Courtney Kowalczyk, M.Ed. asked:


It is hard to believe that 2009 is already here! The holidays came and went so quickly, and now we are on to bigger and better things in the New Year. As a teacher and consultant, I believe that starting a new year is always a great time to put into action our personal New Year’s resolutions. Now, many of us typically think about and plan our personal resolutions; but have you ever thought about making resolutions for yourself professionally as well? Making changes for the better in our professional lives is just as important as in our personal lives. As teachers, we know there are so many things that we need to do day in and day out to keep our classrooms working efficiently and effectively. Planning lessons, managing schedules, and keeping up with grading are just a few of the daily activities that we are required to do. As you move through the rigmarole of our professional lives, do you ever stop and think about what you are learning or gaining from your professional experience? Have you learned a new strategy and implemented it in the classroom? Is teaching still fun, or have you fallen into the rut of the day in and day out routine? Here are a few simple suggestions and ideas for New Year’s resolutions for teachers that will help keep you fresh and moving forward in your professional career.


Read a new strategy book or article for teachers. It is important for teachers to keep up on their reading and understanding of educational practices and procedures. Every month, new strategy books and research articles that share research based best practices come out for teachers. You can find these materials online through your preferred search engine or database. It is amazing to see all of the materials that are available today!

Subscribe to a teacher friendly website. The internet holds thousands of teacher websites that are available to assist you with learning new methods, gaining lesson ideas, and managing your schedule and routines. It is important for you to take the time to find a site that can benefit you and use it frequently throughout the week.

Take a college class. Universities and local intermediate school districts frequently offer classes for teachers. Attending a class or college course is a great way to freshen up on best practices, as well as meet and socialize with fellow teachers.

Visit a fellow teacher’s classroom. It is really amazing to see all of the different ideas that teachers use in their classrooms. By visiting fellow teacher’s classrooms, you can gain some wonderful insight and ideas to use with your students as well.

Read an inspirational quote every morning. At the beginning of everyday, it can be very inspirational to read a quote to yourself or to your class as a whole. Quotes can be a great tool to keep you fresh and ready for the day ahead. You can find calendars with daily quotes on them, as well as a many quote resources online.

Take care of yourself. Lastly and most importantly, teachers need to take care of themselves personally and professionally. Try to leave your work at school, at least a few nights a week, so you can rest and relax once you get home. Plan a date night with your spouse or significant other, and plan not to talk about work. Find things that you enjoy, and be sure to participate in them frequently.



As teachers, it is important for us to make positive changes in ourselves personally and professionally. Our student success will depend on the best practices we are using, and our enthusiasm for teaching. Make 2009 the best year yet for yourself, your family, and your love of teaching!



REYNALDO

Stacy Andell asked:


Detroit Schools’ Teachers Delay School Starts with Strike

There has been a slow and turbulent start to the Detroit Schools ‘ new school year. In a battle over contracts, some 7,000 teachers and 2,000 staff members refused to start school in September. These contract disagreements lead finally to a court battle. The contract disagreement began on August 28 after the Teachers Union rejected a two year contract that included salary cuts of 5% and increased health insurance co-payments. Detroit Schools wants an $88 million concession from the Detroit Schools’ Teachers’ Union to help with the $105 million deficit to its $1.36 billion budget.

On September 16, Detroit Circuit Court Judge Susan Borman ordered that the 7,000 striking Detroit Schools’ teachers return to work. After this order, Detroit Teachers’ Union president Janna Garrison read the order aloud to 3,000 Detroit Federation of Teachers members but did not comment or give any instructions as to whether the order should be obeyed. The vast majority of the teachers did not return to work.
Detroit Schools’ spokesman Lekan Oguntoyinbo stated that under state law teachers who defied the order could face penalties which include fines and other actions. Oguntoyinbo said that Detroit Schools would go back to the courts and request that the order be enforce. As of the 18th of September, teachers had not returned and Detroit Schools has not decided what action it would take.

On the official first day of school, the 130,000 students in the Detroit Schools were greeted by their teachers not in the classroom but protesting outside. The picketing teachers were most of the teachers, only about 9% of Detroit Schools had returned to work. The Detroit Schools Board of Education worried that the strike would cause students to pull out of the Detroit schools and that their families will leave the city, however most parents support the teachers.

