics first and students last.

“Indiana legislators have succeeded in passing the most comprehensive education reform package in the nation,” the Indiana Department of Education announced in a press release on Friday. “Today marked the end of the 2011 legislative session, and every component of the state’s ‘Putting Students First’ education agenda has either been signed or awaits the governor’s pen.”

Indiana’s education reform plan demonstrates that the people making decisions about our children’s education don’t understand the needs of students, the teaching profession, or the keys to successful learning.

I find it equally disturbing that Indiana has transformed the misguided movement toward scapegoating teachers into law. Plagued by a lingering economic malaise, politicians have inexplicably targeted teachers, claiming they should be forced to relinquish their “generous” compensation packages. The media has latched onto this ridiculous notion and perpetuated it. Sadly, it’s not difficult to convince people that teachers have it easy when many Americans are frustrated by fruitless job searches, the threat of foreclosure, and mounting debt. They forget that teachers are underpaid and underappreciated in this country, despite the vital service they provide.

So, the politicians in Indiana look like heroes for passing an education reform plan that they claim will improve education by dealing more effectively with teachers. But due to their lack of insight into the school environment, the law is doomed to fail. Here’s why:

* Pressure to contain costs will lead school administrators to replace effective veteran teachers with inexperienced new teachers.

Indiana’s education reform plan will eliminate the provisions in teacher contracts that require school leaders to lay off teachers with the least seniority first. Politicians like to say that this policy is unfair because it penalizes young teachers who bring enthusiasm and energy to the classroom. The reality is that most new teachers bring to the classroom anxiety, bewilderment, and a lack of confidence. They are unprepared to deal with the diverse academic and emotional needs of their students, behavior problems in the classroom, demanding parents, the lack of downtime in the fast-paced school day (even to use the bathroom), and a mountain of administrative tasks. It takes years for teachers to learn how to overcome these challenges and successfully master their craft. This is why the best and most effective teachers are typically those with experience. When faced with pressure to control costs and contain school taxes, a school administrator in Indiana may now opt to lay off the experienced teacher instead of the new teacher because senior teachers are paid more. Teacher effectiveness is a luxury when you’re facing a budget crisis and irate taxpayers. What happens when all of the experienced, effective teachers are replaced with novices who find themselves without any mentors to support and guide them. School districts will enjoy cost savings, residents will appreciate lower tax hikes, and government officials will pat themselves on the back. Who are the losers in this scenario? Students, teachers and parents.

* Merit pay is based on the faulty premise that teachers are solely responsible for student performance.

Under Indiana’s education reform plan, teachers will receive pay increases based on their effectiveness. But a student’s academic success is based on so many factors that even the most dedicated and talented teachers can face failure. Unmotivated students, uncooperative parents and unsupportive administrators all create obstacles to success. In addition, a student’s home life plays a vital role in their academic success or failure. Standardized test scores will likely factor into the evaluation process, even though many educators contend that standardized tests are not a valid measure of a student’s knowledge or skills. But because their students’ performance on standardized tests will determine their compensation, teachers will be forced to spend more time on dull, insipid test-taking strategies and less time on creative and intellectual activities that spark excitement about learning. The focus on testing will widen the achievement gap. High-achievers will spend time on enriching activities, such as music and art, while at-risk students focus on test-taking skills. A student who is not a skilled test-taker may be a gifted writer, artist or musician, but their abilities will be devalued. Once again, merit pay is just another opportunity to pay teachers less than they deserve, and students, teachers and parents are on the losing end of the deal.

* Support for charter schools diverts funding and attention from public schools.

Indiana’s education reform package allows for more entities to sponsor charter schools and provides vouchers for qualifying families who want to send their children to non-public schools. My main question concerning charter schools is this: why are we investing time, effort, personnel and money in charter schools instead of leveraging those resources to bolster public schools.

If “Putting Students First” means filling classrooms with inexperienced, underpaid novice teachers; forcing students to focus on useless test-taking strategies; and diverting much-needed public school resources to charter schools, then I suppose Indiana got it right.

Join the "Save Our Schools" March on Washington

2011-03-30T07:33:00.000-07:00

Teachers and parents may have their differences from time to time, but they all agree that providing our nation’s children with the best possible education is a top priority. That’s why parents and teachers are joining forces to make our voices heard in Washington, D.C.

I hope you’ll join me, other concerned parents, and teachers at the “Save Our Schools March & National Call to Action” in Washington, D.C. on July 30.

The main goal of the event is to advocate for education policy reform that will enhance educational opportunities for all children. Objectives include:

· Equitable funding for all public school communities

· Full public funding of family and community support services

· Teacher, family and community leadership in forming education policies

· The use of multiple and varied assessments to evaluate students, teachers and schools

· Educational opportunities that develop every student’s intellectual, creative and physical potential

The march toward the Department of Education will begin at 2:00 p.m. on July 30. A rally preceding the march will take place at Ellipse Park at noon, featuring speakers, music and other activities.

If you can stay longer, workshops, seminars and a film festival will be held at American University on July 28, July 29 and July 31. Inspirational speakers and informative workshops will offer attendees strategies for taking action in their communities and school districts.

To attend the “Save Our Schools March” or to obtain more information, please visit saveourschoolsmarch.org

I hope to see you there.

Natalie Schwartz

Chair - Parent, Family and Community Outreach Committee

Save Our Schools March

Maybe College Isn’t for Everyone

2011-02-23T14:26:00.000-08:00

We keep hearing about how our education system is failing many of our kids. Maybe that’s because our education system is too narrowly focused. We’re not taking into account the skills, interests and needs of all of our students.

A veteran teacher I interviewed for The Teacher Chronicles believes in a dual-track education system that provides for vocational training as well as academic instruction. The national education system is currently geared toward preparing students for college. But not all students are interested in pursuing a career that requires a college degree. Some of them have skills and interests that will take them in a different direction.

By insisting that every student aspire to go to college, aren’t we devaluing the occupations that don’t require a college degree. Don’t these occupations make a valuable contribution to our society?

With the right amount of motivation and dedication, every student may be capable of academic success and college admission. But that's not the issue. The question is, are we encouraging every student to become a productive member of society.

The teacher I mentioned believes that offering vocational training will allow schools to maintain the interest of students who are not necessarily college-bound. If these students are offered course options that appeal to their interests, tap into their skills, and prepare them to enter the work force after high school, they may be more committed to school and their academic subjects. After all, academic subjects are important—we all need reading and math skills, an understanding of history and current events, knowledge of life sciences—but for some students, this is not enough to maintain their interest in school.

Until we stop viewing college as the ultimate goal, and start recognizing that other options have merit, schools will continue to alienate a percentage of students and a successful national education system will continue to elude us.

Uninformed Reformers, Part II

2011-01-26T15:55:00.000-08:00

In his second State of the Union address, President Obama conveyed the following assertions:

1. “Race to the Top is the most meaningful reform of our public schools in a generation.”

2. “…reform isn’t just a top-down mandate, but the work of local teachers and principals, school boards and communities.”

3. “Here in America, it’s time we treated the people who educate our children with the same level of respect.” (In reference to how teachers are treated in South Korea.)

In January 2010, I posted an entry about President Obama’s first State of the Union address. I titled it “Uninformed Reformers” and lamented that the President was not paying enough attention to the thoughtful and insightful letters that the members of “Teachers’ Letters to Obama” sent him.

A year later, education reform continues to progress in the wrong direction, as President Obama’s address last night indicates.

The President and the Department of Education continue to tout the Race to the Top program. Race to the Top turns the distribution of education funding into a contest with winners and losers, instead of providing all schools with access to adequate resources, ensuring all children receive a quality education. Race to the Top also places too much weight on standardized tests, which do not adequately measure a child’s knowledge, skills or understanding.

President Obama contends that education reform is not a top-down mandate, and input from local educators and communities is important. But to receive Race to the Top funds, states must implement reform plans that meet the federal government’s criteria.

If the Obama administration really respected teachers and valued their input, efforts to thwart the administration's misguided reform policies would not have gained so much momentum over the past year. The “Teachers’ Letters to Obama” Facebook group has amassed 3,195 members, up from 760 a year ago. And a new grassroots movement is gathering steam: the “Save Our Schools March & National Call to Action” is headed to Washington, D.C. this summer to advocate for equitable funding for all public schools, an end to high-stakes testing, and teacher and community leadership in education policy reform (see my December blog post).

I wholeheartedly agree with President Obama on one point, though: “It’s family that first instills the love of learning in a child.” If our children are to love learning, we must embrace innovative lessons that spark their intellectual curiosity and shun dull, uninspired and scripted test preparation. We must ensure that all children have access to the resources, staff and materials they need to succeed, regardless of where they live. And parents and teachers must join together to promote thoughtful and appropriate reforms that truly benefit our children and secure our country’s future.

SOS

2010-12-22T06:49:00.000-08:00

Politicians and journalists have been dumping the blame for our education system’s failings on teachers. Now it’s time, apparently, to hurl accusations at parents. The news media reported last week that an Associated Press-Stanford University poll found that 68 percent of adults believe that parents are responsible for our struggling schools. I’m sure students will be the next target.

It’s easy to blame teachers, parents and students for disappointing achievement levels. But the truth is, there’s very little teachers, parent and students can do when the federal and state governments are slashing education funding, focusing on useless standardized tests, hammering out misdirected reform plans, ignoring and disrespecting teachers, and overlooking disturbing inequities.

It’s time for teachers, parents and students to join forces to Save Our Schools.

A group of concerned citizens is organizing the Save Our Schools Million Teacher March on Washington, DC, from July 28 to 30. The mission of the SOS Million Teacher March is as follows:

“To unite teachers, students and concerned citizens across the nation to create respect and support for teachers in order to do what is best for students. We would like to speak up for all of America to say that our education system is heading in the wrong direction and needs to be fixed immediately before it creates an even larger national crisis.”

SOS Million Teacher March is rapidly gathering support from teachers, parents, students, and concerned citizens nationwide. The goal of the march is as follows:

* Respectful reform that makes sense. The founders of SOS Million Teacher March agree that our nation’s schools need to be reformed, but they disagree with the current methods. They advocate reform that respects the people who are most involved in the public school system: teachers, parents and students.

* Fair funding for all schools. Schools are currently set up for success or failure depending on their location. The Race to the Top program awards grant money only to states that demonstrate a commitment to “reform” based on the federal government’s criteria. SOS Million Teacher March calls for equitable funding for all schools, regardless of their locations.

* Quality classrooms with safe environments. Some schools have abundant resources while others lack the bare essentials. Curricula are designed to address the requirements of standardized tests, rather than to ensure students are learning information, acquiring knowledge, and adopting skills. In addition, some students are afraid to walk to school, to walk home from school, and to be inside their school buildings. SOS Million Teacher March advocates supplying the resources, curricula and staff necessary to provide all students with the education they deserve and a safe environment that’s conducive to learning.

Thank you to the organizers of SOS Million Teach Million Teacher March for giving teachers, parents and students a voice in Washington.

For more information, visit SOS Million Teacher March.

Tackling Student Transitions

2010-11-29T13:16:00.000-08:00

When your toddler smoothly transitioned from playtime to mealtime without too much fuss, you delighted in his developmental progress. Of course, the transitions your child faces will become progressively more challenging. Among the most daunting will be the ones that emerge during the school years.

According to Carol Carter, renowned expert on student success, you can play an important role as your child navigates the most difficult school transitions: elementary school to middle school, middle school to high school, and high school to college. Carter, founder and president of LifeBound, has written ten books for students in grades five to twelve, including Success in Middle School, Gifts and Talents for Teenagers, and People Smarts for Teenagers. She has also written a book for parents titled Stop Parenting, Start Coaching.

Transitioning to Middle School

Students entering middle school often “lack the personal skills to negotiate a more complex environment,” Carter told me in a recent interview. Students are leaving the comforts of their single classroom setting and facing new academic expectations and social pressures.

You can help your child meet new challenges by skipping the lectures and encouraging thoughtful decision-making.

“When kids are eleven or twelve, it doesn’t work to give directives,” Carter says. “It works to ask them questions.” For example, if your child is associating with a peer whose behavior concerns you, ask your child, "What are the pros and cons of hanging out with someone who has those kinds of qualities; what do you think the cost might be?" This approach is more effective than prohibiting the relationship, Carter says.

“When parents use questions and become more of a coach, the student not only learns choices, options, and all of the different things that are possible, but they also learn great critical thinking skills,” Carter says.

Transitioning to High School

During the high school years, students should identify and develop their interests. “Parents can coach kids around getting experiences that are meaningful,” Carter says.

To guide your child toward her interests and goals, ask questions about what she likes to do, Carter says. “If they love computer games, instead of fighting that, ask, ‘What would you do if you could work in the area of computer games? Would you be the creative person developing ideas? What kind of summer job could you get?’”

Guiding your child toward school clubs and activities related to his interests will foster his connection to his high school and allow him to thrive, Carter says. In addition, encourage your child to pursue valuable experiences outside of school, such as internships.

Another important piece of advice: avoid protecting your child from the consequences of her actions. “Don’t rescue your child from the learning that needs to take place for your child to become an adult,” Carter says. “People who have not failed at anything are going to have a hard time in college”

Transitioning to College

To prepare for the college transition, parents “need to learn to develop a long leash when their child is in high school,” Carter says. “Otherwise they are lost when they get to college.”

While relinquishing some control, encourage your child to “take risks, make their own decisions, experiment,” Carter says. “Be comfortable with your child going down blind alleys. Do it while they’re in high school, so when they get to college they’ll be self-sufficient.”

