Open House
Student Information Card File
From Zee Ann Poerio, a third grade teacher in St. Louise de Marillac School in Pittsburgh, PA:
"At Open House or Meet the Teacher Night, I distribute index cards labeled with each student's name. I ask parents to write their current address and phone number on their child's card. I also ask each parent to write anything special that I should know about their child, including information about their child's allergies to their child's special talents. Sometimes the students are reluctant to share that they can play the piano or the violin, that they can speak a second language, or that they are afraid of spiders or bees. If I know this ahead of time, I can encourage those with musical ability to share their talents, I can ask a student to translate a passage into another language, and I know who might become uncomfortable when a bee flys into the room! Parents can also list any areas where they would like to see their child improve or list any special needs that their child has. They can list any questions that I may not address that night as well so that I can respond to them directly. I use these cards throughout the year to make notes about the student's progress. I refer to these cards before parent teacher conferences to make sure that I address any of the concerns that the parents listed. It's a great way to gain insight into each student's needs and learn valuable information about the students."
Parent Night
From Bonnie Heatherly, a fourth grade teacher at Vinemont Elementary School in Vinemont, Alabama:
"I help parents connect with their child's school experience by having Parent Night about two or three weeks after school starts. The parents come to the room and sit at their child's desk. We go through the daily schedule and pull out the books so they can see what we're studying. This is also a great opportunity to discuss my discipline policy. I don't discuss individual students at this time but set up appointments for conferences at a later date. This activity has proven to be very successful."
Beginning Blue's Clues
From Janet Shlegle, a special education teacher at Loveville School in Lovelille, Maryland:
"When children arrive in my room with their parents for open house, they are handed a clue list with a circle next to each clue, challenging them to find items/places such as the bathroom, sink, paper towels, trashcan, classroom door, cubbies, etc. I hang a handprint and a card at each site telling the children and their parents what to do once they find it, such as 'Turn on the Water' and 'Wash Hands Using the Soap Dispenser.' I also wear a handprint to ensure that everyone gets a chance to talk to me. When the children find an item, they color the circle next to the clue on their paper. When all the spots are colored, they receive a sticker. The children that don't attend open house do this activity with a volunteer the first week of school. This saves an enormous amount of time teaching the children where things are in the classroom. We continue this theme the first week of school and find clues that lead us to the different parts of the building and introduce us to the people that work throughout the school."
Open House Preparations
From Brenda Hutchinson, a retired second grade teacher from Oscar Adams Elementary in Gadsden, Alabama:
"I had many parents who would ask, 'how's my child doing?' and other specific questions during an open house. I wouldn't have enough time to answer these questions during the open house itself, so I would invite the parents to bring their questions to tea on Sunday afternoon after the second or third week of school. We would 'play school' so that the parents could get a taste of the curriculum, the teaching techniques and the daily scheduling. This informative and fun get-together before open house would eliminate confusion and set a positive relationship for the rest of the year."
Video at Open House
From Jan Stoffel, a family and consumer studies teacher at North Bend High School in North Bend, Oregon:
"In the fall we hold the traditional open house for parents to come to school in the evening and meet the teachers. The parents follow their child's schedule for shortened classes. One idea that has worked well for me in my activity-centered classes is to video tape the students busy working on a project a few days prior to the open house. As we know, a picture is worth a thousand words and parents love to see their children on TV. I keep the video quite short (four to five minutes) and make an effort to film every student at least three times. I leave the sound off because I feel safer about what will be on the clip! I narrate what is going on as they watch. Parents love it and my evening is far more relaxed spending part of each period narrating video rather than my presentation being the center of attention for the whole period."
Calling Parents for Open House
From Ruth Adrian, a fourth grade teacher at Ft. Dix Elementary School in Ft. Dix, New Jersey:
"Every September just before back-to-school night, I call each child's family to invite them. There is always a guarded voice when the parents or kids respond to my introduction. There's a sign of relief and pure pleasure in the hellos as the parents accept the invitation and thank me. I can actually see their warm smiles as I am hanging up. Besides saying hello and extending the invitation, I reap the benefits of excellent attendance, family participation and a long list of volunteers."