Detroit Schools’ Teachers Return to Work

Even though the contract issues have not been fully resolved but the Teachers’ Union has announced that the teachers returned to work on September 20. This was mainly due to pressures from the court and not due to reconciliation between the Detroit Schools and the teachers.

Many Union members, parents and other supporters of the teachers do not want the issue to remain tabled. These supporters want the Detroit Schools system revised. They claim the administration is top heavy and each position should be justified in some way. Others want the Detroit Schools to consider the consolidation of schools. This idea has fewer supporters because it would involve school closures that would greatly affect parents and neighborhoods. Even though this would be the most drastic of the possible ways to change the Detroit Schools, it may be the most cost effective. Like all issues there are many sides. Some wish the Detroit Schools top be run more like a business, which would include offering teacher buyouts, others believe education should be the main focus no matter what the costs.



KEN

caroline mackay asked:


Thirty seven years spent in an ordinary average classroom has given me a lot of insight into what is a teacher friendly program. Teacher friendly programs realize that teachers are always under the gun when it comes to time. Their time for putting on a program is very limited with all the other things that require their time.

Teacher friendly programs should allow for changes by the teacher without ruinning the message. These programs should allow teachers to use music and materials that they are already familiar with. They should not require a lot of props, staging, scenery and decorations. Costumes should be simple enough that most students can get their own. These programs should be able to be rehearsed in sections so that not all the students need to be there. Last of all they should encourage audience participation and individual student talents.

Teacher friendly programs should be written in sections so that if a teacher doesn’t like a part they can eliminate it without hurting the message of the program.

Teacher friendly programs should allow teachers to use music, poems and other things that they are already familiar with so that they don’t have to take the time to learn new things.

Teacher friendly programs should not require a lot of time in preparing stage props, scenery, and decorations.

Teacher friendly programs should require very little wardrobe time. Something very simple just to suggest a costume such as a hat.

Teachers friendly programs should be written in sections that require a group. Then each group can be rehearsed separately and then the teacher can put them all together just shortly before the program is to be shown.

Teacher friendly programs should last of all allow the teacher to have the audience participate and let individual students display exceptional talents. Such as gymnastics, pianists, artists, soloists, dancers.

All of these qualities will make for a program that is easy for a teacher to produce it in a limited amount of time.





TIMMY

Javier Colayco asked:


The question of how to educate a child is one of the most important a parent can ask. A basic choice that many parents struggle with is that of public vs. private school. Parents do not want to take on unnecessary expenses if they will not ultimately benefit their child. After all, many public schools do an excellent job of educating students. But while it is true that public schools do not have tuition costs (and a private school can run, on average from 12,000 to 30,000 dollars a year), the benefits of a private education can still far outweigh the costs depending on the local options parents may face.

Students who attend private schools can be more academically challenged, exposed to clearer value systems, given greater access to teachers, and may simply feel safer than local public school options. If you do decide to pursue private schooling for your child, start the research process early. Admission to private schools can be competitive, and finding a school that is a perfect fit for your child where he or she will be also be accepted, may take some time.

A Higher Bar:

A major advantage to private education is that your child will likely be challenged to a higher academic standard. Private schools can be more academically rigorous than public schools, and private school students may have to meet more criteria to keep up their grade point averages. According to The Condition of Education 2001, from the National Center for Education Statistics, Private high schools typically have more demanding graduation requirements than do public high schools.

Compared with public schools, private schools required more coursework (in 4-year high school programs). More can be expected of private school students in terms of quality of work, course workload, and special requirements such as community service or Arts participation. In some schools, what would normally be considered extracurricular activities, are prerequisites for graduation, which ultimately round out students’ high school experience. The push to meet this higher standard often results in a greater level of student performance. In a recent NAEP report it was found that, ‘Students in private schools scored significantly above the national average in grades four, eight, and twelve.

As the report put it, ‘Performance results in 2002 show that, at all three grades, students who attended nonpublic schools had higher average writing scores than students who attended public schools.’ In general, a student given the opportunity to attend a private school will most likely reach a higher level of academic achievement.

Student Teacher Ratio:

Private schools also tend to focus on controlling their class sizes. The NCES Schools and Staffing Survey found that, ‘Private high schools on average are less than half the size of public schools. In central cities, for example, the average size of a private high school is 398, compared to 1,083 for a public school.’ Students of private schools may have more opportunities to form relationships with their teachers, which can lead them to greater academic success. In such cases, a student is given help for his or her specific academic problems, which can allow the issue to be resolved quickly and correctly.