It’s a good idea to ask your child to pay for a portion of her college education, Carter says. “They have to have a stake,” she says. Even if you can afford to cover the entire cost of your child’s college education, “it’s not a good message to send. It creates dependency.”

While in college, students should pursue experiences that prospective employers will value, such as study abroad or career-related internships, Carter says.

“A lot of people approach college the way they approached high school,” Carter says. "They get caught up in the social scene because they think that’s what you’re supposed to do, and then they don’t have options when they graduate.”

To prepare for a successful job search after graduation, college students should “do an internship to gain experience, join an organization, run for office, make something specific happen. Employers can ask you about that,” Carter advises.

“American schools are very lax compared with the rest of the world. If students want to be competitive, they need to learn a different language, get out of their neighborhoods, be diverse and interesting people,” Carter says. “College is a place to pursue these things.”

For more information, visit lifebound.com.

Navigating the College Admissions Labyrinth

2010-10-28T05:16:00.000-07:00

By Karen Marks

The college admissions process can be daunting for everyone involved, including teachers and parents. It is easy to feel overwhelmed—the stakes are high, so much feels unclear and it is a big responsibility to advise students about their applications.

As Associate Director of Admissions for the Tuck School of Business at Dartmouth College, and as a former member of the admissions committee in the undergraduate admissions office at Dartmouth, I read thousands of applications per year. I have also been an alumni ambassador for Cornell University, meeting with prospective students. I have seen how the process works from the inside, and I would like to share with you a few tips that will boost your confidence and your ability to offer excellent advice.

Start Early

First of all, it is really helpful to start early. How early, exactly? Freshman year in high school. I say this not to exacerbate stress or to create an unhealthy dynamic that creates programmed, artificial kids. In my experience, it is just the opposite—having a basic understanding of how the admissions process works allows you to craft a sane extracurricular and academic strategy and actually alleviates some of the anxiety that you might feel when a student looks to you, wondering if they should drop football so that they can take six AP courses and study Mandarin, even though they really love the clarinet and would rather focus on that. Freshman year is too early, in my opinion, to worry about which schools are a fit or to start taking practice tests. Instead, at this point you should encourage the student to get involved in their community, to assume leadership roles, to develop skills in a few areas and to challenge themselves, both personally and academically. It is also a great time for parents to educate themselves about the financial aid process.

Encourage Self-Assessment

Let’s say, on the other hand, that you are reading this blog with a high school junior or senior in mind, and you are just now starting to focus on college. The first thing that I would advise you to do is to help the student undertake an honest self- assessment. Specifically, reflect upon areas where the student has excelled, as well as any components that might raise flags for an admissions committee. For example, a student who had a rough academic term at some point might need to discuss this in the application, or to really focus on getting excellent grades. A student without extracurricular involvement might need to find an area of interest and start participating.

Identify Unique Attributes

It's important to determine what the student is really good at and/or really passionate about. Understanding what makes the student unique in the marketplace is tremendously helpful – crucial, really. Helping the student to spotlight their particular talents is one of the most tangible ways that you can help. Admissions officers read so many applications, and candidates stand out when they have a good understanding of their own strengths, which they can clearly convey. It can be advantageous to highlight something special and unusual that the student brings, like extensive international volunteer work, being a woman who excels in science or math, excellence in sports, music or art, or having overcome a challenging personal history. However, being well rounded and goal oriented is also a plus—the key is to understand what we are looking for and what will stand out to the committee, both good and bad.

Keep Tests in Perspective

Finally, please help the student keep tests in perspective. Yes, some people do better on standardized tests than others, and there is undeniably a quantitative component to our evaluation. However, there is always room for students whose numeric profile does not reflect their potential. In fact, many colleges and universities can fill their classes several times over with students who have perfect records, but we choose not to – because we are looking for interesting individuals who are going to contribute to the community. Your goal should be to help the student convey who they are, what they will bring and why they will excel, even if their test scores (or grades) aren’t quite as high as they would like them to be.

Although the process can be stressful, admissions consultants can work with you, providing thoughtful, informed advice that can help your student shine. As a college admissions consultant, my goal is to be as empowering and reassuring as possible, for the entire family. Conferring with an admissions consultant can be beneficial, as we can offer an objective perspective on your student’s strengths and weaknesses, as well as helping you to strategize about what to share, where to apply and how to tell your story.

Karen Marks is the Associate Director of Admissions for the Tuck School of Business at Dartmouth College. She leads diversity recruiting for the school. Karen holds a BA from Cornell University and a JD from George Washington University. She offers college consulting services to a limited number of clients and can be reached at Karen@goldenticketconsulting.com.

Top 10 Secrets of Successful Classroom Management

2010-09-24T07:51:00.000-07:00

When Richard Eyster encountered Jennifer Longley at an education conference, he was delighted to learn she had entered the teaching profession. He remembered Jennifer as a bright and good-natured student in his third grade class twelve years earlier. But when they met for lunch, she opened up to him about her frustrating struggle to maintain control of her high school English class. He later found out that she left teaching to pursue a career in marketing—after only one year in the classroom.

Dismayed that generations of students would miss out on Jennifer’s ability to engender creative expression and enthusiasm for literature, Eyster set out to offer teachers practical techniques for addressing challenges, engaging students, and fostering a productive and fulfilling school year. He teamed up with fellow education expert Christine Martin to write Successful Classroom Management (Sourcebooks), a comprehensive, insightful and inspirational survival guide for teachers.

Successful Classroom Management covers everything from preparing for the school year to dealing with bullying to forging relationships with administrators. Below is a list of my ten favorite insights from the book. I had the opportunity to speak with Richard Eyster this week and gain a deeper understanding of his perceptions and strategies.

1.) Effective classroom management is based on a learnable set of skills.

New teachers, like Jennifer Longley, often buy into the myth that the ability to manage a classroom is an inherent trait. Eyster maintains that teachers can acquire the skills necessary to successfully manage a classroom.

Students are hardwired to test their teacher, but they want the teacher to pass the test, according Eyster. Successful Classroom Management offers methods for preemptively establishing order and expectations, addressing transgressions, enlisting parental support, and using the disciplinary hierarchy. Eyster’s focus on creating a positive tone and his multi-step approach to discipline are designed to avoid or resolve issues before a punishment—such as detention or suspension—is warranted.

“If the teacher has built a positive reputation for the child, and if the child senses the teacher believes in them, and then the teacher is disappointed in them, that can be jarring,” Eyster says.

2.) Establish a positive relationship with the class.

Expect that some students will test you by misbehaving. When they do, Eyster recommends isolating the tester, not yourself. It’s important to stay united with the rest of the class.

“Often unconsciously teachers will say, ‘You kids are out of control today,’ when it may be a very small number of them are actually out of control, and a significant number of them want to get work done,” Eyster says.

“It’s so easy for beginning teachers to feel it’s us against them,” he says, noting that this attitude is the leading cause of dissatisfaction among new teachers.

3.) Praise is a powerful tool.

Praise can be used to transform a student’s image, uplift the entire class, and reinforce the values you seek to promote in your classroom or school community.

When praising students, it’s important to be specific, Eyster says, and encourage behavior that’s repeatable. “If you praise a child for coming up with a great quote in an English paper, and you do it personally to them in writing at the bottom of the paper, or personally privately, or publicly in front of the class, that child is never going to turn in a paper again without being conscious of choosing a good quote,” Eyster says. “It creates a template for their own behavior moving forward.”

4.) Welcome feedback from your students.

Eliciting feedback can entail asking a simple question such as, “So how was the homework last night?” Or it can involve handing out a survey posing questions such as, “What do I do well that works for you?” and “What do I need to know about your learning style to teach you more effectively?”

Requesting feedback from students can be “invaluable for professional development,” Eyster says. He suggests distributing individual, written surveys once or twice a year, and asking verbal questions about homework and tests to the entire class on a regular basis.

5.) Create a safe learning environment.

Establish a classroom culture in which students are required to respect one another. In Successful Classroom Management, Eyster and Martin point out that a classroom is a tiny universe, adding, “Show what kind of universe you would run, given the chance. Because you have been given the chance.”

Eyster says, “A respectful, safe environment is one in which kids are listening to each other and responding to each other.” He suggests posing open-ended questions that encourage a dialog among the students.

Most important, teachers should never tolerate mocking, cruelty, impatience or disrespect directed at a classmate.

6.) Variety is the key to engaging students.

In Successful Classroom Management, Eyster and Martin offer a comprehensive list of options teachers can incorporate into their lesson plans. Examples include lectures, small group projects, role-playing, journaling, fishbowl discussions, skits, partner discussions and debates.

“Variety adds pep and energy to a class. Beyond that, it also allows different children to shine,” Eyster says. Another plus: teachers who have been teaching the same subject or grade level for years can maintain their interest by varying their lesson plans and teaching tactics.

7.) Establish the expectation that everyone must participate in class every day.

Eyster and Martin point out that speaking is a critical life skill, and it only improves with practice.

Eyster recommends informing students early on that they will be expected to participate every day. Offering positive feedback about a student’s comment can encourage future participation, particularly among shy students.

“Praise that’s given to them when they do come forward with a thought can really make a transformative difference,” he says.

8.) Assessments should look forward, not back.

The purpose of assessments should be to redirect a teacher’s energy toward the gaps in student learning that are revealed. But often teachers record a student’s grade and move on.

“Teachers have the possibility to change the way they record information in the grade book,” Eyster says. Grade book software is available that allows teachers to note specific observations about a student’s trouble spots, allowing them to address such issues going forward.

“The simplest thing to do is to require every kid on every test to correct every problem,” Eyster notes.

9.) Parents have two main expectations of teachers:

* Are you a professional?

* Do you care about my child?

To convey professionalism, stay organized. “The disorganized teacher will say they’re going to send something home Thursday and forget, or they’ll leave off a page on the homework.”

Before interacting with parents, “Make sure you do your homework and know the child,” Eyster says.

In addition, calling or writing a parent to give them positive feedback about their child demonstrates you care about their child and you’re a professional. “One of the most powerful things you can do is recognize the power of praise,” Eyster says.

10.) Indicate to parents the potential for growth in their child.

When parents defend and excuse their child’s unacceptable behavior, express a positive view of the child.

“You can change the tenor of the conversation with the parent,” Eyster says, offering the following example: “When I think of your son or daughter, I don’t think of a mean-spirited kid. I think of somebody who’s able to make people feel good about themselves.”

Indeed, teachers have the ability to positively influence a child’s personal growth. According to Eyster, “One of the most important things we can do as teachers it do develop, communicate and preserve positive reputations for our students.”

5 Ways to Launch a New Parent-Teacher Partnership

2010-08-29T09:48:00.000-07:00

Teachers

1.) Send home a detailed welcome letter containing information about yourself, your policies, your expectations, and your curriculum. Most importantly, include your contact information.

2.) Deliver a thorough presentation at parent orientation. In addition to discussing your curriculum, tell parents about yourself, including your background, your teaching style, and your philosophy on homework and tests. Be receptive to questions and come across as approachable.

3.) Welcome parents to get in touch with you if they have any questions or concerns throughout the year.

4.) Gather valuable information through written surveys. Ask parents about their child’s strengths and weaknesses, their interests outside of school, their attitude toward school, and their study habits. Parents will appreciate the opportunity to share information about their children that will help you get to know them.

5.) Contact parents to report good news. Call each of the parents in your class to offer some positive feedback about their child. This exercise ensures your first personal connection with each parent takes place under positive circumstances.

Parents

1.) Introduce yourself at parent orientation and let the teacher know you’re looking forward to a successful school year.

2.) Give the teacher your contact information and welcome the teacher to contact you for any reason. If you don’t have a chance to meet the teacher at parent orientation, send a brief note or e-mail.

3.) Find out how the teacher prefers to communicate, whether by written note, e-mail or phone, so you can ensure a quick response to your future questions and concerns.

4.) Volunteer your time. Offer to come into the class to share information about your culture, career or interests if they are relevant to the curriculum. Offer to assist the teacher with administrative duties, project preparation or other useful tasks.

5.) Support your child. Ask your child if they studied for their test, completed their homework, or handed in their assignments. Make sure they're on track to complete long-term projects.

Tenure In Trouble

2010-07-30T06:29:00.000-07:00

In their misguided efforts to enact school reform over the past year, government officials have routinely targeted teachers. First came the calls for merit pay, then a wave of mass teacher firings. Now tenure is under attack.

The state of Colorado is leading a national movement to tie teacher tenure to student performance. Under a new Colorado law, student performance will count for half of a teacher’s annual evaluation. Teachers need three consecutive years of positive evaluations to earn tenure. Tenured teachers who receive two poor evaluations will lose it.

Proponents of the law fail to realize that a student’s academic success depends on a variety of factors. Even the most dedicated and talented teachers will face difficulty when dealing with such obstacles as unmotivated students, uncooperative parents or unsupportive administrators.

I support tenure because it protects teachers from the many people who have the power to jeopardize a teacher’s job. Teachers are observed and evaluated regularly by students, parents, administrators and school board members. If a teacher disappoints, fails to impress, or antagonizes just one of these interested parties, his or her job could be at risk. And tenure does not guarantee job security. Although it is more difficult to discharge teachers with tenure, they can be dismissed for legitimate reasons, typically related to serious misconduct or job performance.

The recent developments in Colorado reflect the Obama administration’s push toward evaluating teachers based on student test scores. Further movement in this direction will be detrimental to students. The pressure on teachers to produce acceptable standardized test scores is forcing them to spend more time on test preparation strategies and less time on creative and intellectual activities that motivate and excite students. In addition, the focus on testing will widen the achievement gap. High-achievers will spend time on enriching activities, such as music and art, while at-risk students focus on test-taking skills.