Scavenger Hunt at Open House
From Connie Eskesen, a fourth grade teacher at Kidder Elementary School in Brunswick, Ohio:
"Each year at the beginning of the year, my teaching partner and I put together a small scavenger hunt for the fourth graders to do at open house with their parents. This activity makes the students real excited about coming to the open house and showing off everything. It allows parents to see all the things you want them to see and really cuts down on those parents who want to turn open house into conference night. The first item on the list is for students to introduce their parents to the teacher and then we add about twelve other things like showing their science notebook, solving a problem, doing an estimation activity together, showing the science table, etc. If students complete the sheet, parents sign it and students return it the next morning, they receive a bonus point. It works for everyone!"
Open House Project
From Sue Kast, a fifth grade teacher at Vintage Hills School in Pleasanton, California:
"On the first few days of school I take pictures of each student standing in front of a giant tape in the shape of a ruler. I get double sets of pictures and mount one set on construction paper that measures 1/2 inch larger than their pictures. I post the first set next to the students' work that is displayed on the bulletin board throughout the year. That way parents and kids can put faces and names together quickly as they look over the display.
"The second set of pictures is saved for open house. I take another set of pictures just before open house. I pass out both sets of pictures, and the kids can easily see how much they have grown over the year. They make a folder that includes both their Sept. and May pictures and then write about the physical as well as the academic growth they have made over the year. It is a quick, easy, and fun open house project as well as a keepsake for parents."
Contributing to the Community
Red Ribbon Collection
From Janelle Nickerson, an English teacher at Bay Port High School in Green Bay, Wisconsin:
"During Red Ribbon Week, our district holds a district wide canned food drive that's aimed at getting 100% participation from the staff and students. Our theme is 'I Can Be Drug Free'. The food is collected by a local food pantry."
Fox in Socks
From a teacher at Lloyd Road School in Aberdeen, New Jersey:
"We are combining our numerous reading activities, gym games and art projects with a Giving Tree project. Our student council is placing miniature paper socks on an artificial tree in our school lobby. Our students will select a pair of socks to remind themselves to bring in new socks for a local charity. Our school newsletter will carry an original poem explaining our 'Fox in Socks' project. Also, our staff is collecting items for rape kits to be donated to a battered women's shelter. The kits include jogging suits, socks, undergarments and sneakers."
Job Interviews
From Dorothy Rucker, a language arts and speech teacher at Peabody-Burns High in Peabody, Kansas:
"I set up mock interviews with business owners in our community. I provide the business people with a copy of possible interview questions, the evaluating forms and a stamped self-addressed envelope in which to return the evaluations. The students travel to the businesses by bus during the school day. Since we go during business hours, the owners/managers aren't asked to give up as much of their time. Several students have found actual jobs in the community from these interviews and several have commented that they learned about some of our businesses they didn't even know existed. Positive comments about he students and the interviews from the business people have also furthered relationships between the school and the community."
Food Drive
From Anthony Fontana, a Junior High School teacher at Heath Jr. High in Greeley, Colorado:
"I ask people to donate food, time or money to their local food bank during the month of May. My students write letters, give formal presentations and speeches in order to motivate people to donate. Several of my students have met with our congressmen and others have been on the local news. I would like to reach one million participants in this food drive. Please let me know if your class is interested in helping out. The limits are the ones we set."
Baby Books
From Judi Raasch, a Family and Consumer Science teacher at Greenfield High School, Greenfield, Iowa:
"My class and I decided to create books about child development and literacy for families to take home from the hospital with their new babies. First graders with whom we'd been working created the cover and illustrations. High school students researched and wrote sections on topics like the importance of reading to young children, immunizations, toy selection and developmental stages. We raised awareness of child development and literacy for new parents, but more importantly increased the knowledge in my high school students about the importance of good parenting. All participating students feel like valuable, contributing members of our community."
