Obama abandons Latinos - Press-Telegram
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Sunday, February 13, 2011
Teacher-parents talk
How often do you talk to parents? When was the last time you phoned to congratulate them on the good grade Johnny received on his math test or Maria's reading unit test. Parents don't usually expect calls from their child's teacher unless there is a problem. No wonder parents get a feeling of anxiety when they hear your voice on the phone. Parents aren't the only ones; teachers get the same anxious feeling when they call home.
I recall meeting with my teachers at the beginning of every school year to review the importance of two way communication. Without fail a high percentage of teachers felt that parent communication is one of their biggest challenges. And now with the news media avalanche, on failing school, low scores, budget cuts, increased class size, teachers names appearing in the newspapers, parents are demanding more from their schools. Our troubled economy is making it more difficult for all of us in education and individual schools and teachers are receiving the brunt of this discontent. The present situation is rife with misunderstandings, flare ups and hot tempers. We all need help in managing this troubled terrain.
Here are some ideas designed to help us as educators. Perhaps you have more:
- Don't wait until the first reporting period. Meet your parents as soon as the new year begins. Establishing dialog with parents early creates good-will for you as well as your students.
- A misconception: As long as kids don't give you problems it's OK to wait; not so. It is your responsibility to meet parents promptly before potential problems begin.
- "I have an open door policy. Parents can come in any time"; not really! setting up appointments to meet parents is more courteous and professional.
- "If I have a problem with a student, I'll let my principal know first." Remember that you are the one whom the child needs to respect you are the boss. Passing problems to the principal diminishes your authority in the eyes of the parent and the students.
Building a positive relationship between you, the teacher, and the parents of your students enhances your standing in the community and school. You are seen as a professional who cares. In turn, they will care for you... especially when it comes to allocation of district and school budgets.
I recall meeting with my teachers at the beginning of every school year to review the importance of two way communication. Without fail a high percentage of teachers felt that parent communication is one of their biggest challenges. And now with the news media avalanche, on failing school, low scores, budget cuts, increased class size, teachers names appearing in the newspapers, parents are demanding more from their schools. Our troubled economy is making it more difficult for all of us in education and individual schools and teachers are receiving the brunt of this discontent. The present situation is rife with misunderstandings, flare ups and hot tempers. We all need help in managing this troubled terrain.
Here are some ideas designed to help us as educators. Perhaps you have more:
- Don't wait until the first reporting period. Meet your parents as soon as the new year begins. Establishing dialog with parents early creates good-will for you as well as your students.
- A misconception: As long as kids don't give you problems it's OK to wait; not so. It is your responsibility to meet parents promptly before potential problems begin.
- "I have an open door policy. Parents can come in any time"; not really! setting up appointments to meet parents is more courteous and professional.
- "If I have a problem with a student, I'll let my principal know first." Remember that you are the one whom the child needs to respect you are the boss. Passing problems to the principal diminishes your authority in the eyes of the parent and the students.
Building a positive relationship between you, the teacher, and the parents of your students enhances your standing in the community and school. You are seen as a professional who cares. In turn, they will care for you... especially when it comes to allocation of district and school budgets.
Wednesday, December 29, 2010
Starting the second semmmester
After two weeks off for the winter vacation.it difficult for many students and staff to change gears to the business of teaching and learning. I have found that the sooner you start teaching where you left off the most rewarding your instructional year will be.
Over the years I made it a habit of walking through teachers classrooms the very first day back. Poorly planned and less successful teachers would be sitting at their desk. While students would be, quietly, writing about their winter vacation. No directed lesson, no evidence of writing prompts, no accurate examples of what was expected of the students.
Our more successful teachers would be in front of the class giving a directed lesson following the instructional guides and instructional calendar. These teachers were engaged in the very critical art of teaching and learning.
A less success full is the one that passes out a list of words unrelated to the course of study, and has her students on Monday write them five times, on Tuesday find them in the dictionary and write their meaning, on Wednesday write a sentence for each, on Thursday break them into syllables and on Friday students get a spelling test.
A more successful teacher will guide the students through their grade level literature books, as they read the will encounter particular difficult word. At this point, she will teach her students skills such context clues; re-reading the passage and find the context which will give a clue to the meaning. The teacher remind the students about past instances where the word was encounter' remembering prior learning. The teacher may guide them into making connections critical thinking questions suc
Over the years I made it a habit of walking through teachers classrooms the very first day back. Poorly planned and less successful teachers would be sitting at their desk. While students would be, quietly, writing about their winter vacation. No directed lesson, no evidence of writing prompts, no accurate examples of what was expected of the students.
Our more successful teachers would be in front of the class giving a directed lesson following the instructional guides and instructional calendar. These teachers were engaged in the very critical art of teaching and learning.