The Summer of Teacher Discontent

2010-06-30T18:14:00.000-07:00

We’re embroiled in the summer of teacher discontent. Anthony Cody, creator of the thriving Facebook group Teachers’ Letters to Obama, made the announcement in a May 28 e-mail to group members. Cody’s e-mail followed a disappointing conference call that group representatives had with Arne Duncan, Secretary of Education. The group’s goal was to convey their profound concerns about the education system’s direction, but their efforts were thwarted by a lack of time and attention to their input.

Teachers are not the only ones who should feel discontented. Parents, taxpayers and society in general—we should all be discontented. Our education system is the foundation of our society; it produces the future leaders of our country. Teachers are the pillars of this system.

I’ve been an advocate for the public school community—which includes parents, teachers, staff and students—since my oldest child entered kindergarten seven years ago. I’ve served as PTA president, council delegate, committee chairperson, class parent and event volunteer. I’ve collaborated with teachers, encouraged parental involvement, and conducted workshops to foster parent-teacher partnerships.

By immersing myself in the public school community, I became keenly aware of the many challenges teachers face. In 2007, I decided to write a book on the topic to garner support for teachers among parents, political leaders and society. Over the next year and a half, I interviewed more than 50 teachers around the country. My book, The Teacher Chronicles: Confronting the Demands of Students, Parents, Administrators and Society contains their disconcerting stories—stories about disruptive and disrespectful students, uncooperative parents, unsupportive administrators, demanding workloads, and the politically charged public school environment.

Sadly, the situation has deteriorated in the two years since the book was released. In July 2009, the Obama Administration unveiled “Race to the Top,” a competitive grant program that requires states to repeal laws that prevent schools from evaluating teachers based on standardized test scores. A few months later, President Obama presented his education reform plan, which mirrors the NCLB’s focus on testing and encourages states to transform low-performing schools by replacing the school’s leadership and at least half of its staff. Amid an unfavorable political climate, teachers are also grappling with a tough economic environment. The economic recession constricted tax revenue, causing state education funding to evaporate, school budgets to shrink, and teachers to lose their jobs. Teachers who retained their jobs nervously await the next round of budget cuts.

The Obama administration’s misguided policies are detrimental not only to teachers, but also to students and the vitality of the public school system. Here’s why:

* Standardized tests do not adequately measure a student’s knowledge, skills or understanding.

* The pressure on teachers to produce acceptable standardized test scores is forcing them to spend more time on test preparation strategies and less time on creative and intellectual activities.

* Innovative lessons motivate students and spark excitement about learning. Dull, uninspired, scripted lessons, and repetitive test preparation, turn students off of school.

* A variety of factors influence student performance; teachers cannot be held solely accountable.

* Replacing teachers will not solve a struggling school’s underlying problems.

* The focus on testing will widen the achievement gap. High-achievers will spend time on enriching activities, such as music and art, while at-risk students focus on test-taking skills.

* A student who is not a skilled test-taker may be a gifted writer, a talented artist, or a budding musician. Due to the focus on standardized tests, their abilities may be overlooked and their self-esteem damaged.

* Education grants should not be based on a political contest like “Race to the Top.” All schools should have access to adequate resources so all children receive a high-quality education. Students shouldn’t be penalized because their state governments drafted proposals that the federal Dept. of Education deemed unworthy.

* The “Race to the Top” program attempts to force business practices on schools. Children are not products; they’re people.

* Although teachers have the greatest insight into the classroom environment and the learning process, they’re being excluded from the discussion on education reform.

Whether you’re a parent, a teacher or a concerned citizen, I urge you to show your support for our public education system and our nation’s children by joining Teachers’ Letters to Obama on Facebook and expressing your discontent.

5 Tips for Working With Parents of Children With Special Needs

2010-05-31T18:02:00.000-07:00

1. Meet with parents at the beginning of the school year.

Parents are a valuable resource. They can let you know what issues may come up and how you can handle them.

2. Make parents feel part of the team.

Parents know their child best. Convey to them at the beginning of the year that you value their input and you want them to be involved.

3. Maintain open communication (both ways).

If an issue arises, let the parents know as soon as possible so they can help you address it. Be receptive to communication from parents. For example, welcome parents to let you know if a situation at home may affect the child’s behavior or performance in school.

4. Be understanding

Parents don’t intend to be difficult. They may just be anxious. Approach them with sensitivity and understanding.

5. Get to know their child

When a child exhibits certain behaviors, he’s trying to tell you something. Try to learn what his behavior means so you can help him deal with the issue.

Parents Are Frustrated Too

2010-04-29T09:07:00.000-07:00

I’ve spent a lot of time talking to teachers about the difficulties they face working with parents. I devoted a chapter in my book to the topic. But as a parent, I also interact with a lot of other parents. And I know they’re frustrated by teachers sometimes too.

I wrote an article for TheApple.com this month about the parent’s perspective. I asked parents about the challenges they’ve faced working with teachers, and what teachers can do to improve the parent-teacher relationship.

What are the challenges parents face?

* A mom in California said her daughter’s pre-k teachers’ rigid reading techniques were hampering her daughter’s progress rather than facilitating it. But the teachers insisted that her daughter adhere to their formulas, even though they were counterproductive.

* A dad in Baltimore said his seventh grade son was struggling in math because he was overwhelmed by the workload. When he first approached the teacher about the issue, the teacher was resistant and asserted the student was not paying attention. (After several conversations, the teacher adjusted his expectations and the student began to thrive.)

* A mom in Los Angeles said her son’s first grade teacher told him (in front of her) “Math just isn’t your thing.” He was apathetic toward math for the rest of the year, saying, “Math just isn’t my thing.”

* A dad in Virginia said shortly after his son entered middle school a teacher called to set up a meeting about the boy’s schedule. But when his wife arrived at the school, she soon realized the purpose of the meeting was to alter their son’s individual education plan. The teacher lectured her about her son’s poor behavior and academic performance.

What do parents wish teachers would do?

* Consider the Parent’s Input.

Teachers are experts in the field of education, but parents often have inside information about their child’s learning style, study habits and attitude that could be valuable to the teacher.

* Be Flexible.

While a teacher may have honed an effective learning strategy that clicks with most students, it may not work for everybody. If a student in not responding successfully to a particular teaching method, it may be time to try an alternate approach.

* Choose Your Words Carefully When Communicating With Students

Children are impressionable. Even an offhanded comment can have a major impact on a child.

* Choose Your Words Carefully When Communicating With Parents

When it comes to their children, parents are emotional. Approaching parents with sensitivity and understanding will allow the teacher to avoid a defensive reaction.

* Show Parents You’re On Their Side.

Teachers can prevent confrontations by proactively communicating with parents and demonstrating their concern for their students, says Dr. Jim Taylor, P.h.D., a parenting expert and author. “Show parents you’re both on the same team,” Taylor says.

Teachers can accomplish this goal by keeping parents informed about their child’s progress through brief monthly or biweekly reports, which can be e-mailed, Taylor says.

“This shows that the teacher knows and cares about the child,” he says. “It makes parents feel more in control, more in the loop, and they will have less anxiety, less fear,” Taylor says. “Fewer emotions means fewer problems.”

I’m Confused

2010-03-24T09:06:00.000-07:00

Here are the teacher-related news stories from around our great nation that the diligent folks at Google e-mailed me today:

* “Rockford School District to Lay Off All Nontenured Teachers” (Rockford Register Star)

* “Senate Bill 6: Unfair to Teachers” (The Ledger)

* “Teacher Tells Students to Punch Classmate in Face” (NDTV.com)

* “California’s Quality Blind Layoffs Law Harms Teachers and Students” (Los Angeles Times)

* “Teachers Ask About Their Job Futures” (Tulsa World)

* “Indian Prairie School Board Eliminates 145 Teacher Jobs” (Chicago Tribune)

* “NJ Gov. Chris Christie Calls for Teachers, School Workers to Accept Wage Freeze to Prevent Layoffs” (The Star-Ledger)

* “Daley Spars With Teachers Union” (MyFox Chicago)

* “Edwardsville School District Lays Off 60, Including 25 Teachers” (Belleville News Democrat)

* “School Reform Has U.S. Grant High School Teachers On Edge” (NewsOK.com)

What do all of these stories tell us? With words like “layoffs,” “harms,” “on edge,” and “punch,” it’s pretty clear that for teachers, the news is bad.

So why am I confused?

1. Why is all the news bad? Surely there is some good news about some teacher somewhere. I’ve met and spoken with many teachers and parents, so I’m certain of this fact. But the media seems to focus on stories about teachers behaving badly or getting the boot.

2. Why doesn’t our society respect teachers anymore? When I was in school, parents and students respected teachers for the contribution they make to society and the impact they have on our lives. Now, they’re publicly disparaged, not only by the media, but also by the federal government. Chastising teachers is now public policy. To receive federal “turnaround grants,” school districts must fire at least half the staff at low-performing schools or close them. President Obama came out in support of the very public firing of the entire faculty at Central Falls High School in Rhode Island.

If you want to know the general attitude toward teachers, ask finance expert Suze Orman. In my blog entry on May 28, 2009, I expressed my discontent that Ms. Orman told The New York Times Magazine she feels teachers are not empowered and have no self-worth. She couldn’t be more wrong. Teachers have a profound impact on the lives and futures of children across America—a powerful position and a fulfilling experience.

The groups that protect and support teachers from all of this backlash—teachers unions—are vilified by the media, school districts and the government.

3. Why can’t parents and teachers get along? When their child is performing poorly or behaving badly, who do parents usually blame? The teacher. A few of them may have good reasons. But in many cases, if the parent would make an effort to express their concerns to the teacher in a constructive way, listen to the teacher’s point of view, and work together with the teacher to address the issue, they would be making a big contribution to their child’s academic progress and personal growth (see my August 12, 2009 blog post, “Building a Successful Partnership With Your Child’s Teacher”).

As with most relationships, the disconnect between parent and teacher is often the fault of both parties. Teachers are frustrated by some parents. But if they would reach out to the parent in a positive way, they could accomplish a lot together (see my August 19, 2009 blog post, “Building Successful Partnerships With Parents”).

Many parents and teachers have cooperative, successful relationships that greatly benefit the student. But many don’t. Parents and teachers share the same goal: the academic success of the child. They would have a greater chance of realizing this goal if they worked together as partners.

Despite all of this bad news, dedicated, talented teachers across the country are inspiring, supporting, guiding and mentoring children in their classrooms. They’re pushing aside all of the negativity that’s swirling around them and doing their jobs. It’s not because they make a lot of money—they don’t. It’s certainly not for the praise and gratitude. And if you think it’s because they get summers off and work until 3 o’clock, you’re buying into some big misconceptions about the teaching profession. Most of them do it because they want to make a difference. And for that, I admire them, and I’m grateful to them.

But if the attitude toward teachers continues to deteriorate, how many gifted, motivated, altruistic college students are going to pursue a teaching career? Our education system is the foundation of our society. I don’t think it’ll function too well without any teachers.

The Blame Game

2010-02-25T10:06:00.000-08:00

Since when do we target a group of people and hold them solely accountable for society’s problems?

In an effort to improve the performance of Central Falls High School in Rhode Island, the school board on Tuesday approved a plan to fire the entire faculty and staff.

Other school districts around the country have also attempted to fix failing schools by cleaning house. The Chicago Board of Education voted Wednesday to close or turn around eight schools, which means about 300 teachers will lose their jobs, according to Chicago Public Radio. School board members in Houston voted a couple of weeks ago to fire teachers whose students consistently fail to improve on standardized tests, according to ABC News.

Standardized test scores are often used to gauge a teacher’s efficacy. But standardized tests do not adequately measure a student’s knowledge, skills or understanding. And the pressure on teachers to produce acceptable standardized test scores is forcing them to spend more time on test preparation strategies and less time on creative and intellectual activities.

I interviewed more than fifty teachers for my book, The Teacher Chronicles: Confronting the Demands of Students, Parents, Administrators and Society. I was alarmed by the many obstacles society hurls at teachers. And then we blame them when things go wrong.

But there’s plenty of blame to go around. Parents need to be involved partners, rather than adversaries, if they want their children to succeed. Administrators and school boards need to give teachers more support and freedom, rather than issuing paralyzing threats. Taxpayers need to be willing to compensate teachers for the vital service they provide.

Above all, the federal government must ensure that all schools have adequate funding so teachers can do their jobs effectively. It’s unacceptable that students in low-income areas are deprived of the resources, supplies and experiences that students in affluent areas enjoy.

The real losers in the blame game are not the teachers; it’s the students. The teachers at Central Falls High School provided more than an education—they offered stability and support to children in a community rife with poverty and unemployment. “My teachers, they’re there for me. They push me forward,” a 17-year-old senior told The New York Times yesterday.

Yes, some teachers are incompetent. Every profession has its share of incompetence. If a teacher is not capable of fulfilling the job’s requirements, he or she should be replaced. Teachers want ineffective colleagues to be dismissed. But blaming all teachers—as a group—is wrong.

Are Chicago, Houston and Central Falls harbingers of what’s to come? President Obama said in a speech in November that states have to be willing to turn low-performing schools around by replacing a school’s leadership and at least half its staff.

And how far will society’s campaign against teachers go? Parents in Detroit recently demanded teachers serve jail time because students received poor scores on a standardized math test. I hope parents, administrators, school boards, government officials and taxpayers stand up and assume their share of the responsibility for our education system’s failings before things get worse.