Parent Conferences
Personal Invitations
From Leahn Agnew, a tenth grade English teacher at Lebanon High School in Lebanon, Pennsylvania:
"I help parents connect with their child's school experience by purchasing a pack of postcards that are blank with the exception of the postage on the front. I have my students fill out their parents' names and addresses and the school's return address on the front. I send the postcards out with a handwritten personal invitation to the parent/teacher conferences on the back. The notes are personal and have obviously taken time and thought to produce which sends a very positive message to parents that their child and their participation in their child's education are important to me. High school conferences are sparsely attended at our school and this works at getting parents to visit the classroom."
Student Comments for Conferences
From Michele DeBerry, a second and third grade combination teacher, in Ft. Meade, Maryland:
"To prepare for parent-teacher conferences, I hand out to my students a worksheet which is divided in half. On one side it says 'Progress Report for ________' and states, 'My Observations." Two headings are included for the student to consider: strengths and things to work on. My students fold the page in half and think about themselves and their progress to this point in the year. They write freely about the things they do well and about the things they feel they need to improve. I collect their papers and record my thoughts about the child's progress on the other side of the page under the same headings. At the conference, I share the progress report with the parent as a basis for our discussion. Parents are thrilled to see that their child is thinking about their learning and evaluating their progress. It is also refreshing to see how many of our children really do know themselves. My comments frequently mirror those written by the student, but I am also able to include my observations of the child's academic and social progress. The paper is given to the parent at the end of the conference to display at home as a reminder of the goal(s) set by the student and teacher for the upcoming marking period."
Trimester Open Houses
From Hank Nash, a teacher at South Kitsap High School in Port Orchard Washington:
"We're on trimesters and unfortunately we have new groups of students each trimester. I write a short note inviting parents to an open house for my class for 30 minutes in the second week of each trimester. I wish I could say it is a smashing success [in terms of attendance] but those who do come often turn out to be very supportive and provide good connections for me throughout the trimester. Some even become helpful volunteers!"
Getting Folders Ready
From Susan May, a teacher and journalism advisor at McCook High School in McCook, Nebraska:
"All of my high school students are given a folder to store their work. They may decorate it with goals or motivational quotations. I use them at parent-teacher conferences and when the parent comes in for an impromptu conference. I have information just a fingertip away to show parents."
Lines of Communication
Teacher Business Cards
From Susan Randall, a special education teacher at Lancaster High School in Lancaster, South Carolina:
"I had business cards made up with my name, school address, phone and fax numbers and email address. Originally, I just gave them out at the meetings and conferences I attended but now I give them out to my students too. I laminate them and glue a magnet strip to the back. I get the magnets as freebies from business donations. Each family has the magnet on their refrigerator as an easy to find reference. It's also a reminder to my students that I want to be in touch with their families too."
Good News Calls
From Michelle Oleske, a special education teacher at ZJ Williams Memorial School in Napaskiak, Alaska:
"When my students get a 100% on their spelling tests or any other great accomplishment, I let the student call home to share the good news. The phone call usually takes only 2-3 minutes, but it is a rewarding few minutes. I can almost always hear the parent praise from across the room. Students look forward to calling so they try extra hard on their assignments."
Parent Newsletters
From Diane Postman, a kindergarten teacher at Poquoson Primary School in Poquoson, Virginia:
"I help parents connect with their child's school experience by sending home a weekly newsletter. When parents ask students what they did at school the response is often, 'Played'. Although I am pleased that my kids think of what we do as play, I want the parents to understand that there is a lot of learning packed into that play. My newsletter tells what I am teaching and how often I am teaching it. I describe special days and always include parent tips for at home follow up. After reading my newsletter, parents can ask their children specific questions about their day and get specific responses. I also have parent workshops twice a year where I show my parents the methods and materials we use in class. I teach them about alternatives to workbooks ? (manipulatives!) and hope that they will use them at home too. I also set up hands on demos and provide handouts. Parents are grateful to learn my methods and lingo."