A less success full is the one that passes out a list of words unrelated to the course of study, and has her students on Monday write them five times, on Tuesday find them in the dictionary and write their meaning, on Wednesday write a sentence for each, on Thursday break them into syllables and on Friday students get a spelling test.
A more successful teacher will guide the students through their grade level literature books, as they read the will encounter particular difficult word. At this point, she will teach her students skills such context clues; re-reading the passage and find the context which will give a clue to the meaning. The teacher remind the students about past instances where the word was encounter' remembering prior learning. The teacher may guide them into making connections critical thinking questions suc
Sunday, December 12, 2010
Grade Level Standards-Why teachers should love them
Sucesful teachers are very good organizers, and good planners. Weak teachers are not! Standards provide a clear sight if the goal.
Wednesday, November 10, 2010
The Alpha of Formal Education
Our clients were conceived in love five year and nine months ago. Soon after, they began passive and active auditory lessons through the gestation period. And after nine months, the formal meeting took place with their family. It was truly a magical moment filled with love, hugs, kisses, lots of pictures and sentiments of just how beautiful and bright s/he is. Parents spent the next five years preparing them for kindergarten and... you.
We all had to go
Our parents made us go. Their parents make them go. The time is here Kindergarten! Parents are serious about it; they have been reading to them every night. They bought them learning games, enrolled them in preschool, attended Mommy and Me classes, completed all the vaccinations, health exams and secured all the instructional TV schedules. For five years parents prepared them just for you. The day is finally here: kindergarten orientation and enrollment.
This practice is the standard in American education. After five years of preparation at home, parents bring us their most precious possessions. They are about to put the future of their children in your hands. They want the best teacher in school for their children. Will it be you? They don't know which teacher they will draw. To one side, you, a successful kindergarten teacher with proven record of success. On the other side, another you, a successful teacher who has never taught Kindergarten. As a principal I recall how difficult it can be to teach kindergarten. In my opinion... it is rocket science!
Class make-up
Once we total the number of kindergarten students enrolled, we know how many teachers will be needed. Classes will be composed of a set number of students; equal number of boys and girls as well as a mixture of ethnicity. Suddenly we have student groups or classes. Students now, without mommy, will be taught and learn how to socialize and get along with their peers and other adults whom they've never met. This is necessary but frightening.
Teacher assignment
Students and parents are unaware of the life changing event taking place... teachers have a right to select, by seniority, the class and grade level they wish to teach. An outstanding kindergarten teacher may not be able to get that class. If a more senior teacher, who has never taught Kindergarten, wants it, the principal must meet her request.This is the contract unless the principal can demonstrate that the teacher is a less than satisfactory employee. But why would this teacher be employed if s/he is less than satisfactory?
I recall a teacher being adamant that she wanted a kindergarten class, although she had been teaching sixth grade successfully for seven years. She was a nice person and good upper grade teacher. In kindergarten, although she tried, she was unable to handle very young children who had never been to school. Kindergarten teachers are very special. They must teach the mandated curriculum and also deal with challenges and predicaments of very young children ranging from learning to socialize, curiosity, safety to bathroom accidents. In addition, they must also posses the artfulness of forbearance, tolerance and patience. Experience in early education is paramount. When selecting a class, I would advice my teachers to always teach to their strengths before selecting a class. My advice was and still is "don't practice with students lives".
The powerful words-students' cumulative record
In my opinion, nothing is more consequential than the student's "cumulative" record which is established in kindergarten. Well meaning, but unprepared, K teachers will set the stage for their students school history. Will it be a successful school life or a collapsing future leading to dropping out? My twenty plus years as a school principal, research studies and close analysis of anecdotal records, have convinced me that one teacher after another will mirror the comments written by you.What you write will set the pattern for the next twelve years for your students. I desperately caution you to carefully reflect on the weight your written comments have. Your students will carry them on their shoulders for twelve years. Negative comments will be the predictors of failure for the rest of their life and you influence it. Positive comments will predict success. The first comments entered in this records are indeed powerful words.
The self fulfilling prophesy
Those eager students brought to us the first day of school will face you, me and many other like us, flawed humans beings. Our attitudes, beliefs, values and expectations affect their lives and their families. When you, consciously or unconsciously, judge students behaviors, efforts and achievements, then write your judgment down in their permanent record, this will influence next year's teacher. We may through fear, confusion, negligence, ignorance or inexperience, fulfill a false prophecy. This is especially true if you work with students of color. That is why you, kindergarten teachers are so important. You cannot at the beginning of school life start with a negative or false conception because the prophesy will be declared true. In other words, if you expect Jose to be a failure, treat him so and enter it on his permanent school record, the next teacher will expect the same thing the first day of first grade and so on up the grades. A good kindergarten teacher understands that all students bring something good and positive to school; they are all good at something. You need to look for it, find it, encourage it, praise it and record it. The next teacher sees the model and will do the same. In other words, if a teacher expect positive results, the prophesy will come true.