Uninformed Reformers

2010-01-28T11:17:00.000-08:00

In his State of the Union address last night, President Obama said he reads letters from citizens every night. He quoted letters from a determined small business owner, a patriotic woman, and a generous eight-year-old boy.

I wonder if he’s read the ninety-six letters Anthony Cody, a teacher coach, collected from teachers and mailed to the President in November. Or the additional letters, comments and discussions posted by the 760+ members of Cody’s “Teachers’ Letters to Obama” Facebook group. Or the letters Cody published in his Education Week commentary and Teacher Magazine blog.

I’ve read some of the letters that have been posted online, and I think they offer valuable insight into the learning process and reveal the shortcomings of the President’s education reform plan and “Race to the Top” program. Here are some of the highlights:

* Standardized tests, and multiple choice tests in particular, do not adequately measure a student’s knowledge, skills or understanding.

* The pressure on teachers to produce acceptable standardized test scores is forcing them to spend more time on test preparation strategies and less time on creative and intellectual activities.

* Innovative lessons motivate students and spark excitement about learning. Dull, uninspired, scripted lessons, and repetitive test preparation, turn students off of school.

* The focus on testing will widen the achievement gap. High-achievers will spend time on enriching activities, such as music and art, while at-risk students focus on test-taking skills.

* The “Race to the Top” program attempts to force business practices on schools. Children are not products; they’re people.

* Although teachers have the greatest insight into the classroom environment and the learning process, they’re being excluded from the discussion on education reform.

When addressing education reform last night, President Obama said, “In the 21st century, the best anti-poverty program around is a world-class education. And in this country, the success of our children cannot depend more on where they live than on their potential.”

Unless President Obama and Secretary of Education Arne Duncan consider the input of teachers, their education reform plan will not accomplish the intended results.

Please visit “Teachers’ Letters to Obama” on Facebook for more information.

10 Ways to Promote Your Child’s Academic Success

2009-12-23T10:02:00.000-08:00

1. Convey the value of education. Instilling the value of education in your child, starting at a young age, is the most important thing you can do to put him on the path toward academic success.

2. Get involved. Join the PTA, help out in the classroom, volunteer at a school event. When you set aside time in your busy schedule to get involved in your child’s education, she gets the message that school is important.

3. Make school a priority. Extracurricular activities are valuable and fun, but homework and studying should take precedence.

4. Promote school. Ask your child about his class work and homework, and respond with positive comments. “Talk school up. They (children) need to think this is the coolest thing on earth,” says one first grade teacher.

5. Watch what you say. Negative comments about your child’s teacher or about school influence your child’s perception and attitude.

6. Support school-related activities. Set aside a quiet place and time for your child to do her homework. Encourage activities that foster thinking and learning, such as reading, journal writing and practicing math skills.

7. Communicate. Ask your child if he studied for his test, completed his homework, or handed in his assignments. While most teachers will let you know if your child is falling behind, don’t wait for that phone call before you get involved.

8. Encourage personal responsibility. As your child gets older, allow her to assume more responsibility for resolving problems. Instead of contacting the teacher yourself if a problem arises, encourage your child to talk to the teacher. For example, if your child receives a poor grade on an assignment or test, suggest that she ask the teacher if she can do extra credit work to boost her grade.

9. Avoid pressure. Setting high expectations for your child is important. You want to encourage him to reach his potential. But avoid putting too much pressure on him, which can lead to anxiety.

10. Partner with the teacher. Develop a cooperative, positive relationship with your child’s teacher. Remember, your child’s teacher shares your goal—the academic success of your child. Children benefit the most when parents and teachers work together as partners.

Talk To The Student First

2009-12-09T06:04:00.000-08:00

When a student is struggling with an academic, behavioral or social issue, it is important for the teacher to enlist the parent’s help in resolving the problem. But in the following guest blog entry, a middle school teacher explains why she approaches the student before making that phone call home.

Teachers and parents agree that communication between school and home is a key component to a successful academic year for the student. As a middle school teacher, I find that communicating with the student before making the phone call home leads to a more productive outcome for all parties.

In moments of frustration, whether it be an academic or discipline issue, a teacher may look for a quick fix by calling the parent immediately. Excluding emergency situations, my experience tells me to remove myself from the situation for a short period of time (a couple of hours or overnight) so I am calm and objective. After this time, discuss the situation with the student first. This arms you with valuable information (i.e. specifics and quotes!) to share with the parent during the phone call.

Having all pertinent information and details will eliminate back and forth communication and can clear up any incorrect information or confusion. Having all the facts and specifics prior to making the phone call arms the teacher with the confidence and ability to suggest a plan of action, thus moving in a positive direction to ensure success for the student—the common goal of all parties involved.

Ann Marie Torre

Ann Marie Torre is an English teacher and professional organizer in the New York tri-state area. She is a member of NAPO, the National Organization of Professional Organizers, and helps teens and adults set up organizational systems that last. Her company, The Organized Life, has been featured in The New York Times and the Spring 2009 edition of What To Do: Armonk, Bedford & Chappaqua. For more information: atorre@theorganizedlifenow.com or (914) 242-1178

A Teacher’s World Is “Not All Flowers and Sausages”

2009-11-25T10:10:00.000-08:00

We picture elementary school as a bastion of learning, teeming with the creativity and inspiration that flows from the collective energies of the dedicated faculty. But “It’s Not All Flowers and Sausages,” according to “Mrs. Mimi,” who depicts in her new book a reality where devoted teachers struggle to engage and enlighten their students amid a suffocating environment. The book is based on the popular blog by “Mrs. Mimi,” the pseudonym assumed by second grade teacher Jennifer Scoggin.

It’s Not All Flowers and Sausages: My Adventures in Second Grade (Kaplan Publishing) is highly amusing and thoroughly entertaining due to Ms. Scoggin’s breezy narrative style, sharp wit and biting sarcasm. Although she relates her story with humor and aplomb, the underlying message comes across loud and clear. Dedicated, talented teachers are constantly encumbered by administrative hassles, unnecessary distractions, and counterproductive colleagues.

While the book recounts the frustrating obstacles Ms. Scoggin faces daily, her passion for teaching and rapport with her students is palpable and touching.

In the book, Ms. Scoggin takes us inside her New York City classroom, where we meet her students (she calls them her friends), colleagues and administrators. She candidly discusses her interactions and observations. Time and again we see how her efforts to impart knowledge and skills to her students are hamstrung by a raft of assessment tests, mountains of paperwork, time-wasting policies, and intrusive meetings and assemblies.

And then there are the constant disruptions, such as inconsiderate visitors and irritating phone calls. Ms. Scoggin talks about the morning three plumbers barged into her classroom and started turning the faucets on and off while talking loudly, distracting the students. One engaged in a personal conversation on his cell phone. The men returned to the classroom in the afternoon to change a light bulb. One of them actually stood on a student’s desk while the child was working at the desk.

Detractors who dismiss Ms. Scoggin as a complainer are missing the point. It’s Not All Flowers and Sausages offers administrators, taxpayers, parents and the governmental powers that be valuable insight into the real problems facing our school systems—problems that threaten to impede our teachers and hamper the success of their students.

Drowning in a Sea of Tests

Ms. Scoggin is currently taking some time off from teaching to pursue her doctorate in education. I had the opportunity to speak with her recently about the issues she raised in her book. She cited the crush of assessment tests as one of the biggest challenges she faced as a teacher.

“When they start mandating a prescriptive curriculum, and all the paperwork that comes with that, these are all things that eat away at a teacher’s time and creativity,” she says. “There’s so much pressure around it, you end up having to cater all your instruction to the tests rather than the students’ needs and interests.”

Every year she was required to add a new test to the schedule, and some duplicated existing tests.

“Elementary school is about having magical, creative experiences, and that’s just gone, and that’s a huge loss,” she says. “Those experiences are the most powerful ones, the ones people remember into adulthood. There’s so much learning happening.”

Administering the tests cuts into instruction time, as does preparing students to take the tests. They have to learn the tricky language on the tests and engage in practice drills.

“I believe if you have good teaching and non-scripted curriculum, and you teach really well and deeply, that’s your test prep,” Ms. Scoggin says. But that’s not enough at many schools, which are under pressure to deliver acceptable test scores. Teachers are often required to focus on test preparation, limiting the time they can spend on valuable lessons and activities. “Because that pressure is so high, I question whether or not the kids are prepared to do anything.”

Ms. Scoggin agrees with the many educators who warn that standardized tests are not a valid measure of a child’s aptitude.

“It’s a very narrow way of looking at intelligence and a very narrow way of looking at how we’re doing,” she says.

Schools often mandate the teacher’s curriculum, such as the reading program used in the class. “They don’t give you any control, and then they judge you on the results. That’s a scary scenario,” Scoggin says.

Shackled by Bureaucratic Red Tape

Ms. Scoggin was also stymied by a lack of support from some administrators, staff members and parents.

“When you’re working with people who are not as invested as you are, it makes it more difficult than it needs to be,” she says.

The unrealistic demands on her time, including paperwork and filing procedures, were also frustrating, she says.

“I’ve had people say to me, ‘Do an hour of math, an hour of this, an hour of that,’ and it adds up to 15 hours. They put things on you that are physically impossible, and then they say, ‘You work it out.’”

Reaching Out to Parents

Ms. Scoggin’s persistent efforts to involve parents eventually yielded positive results. Only a couple of parents would show up for parent-teacher conference night or volunteer to chaperone field trips when she first started. Later they were lined up outside her door for conferences, and she had to compile a waiting list for field trips.

To keep parents informed, she sent out a monthly newsletter recapping what the students learned in the previous month. She also provided advance notice of upcoming events, such as concerts, field trips and writing celebrations, and welcomed parents to attend.

She sent home packets that complemented her lessons, including games and activities parents could do with their children at home. She also sent home bags of school supplies to ensure parents and students had the necessary materials to work at home. She paid for a lot of the supplies herself, but she also accumulated them from a variety of sources, such as the DonorsChoose.org website, donations from generous friends, and contributions from parents.

To involve parents in the class, she found out whether they had a special talent, such as art or cooking, and invited them in to share their expertise with the students. Parents who came into the class received a thank you note from her and from one of the children, who wrote the note on behalf of the class.

If she was unable to reach a parent to discuss an issue their child was facing, she kept detailed records reflecting every attempt to make contact.

Ms. Scoggin says parents may avoid their child’s teacher if they think the teacher communicates only when their child is struggling with a problem. To counter this perception, she sent positive notes home periodically.

In the beginning of the year, she and her students would write a positive note about each student together. The activity served as a shared-writing exercise and allowed the students to get to know one another. It also reinforced positive behavior because the students enjoyed the recognition from their peers.

Learning from “Mrs. Mimi”

When asked what teachers need to be successful, Ms. Scoggin cited the following:

* More freedom and control over their time. The interaction between the student and the teacher is the most important factor in determining a student’s success, based on Ms. Scoggin’s research for her doctoral degree. “The more demands they put on teachers, the less time we have to develop that interaction and become experts at that part of our job,” she says.

* Access to the proper supplies and materials. “It’s important that they ask us what we need,” she says. “I would get a handful of googley eyes and rubber bands. I need pencils.”

* Input into policy decisions. “Teachers need to feel more invested in the school as a whole,” she says. Federal and state governments should also gather input from teachers when formulating education policies. “Decisions are coming from the top, which doesn’t make sense when the most important interaction is happening at the bottom.”

http://itsnotallflowersandsausages.blogspot.com/

Low Marks for Obama’s Education Reform Plan

2009-11-11T07:46:00.000-08:00

“A race to the top has begun in our schools,” President Obama declared in a speech about education reform at James C. Wright Middle School in Madison, Wisconsin, last week. The President acknowledged that the strength of our education system will “determine the quality of our future as a nation.” I agree with his assessment, and I applaud his efforts to invest in education.

However, the reform plan he outlined has the following basic flaws:

* Turns education into a political football.

* Advocates performance pay for teachers.

* Renews the inappropriate focus on testing.

* Neglects to incorporate parental involvement.

Playing Politics With Education

Since the Obama administration first announced the $4.35 billion “Race to the Top” fund in July, state governments have been scrambling to position themselves as worthy recipients of grant money. It makes you wonder whether it will all come down to politics. The states that somehow demonstrate they’re the most committed to the Obama administration’s policies will be rewarded.

Wouldn’t it make more sense to give schools, teachers and students the resources they need to succeed before we question their abilities? We know that many schools, particularly those in low-income areas, lack basic instructional supplies and materials. I’ve heard too many stories about teachers purchasing their own classroom supplies, such as readers, textbooks and paper. They also buy school supplies for students who can’t afford them.

Many schools are also under-staffed. Let’s hire more teachers, teaching assistants, special education instructors and support staff so that we can reduce class size and give students the attention they deserve.

But before schools, teachers and students can receive the funds they need to operate effectively, state governments will have to prove they’re making an effort to reform based on the government’s criteria. This likely means teachers will have to devote more time to onerous, unnecessary and distracting bureaucratic red tape and less time to lesson preparation and instruction.

The Trouble With Performance Pay

To be eligible to apply for grant money, states have to repeal laws that prevent schools from evaluating teachers based on student performance. While linking student performance to teacher quality seems logical, it’s not that simple:

* Even the most dedicated and talented teachers may miss the mark if they are faced with unmotivated students, uncooperative parents or unsupportive administrators—all of which create obstacles to success.

* Many educators contend that standardized test scores are not a valid measure of student knowledge.

* A merit pay program launched in Texas in 2006 failed to generate the academic improvements anticipated, according to a recent study.