Team Web Page
From Randy Warner, a science teacher at California Trail Junior High School in Olathe, Kansas:
"Our cross-curricular team is implementing the use of a Team Planning Web Page for students. It includes a clickable Web calendar that is used to post project and test dates, our team newsletters in Adobe .pdf format, and grades generated by the program Making The Grade. In addition, we've asked our parents for one main email contact and created a mail group that we use to keep parents informed of classroom events, field trips, upcoming projects and updates to our Web information. We estimate that in one year, we've cut our phone contacts by more than half and we're getting more information to parents than ever before. See it on the Web at http://teachers.olathe.k12.ks.us/~rwarnerct/team/team.htm".
Capturing School Experiences
From Martha Richardson, a kindergarten teacher at Grady School in Grady, New Mexico:
"I have my kids bring in a disposable camera with their school supplies. I snap special moments that happen during the school year (things that parents miss). When it's filled, I send it home. Parents can have it developed and send in another if they wish. It's a great way to capture school experiences."
www.Quia.com
From Beth Lillskau, a German and English teacher at Prairie Middle and Prairie High Schools in Cedar Rapids, Iowa:
"This year I started posting my weekly schedules on www.quia.com. It's really easy to do and it allows me to create games to help students master material. I've gotten many positive reviews from parents that want to keep up with what their child is doing in class. Also, absent students have instant access to what we covered while they were sick."
Catchy Newsletters
From a second grade teacher:
"I help parents connect with their child's school experience by sending home a weekly newsletter. The newsletter includes anything we've been working on in class, concerns, and informational tidbits. I also include catchy titles and clip art to make the newsletter more fun. I attach a parent signature slip that must be returned the following Monday. Parents love this communication from the classroom."
Teacher Business Card
From Janet Shlegle and Lisa Wilkinson, a kindergarten teacher and a special education teacher at Loveville School in St Mary's County, Maryland:
"We help families connect with school by sending a teacher business card with our August welcome letter. The card contains our names, phone numbers and email addresses along with the statements: Communication is the Key ?and- Let us know what's going on. Our welcome letter suggests that the parents keep the card on their refrigerator or take it in to work so our number and email address are readily available. Since we started sending out the business cards, we've seen an increase in calls and emails to comment positively or to ask questions before real problems start."
Class Web Site
From Beth Maxwell, a Title I teacher at Elwood Haynes Elementary School in Kokomo, Indiana:
"I help parents connect with their child's school experience by creating a class web site. The site includes our schedule, important skills covered during the year, reading suggestions, links that support our units of study and a photo gallery of our class. I also send home a packet at the beginning of the year that includes a discipline plan, procedures, vocabulary lists for the year, my business card and our web site URL so we can keep in contact."
Goal Notebooks
From Bonnie Jaastad, a fourth grade teacher at Jefferson Elementary School in Winona, Minnesota:
"In order to keep parents connected, I send home a Goal Notebook on a daily basis. Each day I type a note to the parents about what is going on in our classroom, reminders of upcoming events, deadlines for book orders, etc. The students glue this in their notebooks along with a short math review sheet, a comprehension exercise, a journal entry and a slip requiring parents to fill in how many minutes their child read at home that evening. The parents respond in the same notebook with comments about what we are doing or messages for me. Goal Notebooks are a great way to communicate on a regular basis and the parents love it!"
I Learned Letters
From Mary Teresa Maule Alft, a third grade teacher at Kemblesville Elementary School in Kemblesville, Pennsylvania:
"I help parents connect with their child's school experience by having the students write a letter to their parents each week on the back of my classroom newsletter. In the beginning of the year, the students write a rough draft of three 'I learned' sentences. They must write specific comments about what they learned that week. The class brainstorms ideas and I write a list on the board to help them with their spelling. I edit their drafts and then they copy their sentences on the parent newsletter. As the year progresses, the students write what they learned in the form of a friendly letter using all the steps of the writing process. The rough draft is written on Friday mornings and they publish on Monday as morning work."