It starts with one teacher in kindergarten, you.
We all had to go
Our parents made us go. Their parents make them go. The time is here Kindergarten! Parents are serious about it; they have been reading to them every night. They bought them learning games, enrolled them in preschool, attended Mommy and Me classes, completed all the vaccinations, health exams and secured all the instructional TV schedules. For five years parents prepared them just for you. The day is finally here: kindergarten orientation and enrollment.
This practice is the standard in American education. After five years of preparation at home, parents bring us their most precious possessions. They are about to put the future of their children in your hands. They want the best teacher in school for their children. Will it be you? They don't know which teacher they will draw. To one side, you, a successful kindergarten teacher with proven record of success. On the other side, another you, a successful teacher who has never taught Kindergarten. As a principal I recall how difficult it can be to teach kindergarten. In my opinion... it is rocket science!
Class make-up
Once we total the number of kindergarten students enrolled, we know how many teachers will be needed. Classes will be composed of a set number of students; equal number of boys and girls as well as a mixture of ethnicity. Suddenly we have student groups or classes. Students now, without mommy, will be taught and learn how to socialize and get along with their peers and other adults whom they've never met. This is necessary but frightening.
Teacher assignment
Students and parents are unaware of the life changing event taking place... teachers have a right to select, by seniority, the class and grade level they wish to teach. An outstanding kindergarten teacher may not be able to get that class. If a more senior teacher, who has never taught Kindergarten, wants it, the principal must meet her request.This is the contract unless the principal can demonstrate that the teacher is a less than satisfactory employee. But why would this teacher be employed if s/he is less than satisfactory?
I recall a teacher being adamant that she wanted a kindergarten class, although she had been teaching sixth grade successfully for seven years. She was a nice person and good upper grade teacher. In kindergarten, although she tried, she was unable to handle very young children who had never been to school. Kindergarten teachers are very special. They must teach the mandated curriculum and also deal with challenges and predicaments of very young children ranging from learning to socialize, curiosity, safety to bathroom accidents. In addition, they must also posses the artfulness of forbearance, tolerance and patience. Experience in early education is paramount. When selecting a class, I would advice my teachers to always teach to their strengths before selecting a class. My advice was and still is "don't practice with students lives".
The powerful words-students' cumulative record
In my opinion, nothing is more consequential than the student's "cumulative" record which is established in kindergarten. Well meaning, but unprepared, K teachers will set the stage for their students school history. Will it be a successful school life or a collapsing future leading to dropping out? My twenty plus years as a school principal, research studies and close analysis of anecdotal records, have convinced me that one teacher after another will mirror the comments written by you.What you write will set the pattern for the next twelve years for your students. I desperately caution you to carefully reflect on the weight your written comments have. Your students will carry them on their shoulders for twelve years. Negative comments will be the predictors of failure for the rest of their life and you influence it. Positive comments will predict success. The first comments entered in this records are indeed powerful words.
The self fulfilling prophesy
Those eager students brought to us the first day of school will face you, me and many other like us, flawed humans beings. Our attitudes, beliefs, values and expectations affect their lives and their families. When you, consciously or unconsciously, judge students behaviors, efforts and achievements, then write your judgment down in their permanent record, this will influence next year's teacher. We may through fear, confusion, negligence, ignorance or inexperience, fulfill a false prophecy. This is especially true if you work with students of color. That is why you, kindergarten teachers are so important. You cannot at the beginning of school life start with a negative or false conception because the prophesy will be declared true. In other words, if you expect Jose to be a failure, treat him so and enter it on his permanent school record, the next teacher will expect the same thing the first day of first grade and so on up the grades. A good kindergarten teacher understands that all students bring something good and positive to school; they are all good at something. You need to look for it, find it, encourage it, praise it and record it. The next teacher sees the model and will do the same. In other words, if a teacher expect positive results, the prophesy will come true.
It starts with one teacher in kindergarten, you.
Monday, July 19, 2010
Write your Legislators & Board Members
Have you ever wondered what would have happened if Dickens' courageous little boy never asked for more?
Educators and school employees must make their existence known to those we elect to the school board, city, state and federal positions. It is our responsibility to inform them how their decisions have a direct impact on the lives of our students, our schools and our own families.
Our representatives want and need to hear from us. Unfortunately, the further or longer they are away from us, the more difficult it is to establish meaningful communication. With the volume of interest groups buying for their attention, we may seem like a distant relative to them.
I encourage you to write your representative and legislator in your own handwriting, let them know what is going well in your school, community as well as your hardships. Inform them how their decisions impact your daily life and that of your students. Let them know how they can help you become a more productive teacher. Let them know where you stand on current educations bills coming before them. I strongly suggest that you refrain from sending e-mails or form letters. Why? Because a letter take the place of personal contact. It also informs the reader that you are courageous and serious of purpose. Letters get more respect from the reader.