* The recent focus on testing, driven by the No Child Left Behind Act (NCLB), has led to significant growth in spending on materials used for test preparation and assessments. Spending on testing and assessment has increased faster than spending on basal or supplemental instructional materials for the last five years.

* Teachers are forced to devote too much time to test preparation.

NCLB Reincarnated

Basically, the President’s education reform plan consists of four goals that our school system is already striving to meet: setting high standards, hiring good teachers, tracking student performance, and improving low-performing schools. There’s really nothing new here. In fact, the plan seems to reflect the NCLB’s emphasis on testing. But the new plan goes a step farther: we won’t just be evaluating students based on standardized tests, we’ll be evaluating teachers as well.

Following are the four measures states will have to meet:

* Setting high standards and creating better assessments.

Although president Obama said, “This is not just about more tests” and he doesn’t want “young people being taught to the test,” this component of the reform plan rejuvenates the focus on testing.

* Hiring effective teachers and principals.

The president said this means doing a better job of recruiting and preparing new teachers, rewarding outstanding teachers, and removing bad teachers. But how are we going to distinguish the outstanding teachers from the bad teachers? Again, the Obama administration seems to value student test scores as a key measure.

* Tracking the progress of students and teachers.

This means collecting information about each student’s performance during the year and over the course of the student’s academic career, and providing it to teachers “so they can use it to improve the way they teach.” I was surprised at this component of the plan because I thought this effort was already taking place.

* Transforming low-performing schools.

For states to meet this requirement, they have to be willing to replace a school’s leadership and at least half its staff. But new administrators and teachers will likely face the same challenges and obstacles to success the previous staff faced, such as a lack of resources and parent support.

Parent Involvement Is Key

I wholeheartedly agree with one thing the President said toward the end of his speech: to improve America’s education system, parents need to get more involved in their child’s education.

I believe this is the key to success, not a focus on testing and assessments. We need to concentrate more on encouraging parents to communicate high expectations to their children and to support their children’s teachers. Teachers must also reach out to parents in an effective and positive way, and view parents as resources and partners.

Although the President acknowledged the importance of parent involvement, parent outreach is not officially part of the reform plan.

If we’re engaged in a “Race to the Top,” each student needs his or her own team, consisting of the child’s parent (or another supportive adult) and the child’s teacher or teachers. For any team to operate effectively, every member must make a commitment. But they need the proper equipment to truly succeed.

A Sad State of Affairs

2009-11-02T05:38:00.000-08:00

Is anyone happy with our education system?

* Teachers aren’t. A new study by Public Agenda and Learning Point Assoc. revealed 40% of teachers are “disheartened.”

* Students aren’t. When Highlights magazine asked kids, “What is your biggest problem right now,” more than 23% said schoolwork. Survey participants cited schoolwork most often, surpassing sibling issues (8.7%), parental issues (8.1%), friendship issues (7.3%), illness/physical problems (5.6%), and bullies (4.3%).

* President Obama isn’t. Education reform is high on the President’s agenda.

The Public Agenda study identified three groups of teachers: disheartened (40%), contented (37%), and idealists (23%). According to an article in Education Week, “The view that teaching is ‘so demanding, it’s a wonder that more people don’t burn out’ is remarkably pervasive, particularly among the disheartened, who are twice as likely as other teachers to agree strongly with that view.”

Interestingly, disheartened teachers expressed frustration with students (“disorder in the classroom”) and the bureaucracy (“an undue focus on testing”)—the two other groups that are dissatisfied.

The Obama administration seems to be dissatisfied with teachers. The administration’s “Race to the Top” plan promotes a merit pay system, which would hold teachers solely accountable for student achievement (see my July 29 blog post on this issue). And U.S. Secretary of Education Arne Duncan recently stated that the nation’s teacher colleges “are doing a mediocre job of preparing teachers for the realities of the 21^st century classroom,” according to an Education Dept. press release.

Media outlets were quick to agree. An editorial in The Philadelphia Inquirer stated that Duncan’s assessment “confirms what lackluster student performance on standardized tests has shown for years. Reforming public education and boosting student achievement must begin with better teacher training - mediocrity is unacceptable.” And an editorial in the Ft. Worth Star Telegram stated, “Most of the criticism I hear about teachers colleges — from education professors, student teachers and teachers in the classroom — centers on the idea that teachers are being shortchanged.”

So I guess the media is also unhappy.

In the Highlights study, “Respondents said they struggled with completing homework on time, finishing projects and/or studying for tests.” (This finding seems to support my Oct. 16 post, “The 9 to 5 School Day?”)

I haven’t seen any studies or reports recently on the attitude of parents, who are integral to the education process. I did read that the superintendent of the Los Angeles Unified School District introduced a plan that would allow parents to initiate major reforms at low-performing schools. I’m all for parent involvement, but if schools are low-performing, shouldn’t the school board and district administrators be aware of the problem and take steps to address it? They’re the education experts.

But it’s not all gloom-and-doom in our nation’s schools. Most of the “contented” group of teachers strongly agree that “teaching is exactly what I wanted to do,” and the “idealists” believe “their students’ test scores have increased a lot because of their teaching,” according to Education Week.

Another positive revelation: a lot of kids like their teachers. When Highlights asked kids who they admire and respect, aside from family members, 17.2% said teachers, which ranked second to friends (28.4%).

There are a lot of successful teachers, motivated students and satisfied parents out there. Unfortunately, they’re rarely acknowledged.

Resources:

“The State of the Kid,” Highlights, 2009. http://media.highlights.com/pdf-newsroom/StateoftheKid.pdf

“State of Mind,” Education Week, October 19, 2009. http://www.edweek.org/ew/articles/2009/10/21/08publicagenda_ep.h29.html?tkn=WLRFS9a6i7JpaTp213g2qRDBp1FwWsbYiltP

“U.S. Secretary of Education Arne Duncan Says Colleges of Education Must Improve for Reforms to Succeed,” U.S. Dept. of Education, Oct. 22, 2009. Department of Education. http://www.ed.gov/news/pressreleases/2009/10/10222009a.html

“Editorial: Teaching the Teachers,” Philadelphia Inquirer, Oct. 30, 2009. http://www.philly.com/inquirer/opinion/67472532.html

“An Apple for the Education Secretary,” Ft. Worth Star Telegram, Oct. 27, 2009. http://www.star-telegram.com/242/story/1715776.html

“L.A. Unified to Allow Parents to Initiate School Reforms,” Los Angeles Times, Oct, 28, 2009. http://www.latimes.com/news/local/la-me-lausd28-2009oct28,0,1211739.story

The “9 to 5” School Day?

2009-10-16T09:23:00.000-07:00

When I read the news recently that President Obama wants to extend the school day, my anxiety level crept up a notch. The school year had just begun, and I was already dragging my poor kids out of bed before dawn and struggling to squeeze in homework, dinner, showers, and reading before bedtime. Longer school days would mean even fewer hours at home.

The story that many news organizations carried in late September was based on comments the President made back in March 2009, during a speech about education reform. Following is an excerpt from the transcript, which can be found at http://www.whitehouse.gov/the_press_office/Remarks-of-the-President-to-the-United-States-Hispanic-Chamber-of-Commerce/

“Now, I know longer school days and school years are not wildly popular ideas. (Laughter.) Not with Malia and Sasha -- (laughter) -- not in my family, and probably not in yours. But the challenges of a new century demand more time in the classroom.”

I’m a big proponent of education. I believe parents should instill the value of education in their children and make school a priority. Not only do children acquire important skills and knowledge in school, but also they learn vital life lessons, such as how to interact with peers and function independently.

However, I’m not in favor of longer school days or years because more time in school means less time engaged in other activities with educational, cultural and social value, such as extracurricular activities (music, sports, art), family time, reading and, perhaps most important, sleep.

It’s not even clear that longer school days would benefit children. The Associated Press reports the following (http://www.washingtontimes.com/news/2009/sep/29/obama-pushes-longer-school-days-shorter-breaks):

“Children in the U.S. spend more hours in school (1,146 instructional hours per year) than do those in the Asian countries that consistently outscore the U.S. on math and science tests - Singapore (903), Taiwan (1,050), Japan (1,005) and Hong Kong (1,013). That is despite the fact that Taiwan, Japan and Hong Kong have longer school years (190 to 201 days) compared with the U.S. school year of 180 days.”

I think we’re already putting too much pressure on children today, from kindergarten through high school. Kindergarten is no longer an experience that eases kids into school with low-key activities such as coloring, singing, and show and tell. Now, it’s more like first grade used to be. And high school students are under a ridiculous amount of pressure due to the highly competitive college admissions environment. They’re stretched thin, sleep deprived and stressed out.

Meanwhile, an extended school year would impact segments of our economy that enjoy a boost during the summer, such as travel and tourism. And how are we—as a nation—going to pay for extended school hours.

Longer school days means more costs. And less time for kids to be kids.

Behavior Modification (for Parents, Teachers and Students)

2009-10-02T09:05:00.000-07:00

I received the following two e-mails from teachers recently:

I'm a 16-year teaching veteran in the Los Angeles USD. The below essay I wrote for Huffington Post describes a recent classroom experience.

http://www.huffingtonpost.com/dennis-danziger/i-want-to-get-rid-of-tony_b_163778.html

The results of this student's off-the-chart behavior was nothing. The administration took no action against a 14 year old who was seriously disturbed and potentially dangerous to himself and others. I spoke with the mom, I met with the mom, she didn't really accept that her son was troubled, though he earned all Fs and ditched almost all of his classes two to three times a week. Most of the time he was stoned and he didn't bathe often. It was apparent. Despite calls home and a conference, the parent never followed up; the student's actions never changed.

***

I'm a teacher in a wealthy area and we have some doozies for parents (and kids sometimes). In an atmosphere of entitlement and with an administration that is often intimidated by the clientele, our parents often get their way. They have learned that the louder they yell, the more likely it is for the situation to go their way. I have had some successes (and some failures) working with this population and getting them to work with the school/teachers/admin rather than against it.

***

These stories illustrate two common problems teachers face: (1) demanding parents and (2) uninvolved parents.

While teachers are often frustrated by the behavior of parents, parents are just as frequently distressed by the actions of teachers—which leads to more negative behavior.

Listening Is the Key to Resolving a Parent-Teacher Conflict

I recently spoke with Mary Ann Lowry, a parenting coach, school consultant, and former teacher for twenty-one years (http://createanewseason.com/index.html). She advises parents who are displeased with a teacher’s actions to “listen; don’t rush to judgment.” It’s important to consider the teacher’s version of events and explanation.

Lowry advises teachers who are confronting an irate parent to avoid becoming defensive, listen to the parent’s concerns and ask questions. Asking questions prompts the parent to think about whether their demands are rational and to consider other perspectives.

When Lowry was acting as a consultant to a private school in California, she witnessed a child’s parents disparage a teacher and the school in front of the child. “That’s sending the message to the child that, basically, you don’t have to have respect for authority. I don’t think that’s the message parents want to send,” she says.

The parents were upset with the teacher and school administration for suspending their child for hitting a schoolmate and refusing to listen to their child’s explanation. The parents claimed the child was provoked, but the school has a zero tolerance policy for hitting.

Lowry invited the parents into her office to discuss the situation. They wanted to complain about the teacher, but she shifted the discussion to more productive territory by asking questions. She asked the parents if they were certain their perspective of the situation was accurate; they acknowledged they were not. She asked how they would want the school to handle the situation if their child was the one hurt. She asked what they want their child to learn from the experience.

“I always tell parents anytime there’s a discipline issue, we’re imposing a consequence because if there’s not a life lesson involved, we’re not doing our job,” she says. “I advise them to think about: what’s your goal for your child? Do you want them to get an education or learn a theme of anti-authority or authority figures are out to get them.”

The child’s parents understood, and began working with Lowry to develop a behavior management system for their child. The teacher later joined the discussion. “They were calmer and apologized to her,” Lowry said.

Lowry says if a parent continues to be hostile, the teacher should end the conversation. “I’ve had parents start cursing. When they start attacking me verbally, I say, 'Unfortunately, I’m going to have to end this meeting; we’re going to have to meet in front of an administrator because I don’t feel comfortable talking to you.'”

Ask Questions When a Child Misbehaves; Don’t Lecture

Asking questions is also an effective approach with children, Lowry says. “I tell parents to ask questions because the odds of kids processing everything you say in a lecture is pretty nil,” she says. “Every time you ask questions, it’s much more likely to take because by answering the child is actually forming new neural connections, and that’s how learning happens.” The key question that promotes learning is “What could you do differently next time?” she says.

Parents want to protect their children from negative experiences, but facing consequences prepares children for the outside world, Lowry says. Some children “walk away from childhood with the belief that anyone who challenges them is a real jerk.” They grow accustomed to having their parents bail them out of every problem. “Once a child hits a university setting, there’s very little the parent can do,” Lowry says. A child who learns to disrespect authority is also likely to face difficulty maintaining a job.

Lowry urges parents to read the school's student handbook at the beginning of the year and call the school if they have any questions or concerns. “Be acquainted with school’s discipline policy. They are there for the benefit of all children. If schools look the other way, they’re setting themselves up for liability,” she says. “Our first role is doing what’s in the best interest of their child and in the best interest of all the children in the school.”

Develop Innovative Solutions if Parental Support Is Lacking

On the other end of the spectrum, some parents fail to take an active role in their child’s education. Typically, they’re too overwhelmed with other responsibilities.

To encourage support from uninvolved parents, Lowry advises teachers to try to find some contribution the parent can make—however small. “I ask them 'What’s your schedule like? What would be the easiest thing to do at home,' even if it’s just to take a notebook out of the backpack.” She urges teachers to “try to understand rather than blame” parents.