Self-Addressed Stamped Envelopes
From Meg Thompson, a fifth grade teacher at El Roble Elementary School in Gilroy, California:
"My students aren't always perfect at getting necessary information home to their parents so I request five self-addressed stamped envelopes when I send home my school supply list. These envelopes make it so easy to communicate with parents that I do it more often. The parental response has been outstanding! I am one of the few upper grade classes with a terrific parent volunteer turnout. I truly believe this turnout is because I send home personal communication. Plus, it's not on my stamp!"
Parent Links
From Darlene Forsythe, a librarian from Galeton, Pennsylvania:
"I help parents connect with their child's school experience by utilizing the Parent Link voice mail system our school has in place. Each teacher has a separate extension to an exclusive Parent Link number so parents can check on assignments and class curriculum. I encourage parents to call by offering extra credit to the students whose parents checked the information on the hotline. The system allows parents to leave a message identifying themselves and their contact number. Parents can no longer say they didn't know their child had an assignment or an upcoming quiz. Those outside the local calling area and parents who do not have a phone use an assignment notebook. They must initial the notebook after they've reviewed it. I've received many positive comments from my parents about this effective system of communication."
Email Connections
From Cyndi Furr, an English teacher at Palm Desert High School in Palm Desert, California:
"I help parents connect with their child's school experience by creating an email list of all parents with computer access. I email a newsletter to my parents weekly letting them know what's happening in class. Using email has solved the problem of leaving messages and I have a record of correspondence if I need it. I encourage parents without email to call and leave messages on my voice mail."
Schoolnotes.com
From Cynthia Peterson, a fifth grade teacher at Ocean City Elementary in Ft. Walton Beach, Florida:
"I help parents connect with their child's school experience by posting the week's plans and messages on schoolnotes.com. This is an excellent way to communicate with parents and they can email me with any questions. I give students without Internet access a hard copy of assignments to take home. Cyber Flashcards are also offered on schoolnotes.com so that parents can help with spelling words, science and social studies terms or math problems. My parents have expressed their appreciation for this connection. I even get email from former students and their parents!"
Carbon Copies
From a fifth grade teacher:
"I use an inexpensive duplicating memo set (like a phone message pad) when I need to send a note home or reprimand a student. I make sure to note the date and time in the book and send the original home keeping the duplicate in my book. If necessary, I can go back through the book and review previous documentation of infractions. I also have a record of when I notified a parent. I use the pad to communicate with other school staff too. When I write a note to a colleague, I use a Post-it glue stick on the original to send and keep a copy for myself. It's a simple and accurate way to keep track of all kinds of paperwork because the copies are right there in the book. I use this same system when I send home positive feedback and dress the notes up with a special teacher stamp."
Milk Carton Mailboxes
From Diane Postman, a kindergarten teacher at Poquoson Primary School in Poquoson, Virginia:
"My classroom mailboxes are made from ? gallon cardboard milk or juice cartons. I ask the students to bring them in the first week of school. I cut off the tops, staple them together in rows, use craft paper to cover the sides and use labels to put the kids' names in alphabetical order. I include a box for my assistant and myself. I can replace the kids' names and use the mailboxes over again the next year. I use the mailboxes to send positive notes or thank you's to the children. Sometimes I put in special rewards or surprises for the class. This is also an easy way for the students to distribute their valentine cards. I have a writing center where the children can use their invented spelling to send notes to each other. They love getting and receiving mail!"