Once any issues inhibiting a student’s progress have been addressed, the child can go on to achieve at his or her highest level. In The Condition of Education 2002, it was found that, ‘Placing students in small groups tends to foster close working relationships between teachers and students, thus enhancing learning, particularly among at-risk students and those in the early grades.’

Also, small classes allow the teachers to have a better sense of who your child is, and what his or her specific strengths and weaknesses are. Your child will also have more opportunities to speak up and participate in class discussions. In addition, students may be offered office hours during which the teacher will be available. Students who have worked closely with their teachers are less likely to feel intimidated about using such time to actively seek help from their teachers directly.

Exposure to the Arts:

Private schools have the ability to create their own curriculum. Although, they must ultimately prepare students with the same basic course as any other school, private schools also have the option to add various elements to their programs. Private school administrators often develop programs that emphasize the Arts, perhaps more so than local public schooling options.

Schools may choose to produce elaborate plays and musicals, giving students unique opportunities to explore their talents and express themselves. Government regulations on public schools prevent them from spending more than a certain percentage of school funds on the Arts. Private schools, however, are not subject to the same regulations, and they have more freedom to develop and expand these programs as they wish. Some private schools may even offer filmmaking or video production courses which are opportunities normally reserved for college students.

Potentially More Funds:

The tuition that you and the other parents of a private school contribute often will go toward developing and funding special programs that would be restricted in public schools. The school may be able to offer other activities such as special field trips that reinforce the school’s curriculum. Such trips can give your child opportunities to form close friendships and build independence. The school may have more funds available to provide supplies to student-run clubs. The school also may create programs that better tie the arts or sciences into the overall general curriculum.

A Push Towards College:

Private high schools can instill their students with the expectation of attending college. Data from the National Education Longitudinal Study of 1988, ‘Fourth Follow-up’ (NELS: 1988/2000) show that, ‘Students who had attended private school in 8th grade were twice as likely as those who had attended public school to have completed a bachelor’s or higher degree by their mid-20s (52 versus 26 percent) and far less likely to have had no postsecondary education.’

With college as a focus, students can be more goal oriented, and often elements of the schools curriculum will be specifically aimed at preparing your child for college. Many private schools are even referred to as ‘college preparatory.’ Private schools often encourage their students to take an active role in their own college admission process. Students may be given more access to information about college options, and they may be made more aware of the requirements they must fulfill to qualify for a specific school.

Community Service and a Sense of Values:

Private schools often put a major emphasis on personal values. When choosing a private school for your child, it is possible to find a school that incorporates a great deal of your own values into its everyday curriculum. Private schools often have honor codes and stricter behavioral standards that help students develop into mature adults.

According to The Condition of Education 2001 from the National Center for Education Statistics, ‘At private schools, a greater percentage of children had parents who were very satisfied with order and discipline than with the school or teachers in 1999.’ Parents are often given greater say in school policies at private schools.

Many private schools require that their students complete a mandatory number of community service hours. This not only provides the obvious benefit of instilling a sense of respect for the community and the importance of making a contribution to society, but it also happens to be something colleges especially favor. Students may also find possible career options while fulfilling this service requirement such as political involvement to aid the community or counseling for endangered teens. Community service experiences teach students that education goes beyond the walls of the school, and that it sometimes requires action and initiative.

Discipline and Safety:

Beyond the fact that smaller classrooms are by their very nature easier to control, most private schools put special emphasis on discipline. Even if your child does not have discipline problems, disruptive peers could take away from your child’s valuable learning time. The Condition of Education 2002 states that, ‘Private school teachers were more likely than public school teachers to say that they had a lot of influence on setting student performance standards (63 versus 38 percent) and on student discipline policy (48 versus 30 percent).’

The push for discipline in private schools teaches children self control, which will ultimately be a requirement in college where the student will be far more responsible for his or her own attendance, and achievement. Also, stricter disciplinary policies mean that any major problems will be handled and eradicated quickly. Typical crimes that plague public schools are less common at private schools. The School Crime and Safety Report found that, ‘Students in public schools (37.3 percent) were more apt to see hate-related graffiti at school than their counterparts in private schools (16.8 percent).’