If a student is struggling with a problem, and the parent is clearly unavailable to help, then the teacher has to find another way to handle it. “I’ve started telling teachers, I think we’re going to have to get off the bandwagon of saying it’s the parent’s fault.”

When Lowry was teaching, she struck a deal with a colleague: “If someone was being a clown in my class, they could go sit in her room,” she says. “I’ve had students beg me not to send them into the other class.”

She also offered her class five minutes of free time if they ignored a student who was engaging in distracting behavior. “There’s nothing worse than being in class when no one will engage with you. Pretty soon, the behavior goes away because it’s not working.”

The View From Both Sides

2009-09-10T06:19:00.000-07:00

It’s easy to relate to teachers—if you’ve been one. The following guest writer tells us how her experiences as a teacher influenced her attitude as a parent.

When I hear the phrase “parent-teacher partnerships,” I can’t help but think back on my first year as an educator. Fresh out of graduate school, I was very eager to meet my new students and their families. I had high hopes about the many relationships that would blossom as a result of my new position. I was fortunate enough to land a job in a large urban district in the very same city where I grew up. I knew that I would be teaching in a diverse neighborhood and that some of my students would be coming to me from low-income households. The school was not far from the building where I was raised and was directly across the street from a church I had spent a great deal of time in as a girl. I knew the area very well and wanted so much to become an integral part of my pupil’s lives.

Sadly, right from the start, I found myself facing situations and problems I could never have foreseen. I was only twenty-five and had no children of my own, and some of the parents I was working with were younger than I was. Some of them looked upon me as a glorified babysitter—nothing more, nothing less. In addition, I got the sense that some of the parents had preconceived notions about me. Each day was a challenge. I was dealing with both the typical first year jitters and some scenarios I was not yet prepared for. When I reached out to the parents, many of them were unresponsive or downright hostile. To say my experience was, at times, disheartening, would be an understatement.

On a more positive note, many of the storm clouds I encountered that year, and in subsequent years, definitely had a silver lining. I met some wonderful parents during that time. Some of the good relationships that developed were rewarding and inspirational. All I ever really wanted as a teacher was to be able to discuss problems and progress with the parents without being set upon. I was on their team and could not understand why so many of them did not choose to see it that way. The best parent-teacher relationships I experienced were the ones based upon mutual respect. I remember one very conscientious parent in particular who sent notes or called me regularly to discuss things or ask questions. I welcomed her inquiries because her approach was always lovely, and I knew how much she cared about her little boy’s growth. In addition to asking questions, this same parent never hesitated to express basic gratitude. I truly appreciated being given the opportunity to work with her and her son.

I left the classroom behind when I became a parent and now find myself on the flip side of the situation. Having been a teacher in the past does not prevent me from getting the butterflies each time I have to go to a parent-teacher conference. As human beings, it is in our nature to not want to hear anything negative about our little ones—even when it is constructive. I certainly do not think that teachers are always correct, and I do believe that we need to be strong advocates for our children. Gone are the days when our parents wouldn’t dare to question teachers at all, and thank goodness for that! Unfortunately, some of the most fundamental social graces and manners seem to have fallen by the wayside, as well. One can be proactive without constantly being on the offensive. I have had the chance to attend several “open house” functions since school began for my oldest child and have witnessed parents standing up and firing questions at teachers in a less-than-nice manner. I cringe when I see this, because I am well aware of the many responsibilities and pressures teachers already have piled upon them.

In the end, I think that good old-fashioned courtesy is one of the best ways to foster a healthy and productive parent-teacher partnership. Not only will this keep the lines of communication wide open, enabling parents and teachers to work together to monitor academic progress, but also we will be teaching children, by example, some invaluable life lessons.

Heather Baker
New York

A Bronx Teacher’s Tale

2009-08-26T20:08:00.000-07:00

While a cooperative parent-teacher partnership can foster a child’s academic success, the student-teacher relationship is often the key to unleashing the student’s potential. The following guest blog entry, written by a retired middle school teacher, demonstrates the profound and lasting effects of a positive student-teacher relationship based on mutual respect. (Note: Students’ names have been changed.)

I worked in a Bronx intermediate school near Yankee Stadium (a shrine to this Bronx kid). I was a physical/health education teacher, a team leader, and an assistant principal over the course of thirty-three years.

In my second year of teaching (1969), I was asked to coach the school basketball team. Of the eleven players who made the team, seven were graduating seniors. It was the start of a forty-year saga that has profoundly enriched my life. I had never experienced anything like the chemistry our team had, and I haven’t since. It has transcended, race, time, distance, and the vagaries of life. I’ve been playing baseball for fifty-one years, and I’ve coached several youth sports teams, and I have not had a similar experience.

Six of the seventh and eighthgraders on that team remain friends to this day. We are physically separated by hundreds of miles in some cases, but we are always together in spirit. In addition, each of them keeps in touch with many other friends in that graduating class. We were brought together twice within the last year under unfortunate circumstances. During that time, I also reconnected with another student who I taught about fifteen years after I coached that 1969-70 basketball team. The events that have unfolded over the past year have overwhelmed me, and I have not yet been able to fully grasp the profound meaning of it all.

Summer 2008

I got a call from Scotty. He told me his father had passed, and he would appreciate it if I would come to the funeral. He said Charles and Marcus would be there, and they were all looking forward to seeing each other and me.

It was a bittersweet reunion. We were early and had some time to look through the 1970 yearbook and do some catching up on family news.

Charles told me that his youngest daughter was playing competitive basketball and doing quite well. He went on to say that he worked with her when she was starting out, teaching her the game the same way that I had taught him.

We talked about particular games. It was amazing that the four of us could recount the highlights of several of those games. They reminded me of the few times when I raised my voice in the huddle during time-outs or on the sideline. They also reminded me of the times when I said nothing and just gave them “the look” (their term) that spoke volumes. I would have liked to remind them of some of their frailties but couldn’t think of any.

Karl was not able to attend the funeral because his job with the military involves a great deal of traveling. He spoke with Scotty and I as soon as he got back. Karl has never forgotten my opening statement at the first round of tryouts for the 1969-70 team: “I won’t ‘cut’ any of you; you will cut yourself.” I have always told students that teachers don’t give them grades; they give themselves the grades that they earn by doing their class work, handing in their homework on time, and studying for tests.

One event is mentioned during every phone call and any time we get together. I have always believed it was the official beginning of our history together:

We lost our first three games. One of the losses was to a junior high school that had ninth graders on their team. To this day, we can’t understand why we didn’t win those three games. The first practice after the third loss started with the team sitting in the bleachers (shoulder to shoulder in the same row) and me standing in front of them. My brief speech is a consensus version: “We have put in a lot of long and hard practice time. We’ve lost our first three games. As I see it, we have two choices. We can simply drop out of the district’s league. Not all of the intermediate schools participate. Or, we can work even harder at practices and…” The eighth graders stood up and walked toward the court. The seventh graders stood up and followed. They picked up a basketball and began their lay-up drill.

Fast forward to our last game of the season. We had just defeated the faculty team for the second time. Scotty remembered what he was thinking: “The buzzer went off. We had defeated grown men, in an empty gym, for a second time. The first time was in front of the entire school. We headed to the locker room, trying not to be too excited since they had our short-term future in their hands. This was not college or high school, but twelve and thirteen year olds, defeating our teachers by a lot in the annual student/faculty game. Our coach had never coached a basketball team before. Our record was fourteen and four. We won thirteen games in a row and fourteen out of fifteen of our remaining games. We won the District Championship. I realized two things: we were talented, and that something special would happen to all of us, but I couldn’t put my finger on what.”

To this day, the teachers can’t understand why they didn’t win those two games.

Winter 2008

During the thirty-two years that followed my first season coaching basketball, I taught thousands of students. But one in particular continues to stand out in my mind. It was a matter of days before I had a gut feeling that Rashaun was exceptional. He seemed more mature and confident than his classmates, without a trace of arrogance. His social skills came naturally, and he was well-liked by all of the other students.

His grades were typically in the 95 percent to 98 percent range. He was gifted academically and athletically. But he did not perform well on standardized tests.

In 1983, Rashaun’s graduation year, it was my school’s turn to have a few of our top students compete with students throughout New York City for admission to some of the best private high schools on the east coast. We received a visit from the director of a prestigious educational assistance program. He explained the program’s admission requirements, and the rigorous and comprehensive interview process that each student must undergo. One of the admissions requirements was high standardized test scores.

When the meeting ended and the teachers left the office, I asked the program director if he could stay to discuss one of our candidates. I told him that our top candidate, Rashaun, would not make the cut because of his standardized test scores. I asked him to speak with Rashaun for five minutes. If after that he decided to factor in the test scores, so be it.

Fast forward to the end of the selection process. The program director and I were again sitting in my office. He said Rashaun finished the interview process with one of the highest scores among all of the candidates in the City.

Rashaun was accepted to a prestigious private high school. He excelled in both academics and sports at the school. He played eleven of twelve semesters on three varsity sports teams. He was captain of the baseball team three times, basketball twice, and football once.

In the summer of 1987, I drove to the apartment where Rashaun lived with his grandparents, helped him pack his bags, and drove him to Yale University. We spent the day moving his belongings into his room, buying his books, and walking around the campus. I did the same things when I drove my daughter to Cornell that same summer.

When he graduated from Yale, Rashaun went back to the high school he attended. He went to Temple Law School at night while teaching and coaching at his former high school. He lived in the dorm and was the Director of Student Activities.

Today Rashaun is a prestigious business litigator at a large law firm. In 2007 he was the subject of an article in a prominent law magazine.

Every December I receive a holiday card or an e-mail from Rashaun. In December 2008, his e-mail began with the usual holiday greetings. But this time he wrote that he had been in a car accident some months before, and had undergone physical therapy. His physician told him not to run or play basketball. Even before the accident, he was annoyed that he had become out of shape. He wrote that he planned to call me in a couple of days to speak with me about eventually getting himself back on a basketball court.

I didn’t hear from him for a while, so I e-mailed him. We arranged a day and time to speak. That first phone call lasted more than two hours. Over the next several months, I’ll be giving him a private, individual version of the Wellness and Physical Fitness course I created and teach at a local university.

Spring 2009

Nearly a year after the first reunion of the 1969-70 basketball team, I got a call from Scotty. He said that Walt’s mother was critically ill, and he was driving up to New York. Walt was not able to attend Scotty’s father’s funeral last summer and asked if we could get together. Walt’s mother passed the day before we planned to meet for lunch. He insisted on getting together because he needed to be with us, especially now.

When I arrived at the diner, Walt told me that it meant a lot to him that I had come. He handed me a large plastic bag. The others at the table suddenly got quiet. I reached into the bag and removed a large two-foot by four-foot poster board with a collage of pictures from the 1970 yearbook. I brought that yearbook with me to the funeral last summer, and I had it with me again so that Walt could look through it as the others had done. However, he got a copy of the yearbook from a friend and carefully removed our team picture and all of the candid shots taken during games. The team picture appeared in the middle of the poster, surrounded by the candid shots. I began to well up, but the team didn’t notice as they started pointing to different pictures and saying things like, “This was the game against…” I joined in. I told them I was going to put the picture in my car. I just needed to get outside and get it together. I was moved by the thoughtfulness of Walt’s unexpected gift. As I was trying to speak coherently, Walt quietly said to me, “I’m just glad you like it.

We were there for three and a half hours. Walt was calling mutual friends and telling them he was with Scotty, Charles, Marcus and Dr. Schwartz. We all had a chance to chat with each of them. But it was Desiree who brought tears to my eyes. What she said not only encapsulated our story, but also emphasized the power of mutual respect and the dangers of stereotyping: “Do you know it’s been forty years. We were saying, ‘What’s this skinny white man doing in our neighborhood?’ But you’ve been and still are such a big and important part of our lives for practically all our life.”

I later called Walt to find out the time and place of the funeral. We somehow got into a discussion about the team concept. He said that one of the most rewarding things about our team was that we played as a team and nobody thought of himself as a star. He remembered a time when a graduate of the school who used to play on the basketball team asked him, “Are you ‘the man’ this year?” Walt replied, “We’re all ‘the man.’”

We talked about my coaching philosophy. He told me that when he works with his boys, he starts every practice session with the “shuffle” drill and does other drills without using a ball. We often walked and ran through offensive plays without the ball.

I spoke with Karl a few days after Walt’s mother’s funeral. He was hoping we could all get together this summer under more pleasant circumstances, and the conversation again shifted to the team. He told me, “We enjoyed you. Imagine enjoying a teacher.”

Marcus calls me from time to time, and we also talk about the team, coaching basketball (he coaches basketball in his school district’s recreation program), and about how education in general relates to the world we live in.

In one of our recent phone conversations he referred to the point in history when we started our journey together. The country was trying to cope with a tumultuous and perilous time. There was Kent State, race riots, the Vietnam War, and a great divide in America. Everything was changing. The world was changing. But we were immune to it all.

During another recent phone call, Charles spoke about the term “role model.” It wasn’t a part of our language yet. When it did become part of our vocabulary, sports stars were considered role models because they appeared in the newspapers, on TV and on billboards. Kids looked up to them, idolized them. Teachers could also be role models, but the thinking was that teachers should live in the districts where they taught so they were visible 24-7.

Charles said, “You didn’t live here, yet you knew my mother and my brothers and sisters. That’s what breaks down barriers.”