Progress and News
From Veronica Foley, an eighth grade language arts teacher at Bay Point Middle School in St. Petersburg, Florida:
"Halfway through each grading period, I print out individual progress reports using the E-class program. On the back of the students' reports, I print a classroom newsletter explaining what we're studying, what homework to expect, graphs and data on overall grades, kudos to students and interesting web sites. I require the students to have it signed and brought back for a grade. Upon return, I put the report in their portfolio. I call the parents of the students that don't return their reports."
Communicating with Parents
From Marty Charters, a fifth grade teacher at Fairfield Elementary School in Virginia Beach, Virginia:
"In our school system we are required to leave weekly recorded messages for parents and students but this is very inconvenient for me. Instead, I have gotten all but three email addresses from students and I send group emails to my parents daily. I print and send home a hard copy to the parents that don't have email. I include things like homework assignments, report due dates, test dates, important forms and 'ada-boys'. The praise and assistance from parents has been overwhelming. The funny thing is that this system actually takes less time than the recorded messages."
Outstanding Phone Calls
From Ronald Yuill, a technology teacher at Tecumseh Middle School in Lafayette, Indiana:
"Most teachers have had to make phone calls home to the parents of students that cause trouble in their classes. If teachers want to pick-up their own day, they can call a parent of a student that has done something outstanding. This will catch parents off guard and they will be happy a teacher called. Notes work too, but the teacher doesn't receive the instant good feeling from the parent."
Reading Calendar
From Harlika O'Balles, a second grade teacher at Elizabeth Learning Center in Los Angeles, California:
"I give each of my students a calendar to be taken home nightly and returned daily. The parents record and initial the title of the story or book their child reads each night. I also note children's birthdays and important happenings for the month on the calendars. The children look forward to these events, count how many days before they happen, and take note of the dates. The calendar encourages them to read and shows a real life use. It's also a good school-home link and a reminder of important events."
Professional Communication Tool
From Sally Engle, a third grade teacher at West Liberty Salem Elementary in West Liberty, Ohio:
"I purchase blank business cards for the computer to create a professional communication tool for my parents. On the business cards, I print my name, assignment, school, the school phone number and e-mail address. I choose to also include my home phone number and e-mail address on the card. I find that only parents who really need to get in touch with me use my home number. Once the cards are printed, I laminate them and attach a magnet strip to the back so that the card may be kept on the refrigerator for easy access. This goes home with the students on the first day. I've had many parents tell me that they really appreciate having such a handy reference to contact me and many hang their child's best work with the magnet."
Parents as Partners
From John Rusyniak, a director of technology. curriculum and instruction in Tok, Alaska:
"I found a free web site that is very useful for parents. I generally find that parents are excited about ways they can help their kids succeed.Home2School.com is a wonderful web site that lets parents know what is expected of their child at each grade level. It has tutorials for parents who aren't familiar with the skills and allows parents to check off skills they feel their child has mastered. Another favorite feature of mine is the selection of reading materials that are appropriate reading and interest level for each age group. Teachers can invite parents in to use the school equipment where they can print off checklists and reading lists to take home. It's all free and no spam mail follows signing up. What a great connection!"
Communicating with Technology
From Mary Kohl, a kindergarten teacher at Perry Elementary School in Perry, Ohio:
"Each week my children dictate a summary of our week. I act as recorder and type their words into Microsoft Word. We then add a graphic that applies to the week's highlights. Children are able to view the process because my computer is linked to our classroom television. After printing, a copy is made for each child to take home. We call this activity, 'Guess what we did at school this week?' This is a great recall and summary activity as well as a parent communication tool."
From Patti Donnelly, a second and third grade teacher at Ephesus Elementary School in Chapel Hill, North Carolina:
Parental Expectations
"I give parents a homework assignment within the first two weeks of school. I ask them to write me a letter about their expectations for their child in the coming year. I explain that it can include emotional needs, physical needs, academic areas and any information about past experiences that did or did not work well for them. I refer to the letters during conferences and return them at the end of the year. It gives me great insight to begin the year and in most cases the parents see their goals for the year touched upon in some way."