A Word About Teachers:

Because teachers at private schools are not required to earn the same certifications as public school teachers, some parents worry that the teachers are not as qualified. This is not necessarily true. Private schools must maintain their reputations and create positive word of mouth to survive. Toward this end, private schools are generally very selective about who they place in front of their students, and they choose educators with training specific to the subject they will be teaching.

A Community in Itself:

When you decide to enroll your child in a private school, your family becomes part of a network of families with the same goals. Parents at private schools are more involved in the lives of the students and various school events. As a parent, you may have the opportunity to connect with other parents to discuss the lives of your children. Such relationships allow parents to learn from each other and support each other.

The students also benefit from the community atmosphere of private schools. The very specific personalities of private schools often lead the students to have a strong sense of pride and loyalty to the school and its community. The student may also benefit from affiliation to the school far beyond graduation day. Many private schools have alumni mentoring programs that connect older alumni with newer ones. Recent graduates may find internship opportunities with alumni who have been working in their field of interest.

Every Family is Different:

Despite the numerous benefits of private schooling, it must be said that private school is not for every child. Some children would benefit from the diversity a public school can offer. Some parents would prefer their children to be more focused on the core subjects rather than the arts and extracurricular interests. And, of course, the financial burden that a private school brings is considerable. No student is exactly the same as another, and only a parent can know what the best option is for his or her child. Any child, whether in private or public school, will need the active participation of his or her parents in order to achieve true success.

School Choice:

The major advantage of private schooling is choice. Rather than sending your child to a public school that is required based on geography, now you have opened up a selection of several schools that may have very different educational styles and emphases, simply because you are deciding on private education. Every private school has a unique personality, and with a little research, certain schools will emerge from the pool as having more features than that will benefit your child.

Perhaps the school is affiliated with your family’s religious faith, and your child can be given a religious education along with his or her core studies. Perhaps the school emphasizes writing, or it pushes self-expression. With the vast variety of private schools available, it is easy to select a school that will help your child to shine and develop the values you find most important.

Conclusion:

No choice can guarantee that your child’s formative years will go smoothly. Parents should always remain highly active participants in the education of their children. Still, in the interest of giving a student the most advantages and opportunities possible private school can be an attractive option.

Private schools can reduce worries about safety, increase a child’s exposure to discipline, offer reduced class sizes, and offer a good environment for high academic achievement. In many cases, a private school can prove to be much more than that, providing a community environment for your family and special opportunities that your child would not have otherwise.



TY

Stacy Andell asked:


Kim Burke Ables

Science Teacher, Benjamin Banneker Academic High School

Washington, DC- Congresswoman Eleanor Holmes Norton (D-DC) today introduced a congressional resolution recognizing Kim Burke-Ables, a science teacher at Washington D.C. schools ‘ Benjamin Banneker Academic High School, on her selection as the District of Columbia Teacher of the Year for 2006, and “congratulating her for her exceptional dedication to the students and her excellence as a teacher.” Burke-Ables has been teaching at Banneker for three years and has received praise for developing creative ways to motivate her students to learn and understand biology, life sciences, human anatomy and physiology, and chemistry. She has contributed to making this Washington D.C. school competitive and relevant in student lives.

Student Turned Congresswoman Praises Washington D.C. Schools

Norton, who went to Banneker when it was a junior high school, said that she was pleased that, “Banneker’s excellence is attributed in no small part to the excellence of Kim Burke-Ables and others like her, although the school building looks as it did when I was a seventh grade kid and Banneker was a junior high school.” Norton recently announced that she intends to make a priority for the coming year federal tax credits for Washington D.C. school bonds so that Washington D.C. school systems can more quickly rebuild or repair old schools like Banneker. “Banneker’s excellence despite the limitations and the age of its facilities is the inspiration any of us should need to make old schools like Banneker fit for what Kim Burke-Ables and other teachers do inside.”

In honoring Burke-Ables, Norton also expressed appreciation to Banneker Principal Anita Berger for providing an environment for enriched academic growth and development and to other Washington D.C. school principals and teachers “for their commitment and service to the education of the city’s children.” The resolution congratulated Banneker’s designation in the May 21, 2006 edition of Newsweek Magazine as one of the nation’s best high schools. The national recognition of one Washington D.C. school and its teachers has brought pride and high expectations for Washington D.C. school students and parents alike.