Each of us agrees that playing team sports can teach life skills and positively influence the values we internalize. Charles said, “If all you’ve gotten out of playing a game is that you played a game, you cheated yourself”.

Karl believes that the glue of all relationships is “caring.” When people care about one another, it creates a bond that cannot be broken. He said, “One of the reasons why we played so hard was that we never wanted to let you down.”

Nobody ever complained about not getting enough game-play time, Karl told me. Everyone on the bench cheered for the five who were on the court. “It was just the way it was. Whenever you made a substitution, every player that went in played his heart out.”

To me, it meant that these seventh and eighth graders understood the concept of “team.” They personify one of my favorite sports slogans: “Losers quit when they’re losing. Winners quit when they’ve won”.

Karl told me, “If you were anybody else, it wouldn’t have worked.”

No magic formula exists that confers upon individuals the readiness to trust and respect others, the ability to understand and learn from one another, and the capacity for compassion instead of indifference. It’s all about the choices we make.

As Scotty thoughtfully, but succinctly, puts it: “All of this started with a basketball.”

Irwin Schwartz

Dr. Irwin Schwartz, Ed.D. is a health and fitness professional with more than 35 years of experience in the field. He created the curriculum for the Wellness and Physical Fitness course at Pace University in 2000, and has been teaching the course since then. Before joining the faculty at Pace, Dr. Schwartz had worked at a junior high school in the Bronx since 1968. He served as an assistant principal, health and physical education instructor, team leader, health coordinator, and coach. He’s currently writing a book based on his philosophy and approach to health and fitness.

Building Successful Partnerships With Parents

2009-08-19T13:27:00.000-07:00

Parents can be a source of support for teachers, or they can create obstacles to success. To develop positive relationships with your students’ parents and encourage their cooperation, try the following three-pronged approach:

1.) Open the Lines of Communication

* Send home a detailed welcome letter the first day of school, or mail it before school starts. The letter should contain information about yourself, your policies and the curriculum. Most importantly, include your contact information and encourage parents to get in touch with you if they have any questions or concerns throughout the year.

* Deliver a thorough presentation at parent orientation. In addition to discussing your curriculum, tell parents about yourself, including your background, your teaching style, and your philosophy on homework and tests. Be receptive to questions and come across as approachable.

* Gather valuable information through written surveys. Ask parents about their child’s strengths and weaknesses, their interests outside of school, their attitude toward school, and their study habits. Parents will appreciate the opportunity to share information about their children that will help you get to know them.

* Contact parents to report positive news. If you’re an elementary school teacher, call each of the parents in your class to give some positive feedback. For example, tell them their child scored 100% on a spelling test or their child is making friends. If you’re a middle school or high school teacher, you can send a mass e-mail or a note home to let parents know the year is off to a good start.

2.) Maintain the Home-School Connection

* Keep parents informed. Send home a letter, newsletter or notice regularly about classroom activities to keep parents in the loop. Parents also appreciate advance notice of upcoming assignments.

* Invite parental involvement in the classroom. Elementary school teachers can invite parents in to read books to the class, share information about their cultures, or demonstrate a hobby. Middle school and high school teachers can invite parents in as guest speakers if they have a career that’s relevant to a particular unit of study.

3.) Tackle Problems Constructively

* Contact the parent as soon as you detect a problem. Your role isn’t to inform the parent that their child is struggling with a problem—whether it’s academic, behavioral or social. You want to enlist their help in resolving it.

* Take a positive approach. Acknowledge the child’s positive attributes. For example, you can say, “Your child has these good qualities, but I’m concerned about this one area.” Also reassure parents that their child can succeed if you work together.

* Listen to the parent’s input. Parents have information about their child’s past behavior or academic issues that can shed light on the situation you’re facing.

* Recommend a solution that involves the parents. Tell parents what they can do at home to reinforce what you’re doing in the classroom to help their child overcome the problem.

* Remember, the parent is your partner. Parents bear part of the responsibility for their child’s education.

If you have any questions, feel free to e-mail me at natalie@laureltonmedia.com. Please read last week’s article on effective strategies parents can implement to build successful partnerships with teachers.

Building a Successful Partnership With Your Child’s Teacher

2009-08-12T08:32:00.000-07:00

On the National PTA’s list of Top 10 Things Teachers Wish Parents Would Do, “be involved” ranks number one. Studies show that parental involvement has a major impact on a child’s academic success. To support your child effectively, strive to develop a cooperative relationship with his or her teacher using the following three-pronged approach:

1.) Open the Lines of Communication

* Give the teacher your contact information at the beginning of the school year, and welcome the teacher to contact you for any reason. If you don’t have a chance to meet the teacher at parent orientation, send a brief note or e-mail.

* Find out how the teacher prefers to communicate, whether by written note, e-mail or phone, so you can ensure a quick response to your future questions and concerns.

* Volunteer your time. Offer to come into the class to share information about your culture, career or interests if they are relevant to the curriculum. Offer to assist the teacher with administrative duties, project preparation or other useful tasks.

2.) Maintain the Home-School Connection

* Get involved. Volunteer with your school’s PTA to support your child’s teacher and school.

* Stay informed. Set aside time to read the notices, newsletters and progress reports the teacher sends home. Visit the teacher’s website and the school’s website regularly.

* Communicate with your child. Ask your child if he or she handed in yesterday’s homework assignments and studied for upcoming tests. Look over the homework to make sure it’s high quality.

3.) Tackle Problems Constructively

* Approach the teacher as soon as you detect a problem. If you have a concern, your child’s teacher will want to know about it so he or she can address the issue.

* Don’t contact the principal or another administrator instead of the teacher. This approach conveys to the teacher that you don’t respect him or her as a professional, which will damage your relationship going forward. In addition, the principal is probably going to refer you to the teacher or get the teacher involved.

* Adopt the right attitude. In a professional and respectful manner, explain your point of view and ask the teacher for his or her perspective. For example, you can say, “This is what I’m noticing…. What’s your take on the situation.”

* Listen to the teacher’s viewpoint. The teacher offers an important perspective because he or she observes and interacts with your child in an academic setting.

* Give the teacher your input. Tell the teacher what you know about your child’s past academic experiences and behavior that will help the teacher serve your child better.

* Value the teacher’s recommendation. Parents are experts on their children, but teachers are experts in the field of education.

* Offer to be part of the solution. Ask the teacher what you can do at home to help support what the teacher is doing in the classroom.

* Remember, the teacher is your ally, not your adversary. Your child’s teacher is on your side and shares your goal: the academic success of your child.

If you have any questions, feel free to e-mail me at natalie@laureltonmedia.com. Please check back next week to read my article on effective strategies teachers can implement to build successful partnerships with parents.

Unleashed Emotions Spark Success in Middle School, Says Author Bernie Schein

2009-08-05T11:05:00.000-07:00

As the new school year swiftly approaches, parents of sixth graders are bracing for their foray into the dreaded middle school years. Veteran middle school parents have warned them that their obedient, pleasant children are about to morph into angst-ridden pre-teens, percolating with an explosive concoction of attitude, anxiety and hormones. Parents are wondering how they’re going to facilitate the academic progress of their middle school children if merely talking to them poses a challenge.

In his book, “If Holden Caulfield Were in My Classroom: Inspiring Love, Creativity, and Intelligence in Middle School Kids” (Sentient Publications), esteemed educator Bernie Schein shows parents and teachers how he dismantled his students’ protective walls and fostered their intellectual and artistic abilities through his unconventional teaching style.

The book focuses on the seventh and eighth grade students in Schein’s English and social studies classes at Paideia, a private school in Atlanta where he taught before retiring. He was the principal of three different schools in Mississippi and South Carolina before joining the staff at Paideia, which he helped start. He holds a Master of Education degree from Harvard University, with an emphasis in educational psychology.

By encouraging his students to acknowledge their emotions and embrace honesty, Schein fostered their appreciation and understanding of literature, and enabled them to craft rich and meaningful essays. He conveys his process through detailed accounts of the interactions and discussions among the students in his classroom. He relates the background of each student, describing the relationships and incidents in their past and present that have influenced their attitudes, outlooks, and social and emotional growth.

One of the many messages Schein imparts is that parental support benefited his students. When discussing Betsy, Kathleen and Joseph, he writes, “They do have an advantage: their parents are supportive, or at least respectful, of their education, as are the parents of most of the students I teach.”

In a recent interview, I asked Schein what qualities characterize a supportive parent. “They would listen to their children,” he says.

All children endure some type of trauma growing up, such as sibling rivalry or social rejection, which influences their behavior and attitudes, Schein says. Children can learn and grow from these experiences, but only if they deal with them by opening up to their parents, he says. The group “counseling sessions” that took place in his classroom helped his students discover their true feelings and muster the courage to share them with their parents.

Schein offers parents the following suggestions:

* Listen. “Listening opens the child up,” he says.

* Refrain from lecturing.

* Allow children to express their anger openly. “Truth is underneath it, and it can come flowing out,” he says.

* Refrain from trying to fix the problem. “It denies his pain,” he says.

* Avoid cheerleading when the child is down, which also invalidates the pain.

A strong parent-child bond leads to greater academic and creative achievements, Schein says. The notion that teens yearn to separate from their parents is a myth. “They’re dying for a close, intimate relationship,” he says. However, “a teenager doesn’t walk up to an adult—a parent or teacher—and say, ‘I need you, I love you, can you help me?’” Instead, they act out and perform poorly in school. “They passive aggressively just dynamite the entire household. They’ll do little things. They’ll do big things,” Schein says. “They speak in opposites. They act in opposites.”

In a section of the book intended for teachers, Schein discusses the importance of the parent-teacher relationship. “Parents and I work very closely together,” Schein writes. “I couldn’t do what I do without them, and I’m very grateful to them and honored that they would entrust their kids to me. As long as I’m talking with them, we’re for the most part delighted with each other.”

To establish a connection with parents, Schein would meet with them individually at the beginning of the year “and take pains to explain what I was doing and why I was doing it,” he says. In addition, his students got their parents involved by going home and talking about the class. He also stressed to parents that they should contact him with any questions or concerns. “If a parent calls me with a problem, the first thing they hear is, ‘I’m worried about this,’” he says. “The biggest crime of all for a teacher, in my mind, is not what you do or what you see, but what you miss.”

In his “Letter from the Headmaster,” Paul Bianchi, head of Paideia, writes, “Over the years more than a few parents have asked me to intercede on their child’s behalf in the hopes that Bernie would be less demanding. I do not accede to this request but instead insist that they talk directly to Bernie (which is where they should have gone in the first place.)”

Schein says he responded to parents who complained he was too demanding by addressing the cause of the student’s problem with the workload. “If the hysteria was real, then lets get to the root of the hysteria,” he says. However, most of the time “the kid was being manipulative to get out of doing what he needed to do. The kid didn’t know this most of the time.”

Although Schein’s main goal was to help his students uncover the hidden truths and suppressed emotions that adversely affected their behavior and squelched their potential, he’s not opposed to discipline when necessary. “Sometimes I’d give them calisthenics,” he says.

If a student failed to hand in a homework assignment, he would tell the student not to return to school until he or she had the work. He required the student to write the note home explaining the situation.

While Schein has retired from Paideia, he remains active in the education field through his workshops, talks and writing. “When I retired I went nuts. I wanted to go downtown and tackle people and ask them if they wanted to learn something.”

For more information about Bernie Schein, visit his website at http://www.bernieschein.com/

Is Obama's "Race to the Top" a Fair Game?

2009-07-29T20:04:00.000-07:00

The Obama administration has clearly presented its stance on teacher accountability. Speaking to the NEA and the AFT earlier this month, Secretary of Education Arne Duncan maintained that teacher compensation decisions should take student achievement into account (“The Trouble With Merit Pay,” July 15). Last week the administration put some muscle behind its viewpoint when it unveiled the “Race to the Top” program on July 24.

At stake is $4.35 billion in competitive grants, which will be awarded to states that are driving reform based on the government’s criteria.

“We will use the best data available to determine whether a state can meet a few key benchmarks for reform—and states that outperform the rest will be rewarded with a grant,” President Obama said in a speech at the U.S. Dept. of Education headquarters in Washington.

The program’s goal—to improve the quality of our nation’s school system—is positive and admirable, and I applaud the President for making education a priority. But I question whether the Dept. of Education can create a fair system for awarding grants. I’m most concerned about the administration’s insistence on evaluating teachers based on student achievement. States that prohibit linking data on student achievement to teacher evaluations will be ineligible for grant money unless they change their laws.

Correlating teacher quality with student achievement does seem logical. But it’s not that simple. I think teachers would be comfortable with this method of evaluation if a teacher’s talent and skills were the only factors influencing student performance. But teachers know the realities:

An elementary school teacher in Connecticut told me parents have asked her to excuse their children from homework assignments because of hockey tournaments, family trips, pageants, or other extracurricular activities and events. Students who don’t take responsibility for completing their assignments face no consequences, she added. “When the parents get the test scores and they are low, they come running to us wondering what happened, asking us what we did wrong, what we didn’t teach their child in order to pass the test,” she said.
A middle school teacher in New York said the most stressful aspect of test preparation is that teachers must rely on each student’s sense of responsibility and level of motivation. Some children are not mature or motivated enough to understand that they have a vested interest in performing well in school. And if undisciplined students don’t study for exams or do their homework, and they don’t perform adequately on the tests, it reflects poorly on the teacher.
A retired middle school teacher in Tennessee contended that schools and teachers should not be penalized for poor test scores because circumstances sometimes arise that prevent a child from performing well on a test on a particular day. For instance, a child might have had a difficult experience at home the night before. “People want education to function like industry; we’re working with human beings,” she said.
An elementary school teacher in New York felt her first grade students would respond better to the “phonics” method of reading instruction than the “whole language” approach. But her principal, a “whole language” advocate, would not allow the teacher to use “phonics.” By the end of the year, only two of her 30 students could read.