School Notes
From Gay Ramsey, a seventh grade English teacher at Trailridge Middle School in Shawnee Mission, Kansas:
"To communicate easily with parents and students, I post a message on www.schoolnotes.com. I can list my assignments for the week or direct kids to a favorite web site. It's easy, fun and free!"
Five Ideas
From Diane Donato, a fourth grade teacher at Kitty Hawk School in Kitty Hawk, North Carolina:
"Here are a few things I do to maintain positive communication with the families of my students:
- A letter with each interim/report card detailing our topics of study, upcoming field trips, speakers, etc. The first letter of the year explains my open door policy and that we love visitors to come observe what we are doing at any time.
- A good news postcard mailed to each home before October 31, with postage paid by the school.
- A phone call home before the open house in September to tell how much I appreciate having the child in my class and to answer any questions. The open house can then be more general.
- Geometry stations where children have a little booklet with all ten stations. Parents staff the stations and sign off on their booklets. This could work with any subject
- Author's tea each May when we have a punch, tea sandwiches and cookies with lace tablecloths, candles and flowers. We dress up and invite parents to come hear each student read his/her favorite piece."
Good News Postcard
From Susan May, a teacher and journalism advisor at McCook High School in McCook, Nebraska:
"I send a GOOD NEWS postcard to each parent before our first parent teacher conference, detailing positive things about each student. This helps build a positive relationship."
Letters to Parents
From Diane Garchow, a resource teacher at Highland Elementary School in Bakersfield, California:
"Every year I write a letter to the parents of my students pointing out the good qualities of their child and saying how much I enjoy their student in my class. I purchase very nice paper and hand write the notes. The results have been outstanding. The parents are eager to help. For many of these parents this is the only positive communication they have ever had from the school."
Parents' Handbook
From Kathy Nearny, a second grade teacher at Boothwyn Elementary School in Chichester, Pennsylvania:
"After spending years trying to give parents all the information they need via back to school night and periodic notes, I began to publish a handbook. I distribute the handbook to students for their parents on the first day. I include:
- a brief bio of me
- my classroom management philosophy and practices
- my homework policy
- tips on things like study habits, age appropriate books, good TV programs , etc.
- general information about the PTO, snow closings, birthday celebrations, school services, etc.
The handbook has been very well received and has saved me the time and effort of repeating myself to many parents asking the same question. It makes parents more comfortable to have general knowledge of what to expect. It takes time to do the first edition, but just needs updates in subsequent years. I have found it to be well worth it."
Postcards to Students and Families
From Sheri Radovich, a third grade teacher in the Granite School District in Salt Lake City, Utah:
"I send postcards to students and their families to thank them for gifts, get-well messages, birthdays, etc. I found I could make the postcards myself. I take birthday cards, thank you cards, etc. and cut off the inside greeting. I then add a dividing line vertically down the back of the front of the card and write the address on the right side with a stamp and my message on the left. This way I am able to save on postage and send messages for different reasons."
Non-English Speaking Parents
From Kathy Sheehy, a speech pathologist in kindergarten through fifth grade at Del Prado Elementary School in Boca Raton, Florida:
"To communicate with parents who don't speak English and are not literate in their language, I ask our school's ESOL Facilitator for that particular language to record my message on a cassette to send home. The parent can listen, then record a response, call the school and speak to me (with the facilitator interpreting), or ask an English speaking/writing relative or friend to write a note."
Student Notebook
From Debbie Bohn, a fifth grade teacher at Aldrin School in Schaumburg, Illinois:
"I keep a three-ring binder on my desk with a page for each student. The page contains important info on each student, like parents' names, work phone numbers, siblings in the school, and such. I also use it to record any contacts I have with parents, documenting a phone call or visit/conference, a paper sent home for parent review, etc. This serves as a reminder each time I speak with a parent and provides a consistent place to keep records. It is time consuming and requires good organizational skills, but the information is invaluable."