Exemplary Teaching at Washington D.C. Schools

Burke-Ables was among elected officials, educators and residents who recently attended a Capitol Hill reception Norton sponsored in recognition of 2005 National Teacher of the Year Jason Kamras of Sousa Middle School, who preceded Burke-Ables as the D.C. Teacher of the Year. Kamras is the only Washington D.C. school teacher to win the competition for National Teacher of the Year, the oldest and most prestigious national honors program that focuses public attention on excellence in teaching.

This is not the first time Burke-Ables has received prestigious educational awards. In 2004, she was selected to work as an educational consultant to the National Academies of Science and won a TEACH Fellowship (Teaching Educators Agriculture and Conservation Holistically) with the U.S. Department of Agriculture to travel to Ghana, West Africa. In 2003, the Milken Family Foundation gave the science teacher the District of Columbia Milken Educator Award. All of these awards have contributed to her outstanding performance as a science teacher for Washington D.C. schools.



JEFFERSON

Stacy Andell asked:


Office Max Donates Funds to Charlotte Schools

One Charlotte Schools ‘ member started off the school year with a big boon. Nations Ford Elementary School has received a $5,000 donation from Office Max. This donation is linked to the opening of a brand new Office Max in Rivergate Town Center on Sept. 6. Charlotte School’s teachers from Nations Ford Elementary Schools were invited to the grand opening ceremony where they could purchase additional school supplies for their classrooms. This donation will help the teachers get much needed supplies for their students and classrooms.

Along with the $5,000 donation, teachers received pre-packaged “goody” bags filled with office supplies and barbeque from Damon’s restaurant. The whole ceremony had a very festive feel. Customers can sign up for a give away featuring $1,000 shopping sprees and other prizes.

Charlotte Schools Join Up with The United Way

The United Way has a long history in the Charlotte area. The United Way currently operates three programs with the Charlotte Schools: Right Moves for You, A Child’s Place and Communities in Schools. Charlotte Schools launched its United Way fundraising campaign on September 21. A rally was held where the Charlotte Schools’ Superintendent Peter Gorman and United Way 2006 regional campaign chair Michael Baker spoke. Preschoolers from the Charlotte Schools also joined the rally in order to say thank you to the donors who help meet the year’s goal of $44 million. This partnership not only raises funds for the students and children in the Charlotte area but allows students to interact with adults who offer positive influences.

Charlotte Schools’ School Resource Officer Program

The Charlotte Schools’ School Resource Officer Program is a joint program with Charlotte Schools and the local police force. The program puts police officers in Charlotte Schools were they can help teach the students about character and safety while providing advice on security to Charlotte Schools. A current School Resource Officer Robert Kierce received a standing ovation after returning from ten months of active duty in Iraq to Charlotte School’s Jay M. Robinson School.

Kierce was very surprised when the students and Parents welcomed him back to the School Resource Officer position at Jay M. Robinson School. Originally when he left for Iraq with the Marine Corps in June of 2005, the Jay M. Robinson School gave him a send off parade and gave him gifts of phone cards and coloring books for Iraqi children.

Kierce, who has a forensics science degree, will spend time in science classrooms this school year, as well as in history classes, where he plans to talk about some of his experiences in Iraq. He is slowly returning to the routine as the school year begins. Kierce has worked with the Charlotte Schools in the School Resource Officer Program for about seven years.

Charlotte Schools and V101.9 FM Launches “Terrific Teacher Tuesday”

Charlotte Schools is partnering with V101.9 FM to create “Terrific Teacher Tuesday.” This program was created to reward elementary school teachers in the Charlotte Schools. On the second Tuesday of the month, V101.9 FM will introduce a teacher and discuss why this teacher is a good teacher. Then the radio station will choose a winner by announcing it on air and then visiting the teacher at school. Teachers can be nominated by parents, students, and staff at all Charlotte Schools’ Elementary Schools by writing a 100 word description of why this teacher is terrific.



ARMANDO

Jason Thomas asked:


A recent review indicates that assaults on teachers by students while on the job are on the rise in Allegheny County, which includes the Pittsburgh schools. Though the student population is declining within the county, there were 179 assaults on teachers last year, according to the Allegheny County Juvenile Probation Department. This is the highest in history for the county, with a total of 621 cases from 2002 through 2006.