Detractors will say these teachers are just griping and making excuses. I disagree. These anecdotes (taken from “The Teacher Chronicles”) demonstrate that uncooperative parents, unmotivated students, and unsupportive administrators can adversely affect student performance, despite the teacher’s best efforts. In addition, a student’s home life can also play a role in their academic success or failure.

Another issue to consider is whether school districts in low-income areas will be at a disadvantage when competing for “Race to the Top” grants. Parents in affluent communities can hire tutors and purchase additional study aids to give their children a boost. Some students in low-income areas lack basic school supplies.

The Obama administration has the right idea—invest in education and take steps to improve the effectiveness of our school system to ensure we’re producing citizens capable of competing in the global marketplace. But the “Race to the Top” plan has the potential to penalize teachers and schools for circumstances beyond their control, even though the intention is to motivate them to succeed. A more direct route to bolstering student performance would be to provide schools with the resources they need to reduce class size (a proven approach to enhancing student performance) and ensure all students have access to the necessary books and supplies.

Finally, we should invest in programs that encourage parental involvement, which is a major factor in a student’s academic success. Children benefit when their parents take an active role in their education by communicating expectations, attending school functions, and developing partnerships with teachers.

http://www.edgovblogs.org/duncan/2009/07/president-obama-secretary-duncan-announce-race-to-the-top/

The Trouble With Merit Pay

2009-07-15T13:05:00.000-07:00

Secretary of Education Arne Duncan told the National Education Association on July 2 that teacher compensation decisions should take student achievement into account.

“Test scores alone should never drive evaluation, compensation or tenure decisions,” Duncan said, according to a press release from the U.S. Department of Education. “That would never make sense. But to remove student achievement entirely from evaluation is illogical and indefensible.”

The issue also came up when Duncan spoke at the American Federation of Teachers conference on July 13.

I’m not necessarily against the idea of compensating teachers based on performance. One former teacher I interviewed for "The Teacher Chronicles" said she opposes the current approach to teacher compensation because it offers no financial incentive to be successful and no financial penalty for being unsuccessful. Another teacher said she has worked with apathetic teachers who present a negative image of the teaching profession.

However, I have serious questions about the feasibility of a merit-pay system. How exactly would it work? Who would be responsible for evaluating teachers? What criteria would the evaluation cover? Who would determine teacher compensation based on the evaluation?

While we have heard few specifics about how a merit-pay system would operate, we do know that the Obama administration believes student performance should be considered.

But a student’s academic success depends on a variety of factors. How can we hold teachers solely accountable? Even the most dedicated and talented teachers may be dealing with unmotivated students, uncooperative parents, or unsupportive administrators—all of which create obstacles to success. A child’s education is a collaborative process that requires a commitment from the student, parent and teacher. Positive and constructive communication among all three is essential.

Another issue is that a merit-pay system cannot possibly take into account the non-academic impact teachers make on the lives of their students. What about the teacher who helps a student overcome a debilitating lack of self-confidence? What about the teacher who mentors a rebellious teen, causing him to change his attitude toward school and his future? What about the teacher who supports a child facing a life-altering crisis, such as the death of a parent? How do you measure the positive influence teachers have on the social, emotional and character development of their students?

While linking compensation to performance has its potential advantages, I doubt a fair and practical system for evaluating and rewarding teachers based on performance can be developed.

http://www.edgovblogs.org/duncan/2009/07/union-teachers-accept-duncan-challenge-to-join-him-on-reform/

http://www.ed.gov/news/pressreleases/2009/07/07022009.html

A Distress Call in June, A New Outlook for September

2009-07-08T12:19:00.000-07:00

A phone conversation with a concerned parent on the last day of school prompted this New York middle school teacher to reflect on the importance of parent-teacher communication. Her guest blog post below illustrates how parents and teachers can work together to bolster student achievement.

It’s June 25^th. The students are on summer vacation, and the teachers are packing up their classrooms. I receive an e-mail from my principal asking me to contact a parent who called her to ask what I teach in math strategies, an extra help math class that complements the regular math course. I call the father back. He expresses his dissatisfaction with his daughter’s performance on the math final, and has a lot of questions about my teaching procedures in the regular math class and in math strategies. I’m happy to answer his questions, but keep thinking, “Isn’t it a little late to be having this conversation?” If he had contacted me earlier in the year, I could have addressed his concerns and enlisted his support in helping his daughter succeed in my class. Math is not her strongest subject. She had struggled in math in elementary school and continued to struggle this year in 6^th grade.

As the conversation continues, I discover the numerous missed opportunities for us to work together to benefit this student throughout the year. The father tells me he hired a math tutor to help prepare his daughter for the final exam. If he had informed me, I could have communicated with the tutor to help the tutor better support the student. The father tells me the tutor complained that my study guide for the final was not specific enough, didn’t offer any examples of problems, and contained only a list of concepts to study with the number of questions per skill. But the study guide came with four packets that included the specifics and sample problems the tutor was looking for. I ask the father whether his daughter showed him or the tutor the packets. She didn’t. I ask if he or the tutor visited my website, which contains additional study materials. He replies, “How do you get to your website?” I scan and upload to my website class assignments, worksheets and study guides throughout the year and refer my students to my website often. If the father or tutor had e-mailed or called me to express their concerns, I could have referred them to the study packets and additional materials.

The father asks me about my homework grading policy. I remind him that I discussed the policy at Back to School Night. He explains that it was a long night, and he doesn’t remember what was discussed. If a parent sees a grade on the parent portal that he or she does not understand at any point during the year, the parent is welcome to e-mail me and I’ll explain it. The students are also aware of the grading policy.

After the conversation, I think about what I could have done to prevent it. I realize that I shouldn’t assume my students will relate information to their parents, that all parents are familiar with school websites, and that parents understand the importance of contacting the teacher as soon as a question or concern comes up. I also acknowledge that parents are overwhelmed with the information they receive at the beginning of the year, and they may not remember everything they hear at Back to School Night. Thanks to this concerned father, I revamp my initial letter that goes home to parents the first day of school to encourage their involvement throughout the year. It now contains more detailed information about the 6^th grade math syllabus, my website, my grading policy, and other important topics. It prominently displays my contact information and urges parents to contact me with any questions or concerns that come up during the year. It requests that they sign and return the bottom portion of the letter so I can be sure they have read it. The letter is ready to go out to my new class in September.

Amanda Schwartz

Middle School Teacher

New York

Teachers at the Table

2009-06-02T06:23:00.000-07:00

The Teachers at the Table Act of 2009, introduced by U.S Senator Russ Feingold, would establish a Voluntary Teacher Advisory Committee to give Congress and the Department of Education input on how education legislation impacts students, families and the classroom learning environment.

Many of the teachers I interviewed for The Teacher Chronicles contended that teachers should have more input into education policy. From their vantage point in the trenches, they have firsthand knowledge of how policy decisions affect students, teachers and schools. Teachers are particularly concerned about the flawed practice of relying on test scores to determine teacher quality.

A teacher from Tennessee said that circumstances often arise that prevent a child from performing well on a test, such as a difficult experience at home the night before. She told me: “People want education to function like industry; we’re working with human beings.”

An elementary school teacher in Connecticut told me a lack of cooperation from parents can adversely affect a student’s performance on an assessment test. Parents have asked her to excuse their children from assignments because of hockey tournaments, family trips, pageants, or other extracurricular activities and events. She said, “When the parents get the test scores and they are low, they come running to us wondering what happened, asking us what we did wrong, what we didn’t teach their child in order to pass the test.”

A middle school teacher in New York said the most stressful aspect of test preparation is that teachers must rely on each student’s sense of responsibility and level of motivation. If undisciplined students don’t study for exams or do their homework, and they don’t perform adequately on the tests, it reflects poorly on the teacher.

Perhaps teachers could also express their frustrations with government bureaucracies. The teacher from Tennessee told me that one year the state education department refused to supply the school with its students’ math assessment scores because one test was missing. The school repeatedly explained the test had been discarded because a student vomited on it. The next year, another student vomited on the test. The teacher sent the vomit-covered test to the education department in a Ziploc bag.

Linking test scores to teacher quality is only one of the many policy issues teachers are uniquely qualified to weigh in on. A systematic approach to gathering input from teachers is long overdue.

Link to “Calling All Teachers to the Table,” Lynne Varner, The Seattle Times

http://seattletimes.nwsource.com/html/edcetera/2009278595_calling_all_teachers_to_the_ta.html

Link to Teachers at the Table Fact Sheet

http://feingold.senate.gov/issues_teachersfact09.html

Suze Orman Says Teachers Lack Self-Worth and Power. I Disagree.

2009-05-28T10:18:00.000-07:00

A profile of finance expert Suze Orman in a recent issue of The New York Times Magazine contained the following passage:

“She has been reluctant to work on school curricula on personal finance, because she says students can’t learn empowerment from people who aren’t empowered, and teachers, she says, are too underpaid ever to have any real self-worth. She told me: ‘When you are somebody scared to death of your own life, how can you teach kids to be powerful? It’s not something in a book — it ain’t going to happen that way.’”

I read about Ms. Orman’s comments in the article “Do Teachers Lack Power and Self-Worth” on teachermagazine.org. I posted the following comment on the article today:

Teachers in classrooms all over America right now are interacting with our children—interpreting history and current events for them, imparting knowledge to them, encouraging them to strive for success. Teachers are supporting students who are facing crises in their personal lives, encouraging students who lack self-esteem, and challenging students with latent potential. These children represent the future leaders of America, and teachers are fostering their intellectual, emotional and social development every day. To me, a person with this much influence over the next generation has an abundance of power.

My father taught in an inner-city junior high school for 32 years. But to call him a teacher would not adequately describe the role he played in his students’ lives. One story in particular stands out in my mind. One of my father’s students overcame severe personal hardships and excelled in school. My father encouraged him to apply to a prestigious and selective private high school. Although the student performed poorly on standardized state tests, my father convinced an admissions officer to interview the student. The admissions officer was impressed with the student, and the school accepted him on full scholarship. When the student was admitted to an Ivy League university four years later, my father packed the boy’s things into our car and drove him to the university. The student is now a successful and prominent attorney and continues to keep in touch with my father.

Suze Orman is right about one thing—teachers are underpaid. But I feel she’s wrong to link compensation to self-worth and empowerment. Anyone who can have such a profound impact on a child’s life and future is someone who knows pride, fulfillment—and power—beyond measure. Instead of disparaging teachers because they are willing to accept inadequate compensation in exchange for the major contribution they make to our society, we should honor teachers with respect and gratitude. (And pay them more too.)

Link to The New York Times article:

http://www.nytimes.com/2009/05/17/magazine/17orman-t.html?pagewanted=1&ref=magazine

Link to the teachermagazine.org article:

http://www.teachermagazine.org/tm/articles/2009/05/27/052709tln_cody.h21.html?tkn=STMFr2XVaFEBfnVpF%252BUPAImAUYdPyPi2bSEr

Partners In Education

2009-05-25T12:40:00.000-07:00

It was the day before the December break, and Maureen Richards (not her real name), a fourth grade teacher in New York, was eagerly anticipating her upcoming trip to the Bahamas with her husband. It was her first year teaching fourth grade, and the pressure to adequately prepare her students for the state’s standardized tests was intense and stressful. She was walking down the hall on her way to make copies when the mother of one of her student’s approached her and said, “I wanted to tell you that my daughter doesn’t like you, and she says none of the other kids like you either.”

The brief conversation that followed was less than productive.

While this example represents an extreme case, it illustrates a big problem in our school system: The lack of effective communication and cooperation between parent and teacher can inhibit a child’s academic progress.

Sometimes parents don’t know how to approach their child’s teacher if a problem arises. The parent may feel intimidated by the teacher, or have concerns about negative repercussions on the child. So they do nothing, and the problem continues or becomes worse. On the other end of the spectrum are the parents who contact the teacher constantly with concerns, or accuse the teacher in a hostile or condescending tone.

Studies show that parental involvement in a child’s education has a major impact on the child’s academic success. Parents have a right and responsibility to advocate for their children. But children benefit most when parents and teachers communicate effectively, develop constructive relationships, and work together as partners.

The most important thing you can do as a parent is to keep in mind that your child’s teacher shares your goal—the academic success of your child. The teacher wants your child to succeed. If you have a concern, contact the teacher as soon as possible. Teachers want to know if there’s a problem so they can address it. Go directly to the teacher, not to the principal or another administrator. This is a common mistake. When you go to the principal, it makes the teacher feel you don’t respect him or her as a professional, which can damage your relationship.

Your approach is important. Explain your point of view and ask the teacher for his or her perspective on the situation. Ask the teacher how you can resolve the issue together. Find out what you can do at home to support what the teacher is doing in the classroom.

The parent-teacher partnership works both ways. If you’re a teacher and one of your students is struggling with an issue—whether academic, social or behavioral—contact the child’s parents as soon as you detect the problem. Keep in mind that parents are sensitive to negative comments about their children. They will be much more receptive to your comments—and less defensive—if you put the problem in a broader context. Acknowledge the child’s positive attributes first, and then let the parent know you have concerns about one area. Reassure the parent that you’re confident the child can succeed if you work together.

Ask the parent for input. Parents have information about their children—including past behavior and academic issues—that can help you arrive at a solution. Let the parents know how they can be part of the solution you recommend.