Involving Parents
My Favorite Dish
From David Grider, a school technology coordinator at Dixie Elementary School in Louisville, Kentucky:
"To teach process writing, I send a letter home to the parents asking them to help their child select a favorite homemade dish. They provide the child with the recipe and when possible, actually make it together. The student must write the steps to making the dish in paragraph form and explain why the dish is a favorite. The student must also include any memories associated with the dish in the story. We publish our recipes and stories in a book and give them to our parents during the holidays."
Quality Communication
From Adrienne Mack, a teacher at Dorsey High School in Los Angeles, California:
"We live in a busy world, and as a result, many of our students have little quality verbal interaction at home. I created an assignment to help remedy this. We studied a comic strip dealing with the election and discussed the meaning behind the strip in class. The homework assignment was to use the comic strip to jump-start some conversation at home. Many of my students are returning to school energized by the conversations they are having with their parents. We continue to search for interesting topics to discuss in the classroom and to follow up at home. The students are excited about being a part of developing quality conversations with their parents. Everyone wins!"
Parent Interests
From Jay Edwards, a resource teacher in Hemet, California:
"My opening letter to parents inquires about what their child's interests are but it also inquires about their interests. Once I find out their interests whether it is music, writing, fractions or nutrition, I have a pool of experts to draw on all year. I can ask my parents to be guest speakers or come in and do demonstrations. Parents love to share their knowledge and experiences with their child's class."
Teacher Appreciation Day
From Charlotte Brandt, a first grade teacher in Virginia Beach, Virginia:
"Toward the end of the school year, when PTA is asking what they can do for teacher appreciation ideas, ask them if they would come in before school starts and put up bulletin board paper for the teachers' bulletin boards. The teachers merely staple the color name to the corner of the bulletin board before they leave in the spring and their bulletin board background paper is up and ready when they return in the fall."
Parents and Technology
From Scott Hunt, a guidance counselor at Perry High School in Perry, Ohio:
"One way to encourage parents to use technology is to invite them to the school to fill out financial aid information on-line."
Parental Involvement in High School
From Catherine Ratliff, a high school biology teacher from Lafayette High School in Oxford, Mississippi:
"I keep parents involved at the high school by inviting them to class to work with their child in lab activities. This gives the parent the opportunity to observe first hand what their child is learning in class and hopefully opens a door of communication about school. It gives me the opportunity to get to know the parents a little better too. The best reason for inviting parents to class is that the students learn that their parents are really pretty sharp."
Parents and Reading
From Richard Brisco, a special education teacher at Marysville Elementary School in Portland, Oregon:
"We implemented a 'Muffins for Mom and Donuts for Dad' program. Once a month, about 45 minutes before school starts for children, we open up a couple of Title 1 rooms for children and their parents and/or adult friends to come and read together. We put out a variety of books, from very low level patterned books to regular library books for the kindergarten through fifth graders to choose. We provide muffins, donuts, juice and coffee. We presented this idea to a business and they liked it so much that they are funding the refreshments. We had one RSVP for the first session but filled up two rooms for an hour. The response from children and parents has been excellent. 70% of our students are on free/reduced lunches at our school. It is really making a positive difference at our school."
Before the School Year
From Carrie Means Bitterwolf, a national-certified early adolescent generalist teacher of fifth grade at West Park Elementary School in Moscow, Idaho:
"Before school begins in the fall, I invite all my students and their parents/guardians for a special back-to-school night in my classroom. In this informal setting, we all get to know each other and talk about our expectations and concerns. The students find their desks and cubbies (lockers), ask questions, and meet old and new friends. Parents become active in their child's learning team, organize a class advisory team, set up committees to help with activities, and arrange private conferences to discuss their goals for their child. The principal, school board members and others who work with the class also attend. As a result, I know most of the children the first day and have the support of both families and children as we work together throughout the year."
|
Members Only
Printer friendly
E-mail
RSS feed