The Pittsburgh schools have three open teacher claims for worker’s compensation, related to assaults by students. One claim is from a 1997 injury, where a student threw an object and struck a teacher in the neck. Another claim from 2005 resulted from a Pittsburgh schools’ teacher-student confrontation on a staircase. The Pittsburgh schools’ teacher incurred back and shoulder injuries by grabbing the staircase rail to prevent falling down the stairs. The third claim occurred in 2006, when a teacher tried to break up a student fight and incurred a neck injury.

The review showed that most assaults are shoving, elbowing hard enough to throw the teacher off balance, punching and hitting, slapping in the face, spitting, and biting hard enough to require a tetanus shot and Hepatitis B and C testing. Though these may seem like minor injuries, some have led to substantial medical bills and lost wages. According to Jim Rieland, director of Allegheny County juvenile probation, most assaults occur in the classrooms, cafeterias and hallways. Objects, such as loaded book bags, are more of the problem than guns or knives in these incidents.

In the Pittsburgh schools, most teachers are members of the Pittsburgh Federator of Teachers (the Pittsburgh schools’ teachers’ union). If union members are assaulted on the job, they are entitled to 20 extra days of sick leave for that year to take care of student-assault-related injuries. Pittsburgh schools’ teachers must, however, meet stringent rules from the Pittsburgh schools district. To qualify for the extra sick leave, Pittsburgh schools’ teachers must:

• Be members of the union,

• Use their own sick days for the first three days,

• File a police report against the student,

• Have a doctor’s excuse for time off work, and

• Get the Pittsburgh schools’ administrator’s agreement that an assault occurred.

According to John Tarka, union president, the union and the Pittsburgh schools have reached a tentative agreement to create a new alternative school, using the current Clayton School. It would be privately run, taking 432 of the “most persistently disruptive students” from grades six through 12. This would remove these troubled Pittsburgh schools’ students from the mainstream schools, allowing Pittsburgh schools’ teachers to be confident of a safe work environment.



LYNN

Patricia Hawke asked:


In May of 2006, the Texas Educator Excellence Grant Program was enacted by a special legislative session in Texas. Governor Rick Perry and several legislators sponsored the bill, which allocates state funds to underwrite merit pay plans in Texas schools across the state. It is the largest incentive pay program in the nation.

The program essentially implements a long-standing business concept into the Texas schools, treating teachers as individual professionals rather than an educational team. Proponents of the program believe that mediocrity becomes the standard, when excellence and mediocrity are equally rewarded.

The legislature allocated $100 million for teacher bonuses for this school year, and another $250 million for the next school year. The program targets Texas schools, which have a large population of low-income students but also have earned one of the two highest state performance ratings of exemplary or recognized. Classroom teacher bonuses are only for those who teach in core subject areas and are based on student standardized test scores.

Grants for the program were awarded to 1,161 Texas schools this year, 15 percent of all traditional and charter schools within the state. Though such a program is mostly untested in public schools, the Texas schools has made it voluntary for qualifying schools. Teachers are required to give input at each school and ultimate approval of the program.

More than 24 schools already have rejected the program and grant money, some returning up to $90,000 to the state. Linda Bridges of the Texas Federation of Teachers stated that the backers of the bill never consulted the teachers before developing and passing the program. Critics of the program do not believe it will achieve what the proponents suggest it will, and teacher resistance remains high.

One reason cited is the animosity that such a plan will cause in the Texas schools, pitting teacher against teacher in order to attain the bonuses. It would dissolve the team spirit prevalent at many Texas schools, where teachers and staff all work together for the success of the entire school. This “one big family” attitude is embraced by many educators. Under the state’s program, only core subject teachers are eligible for the bonuses, ignoring many teachers who add to a school’s total success.

Many Texas schools educators see the program as a disruption, distracting teachers from focusing on raising student test scores and improving their academic achievement. Instead, they would be focused on personal gain over the total success of the school.

Another drawback to the incentive pay program is the amount of paperwork required for a school to participate. Many Texas schools teachers would much rather spend that time working with their students.

Debbie Ratcliffe of the Texas schools said they expect at least 98 percent of the schools to accept the grant money and develop merit pay plans for their teachers.



