5.7. SR 05-06-1996 - Laserfiche WebLink

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Parents can encourage their kids to discuss ideas, opinions etc. with other adults such as coaches, music and dance teachers, scout leaders, etc. · AT SCHOOL Teachers can be encouraged to ask questions at parent/student conferences which focus on the ehuman experience such as: (of the student) "What made you feel good this trimester? What made you the happiest? What did you enjoy the most? What did you struggle with?" (of the parents) "What do you feel best about? How can we work together to support your child?" Administrators can help teachers, counselors and support staff be that "other adult" resource in kids' lives by finding ways to increase informal contact time, such as during lunch period. All educators and staff persons can be supported in understanding this asset and knowing how important it is to "let kids talk". · IN THE COMMUNITY Adults who are already working to build this asset can be recognized by bringing to public attention what is working---programs, people, interactions, with coaches, teachers, neighbors, relatives, supervisors and co-workers, formal mentoring, counselors, parents of kids' friends, and friends of kids' parents. Business persons can be encouraged to eat lunch at school with the students. (Bus/Education Partnership model) Business persons can be involved in direct contact experiences with students, such as practice interviewing, school presentations about their careers, Applied Academic projects, etc. Local newspapers can profile successful adults with stories focusing on who influenced them as they were growing up. (Negative as well as positive influences as in Chicken Soup for the Soul) ASSET 6: Parent Involvement in School Parents are involved in helping young people succeed in school. 36-46% have this asset in their lives (Parent involvement drops off after their children leave elementary school. Parents are often intimidated by the secondary school environment, finding that their role at the secondary level is nebulous. One key element seems to be that parents need access to collaboration at critical points.) Ideas for building this asset: · AT HOME Parents can meet with each of their kids' teachers at least once a year, and make attending school events a priority in their lives. Parents can look for opportunities to learn together with their kids; learning is not limited to formal school activity. Parents can help their children learn time management and organizational skills to use in approaching school work. These skills are directly related to success in school and work. · AT SCHOOL Schools can begin by recognizing that which is already in place and working: There is a parent liaison position in each school building funded through grant money. Many schools have parent resource centers with books, etc. on parenting issues. All schools have PTOs or other formal parent organizations. A school district parent information packet is available. The school calendar contains information to help parents get involved in their student's education. The Family Involvement Committee Brochure is a good source of parent involvement information. The Parent Liaisons can be linked together for mutual support, and there can be ways to link parents directly with the Liaisons. Teachers can be supported through education, training and other means (for example, telephones in every classroom) in collaborating and communicating with parents. Each school building can create and support a "Parent Response Team" to help parents find solutions to their concerns. The school administration can recognize that some parents feel intimidated by the school environment and/or the authority of the "system" and work to make parent-school contacts non-threatening and collabora- tive. Administrators can help parents find their way through the bureaucracy which may intimidate them, and work to educate and support parents in ways to make positive change in the system. 4