OTTO

Jenifer Fox asked:


The conversation about changing our minds, our schools, and our nation to a paradigm that focuses on strengths begins with parents and teachers. Parents, teachers, and students can begin to form a strength alliance between the home and the school. If you are a parent and use this book at home, share it with your school. Likewise, if you are a teacher and practice these exercises and philosophies with your students, waste no time in sharing them with your students’ parents. Here are some exercises to help advance the strength alliance.

Draft a one-page letter to your child’s teacher if you are a parent, to a child’s parent if you are a teacher, or to both your teacher and your parent if you are a student. In the letter, describe the Learning Strengths of the child in question in as much detail as you can. Include how he — or you, if you’re the student — likes to learn, what things he enjoys doing most, what type of environment works best for him, and what he finds difficult. Share this letter with the person for whom you wrote it. If you are a parent, bring the letter to parent-teacher conferences. Read the following case study and answer the accompanying questions.

Yolanda’s Day in School: Yolanda is a focused student. She takes everything she does in class very seriously and listens very well to the teacher. She does not like to participate in group activities, and she does not raise her hand much or contribute to class discussions unless the teacher calls on her. Although she completes all her assignments, sometimes her work is not correct. At recess, Yolanda likes to sit in the shade and read. She has a few friends that sit with her, but she does not like to join in the large group activities on the playground.

Given what you know about Learning Strengths, create a learning profile of Yolanda. Ask a teacher or another parent to do the same, and then compare your decisions and insights.

Arrange for a conference with your child and his teacher during which you discuss only the positive aspects of his or her learning. Bring the Strengths Profile to the conference.

Whether or not your child struggles in school, he or she will need his or her strengths to find success, happiness, and fulfillment in the future. Whether through conferences or phone conversations, you should be in touch with all your child’s teachers; not just the ones whose classes present a challenge. Consider spending more time talking to the teachers in whose classes your child does well. They will provide you with greater insight into your child’s strengths and therefore deserve your attention. Many parents of students who do well in school skip the conferences altogether. This will certainly not guarantee that you, your child, or the teachers will comprehend and develop your child’s strengths.

“Good grades” are not a conduit to your child’s finding work he loves and relationships that are meaningful. Your attention is. When you go to parent-teacher conferences or call to talk with teachers, ask what your child’s strengths are. You may have to phrase the question several ways. You may ask, “What things does my child do that he really enjoys doing?” or “What activities does my daughter feel most successful doing?” Remember, history is not a strength; it is a subject of study. Do not ask the teacher what your child is good at doing; you can figure that out easily. Instead, inquire about what your child likes to do in the classroom. The next question can be, “How is your class engaging my child’s strengths?” If the teacher does not know, you can offer to help. Teachers dislike confrontation as much as anyone, so keep in mind that these questions are not meant to be accusatory or confrontational. They are designed to shift the focus of the conversation from weaknesses to strengths.

Ask to see your child’s assessment — which is another word for tests, quizzes, and projects — as these are all the ways a teacher determines, what your child knows. Have the teacher show you the way she or he breaks down the components of your child’s grade. Is the bulk of the grade based on only one way of demonstrating knowledge? A school that focuses on student strengths will assess your child’s knowledge in a variety of ways, not just pen and paper recall. You can ask your child’s teachers to assess understanding in a variety of ways and have those different ways count as much as the traditional way. A teacher should be able to explain the way she or he came to grade your child and show you how your child’s strengths were reflected in that grade.

The above is an excerpt from the book Your Child’s Strengths: A Guide for Parents and Teachers by Jenifer Fox. The above excerpt is a digitally scanned reproduction of text from print. Although this excerpt has been proofread, occasional errors may appear due to the scanning process. Please refer to the finished book for accuracy.

Reprinted by arrangement with Penguin, a member of Penguin Group (USA) Inc., from Your Child’s Strengths

Copyright © Jenifer Fox, 2009

Author Bio

Jenifer Fox, author of Your Child’s Strengths: A Guide for Parents and Teachers, is an educator and public speaker who has worked in public and independent schools as a teacher and administrator for twenty-five years. She is currently the international leader of the Strengths Movement in K-12 schools. She holds a B.S. in communication from the University of Wisconsin-Madison, an M.A. in English from Middlebury College’s Bread Loaf School of English, and an M.Ed. in school administration from Harvard University.



FRANKIE