An efficient manner to construct and send letters is to have a staff meeting after school. As a group, chart the main topics or points you wish to inform your representative about, explain why and how you expect him/her to vote. Each employee and staff member constructs their own letter around the points outlined. Use two or three different kinds of paper and once the letter is constructed, mail it from your residence. Different zip codes and return addresses are very important to politicians.
Your letter should never be more than one page, keep it simple and to the point. You have two objectives to accomplish. First to win favor for your cause, second to provide your representative information she/he may need to make an informed, favorable decision.
Remember you want your representative to vote your way. Support your opinion by explaining how it will affect your students, school and education in general. It is important to have supporting facts.
Above all, be polite and respectful no matter what your political affiliation is. Make sure there are no spelling errors in names, addresses or body of the letter.
Just like like Oliver Twist... during this belt tightening times we need to ask for more.
Educators and school employees must make their existence known to those we elect to the school board, city, state and federal positions. It is our responsibility to inform them how their decisions have a direct impact on the lives of our students, our schools and our own families.
Our representatives want and need to hear from us. Unfortunately, the further or longer they are away from us, the more difficult it is to establish meaningful communication. With the volume of interest groups buying for their attention, we may seem like a distant relative to them.
I encourage you to write your representative and legislator in your own handwriting, let them know what is going well in your school, community as well as your hardships. Inform them how their decisions impact your daily life and that of your students. Let them know how they can help you become a more productive teacher. Let them know where you stand on current educations bills coming before them. I strongly suggest that you refrain from sending e-mails or form letters. Why? Because a letter take the place of personal contact. It also informs the reader that you are courageous and serious of purpose. Letters get more respect from the reader.
An efficient manner to construct and send letters is to have a staff meeting after school. As a group, chart the main topics or points you wish to inform your representative about, explain why and how you expect him/her to vote. Each employee and staff member constructs their own letter around the points outlined. Use two or three different kinds of paper and once the letter is constructed, mail it from your residence. Different zip codes and return addresses are very important to politicians.
Your letter should never be more than one page, keep it simple and to the point. You have two objectives to accomplish. First to win favor for your cause, second to provide your representative information she/he may need to make an informed, favorable decision.
Remember you want your representative to vote your way. Support your opinion by explaining how it will affect your students, school and education in general. It is important to have supporting facts.
Above all, be polite and respectful no matter what your political affiliation is. Make sure there are no spelling errors in names, addresses or body of the letter.
Just like like Oliver Twist... during this belt tightening times we need to ask for more.
Tuesday, June 8, 2010
Educating in Hard Economic Times
A close look at successful organizations will reveal that their success, in large part, is due the way they take care of their employees primary needs, Maslow's Hierarchy of Needs. With strong emphasis on the well being of family; work place safety, job security, protection from unfair authority, due process and predictable order. Income for food, shelter, insurance, savings, kids education and others. This is why School Districts and labor unions place more bargaining emphasis to satisfy these needs.
During our present economic difficulties in our country, state, city, district, school we can not overlook these needs. This time, we are we are all in the same pickle jar. Have you wondered how your students and their families are meeting these economic challenges at home? Do they have food on the table? Do they come to school with a warm Jacket? Are their parents working? Has attendance decreased? Have you noticed lethargic, worried students in your class and wondered why?
Herein lies the big problem because we will not be able to meet all of their needs in our classrooms. We can, however, help them with some of their other needs; friendship, belonging, support and understanding. I recall that during my teaching years I as the sponsor of the "lost and found", I would always have a collection of unclaimed Jackets and sweaters which were very handy during the cold Winter. Students sitting in our classrooms desperately need to know that they are accepted and belong in your class, school clubs or teams. The need for belonging during difficult economic times is physiologically very important. And if you don't provide for their physiological needs the gangs will.
Just like our teachers, during this harsh perilous time, need to be good classroom leaders; so too, our principals need to be good school leaders. They must know and understand the primary needs of those being led, failing to do so would put the principal in great peril. Those being led will quickly discern if the school leader is unaware or concerned about their primary needs. Just like an uncaring teacher will loose students' respect, an uncaring appointed school leader will look back and no one will be following.
Therefore, principals must be sincere and honest about the difficult financial times school districts are facing, particularly in their school. A prerequisite for successful delivery of bad news is to keep in mind the primary needs of your staff, they are human beings and they are members of your school team, what affects one affects them all. Are you aware whose husband or wife has lost their job? cut back of hours? family illness? How are you notifying them of school of cuts on material and programs? personnel releases, furloughs or non-contract renewals?
Leading people can be very difficult, weather you are trying to get students interested in your class lessons, or trying to motivate a teachers to better performance. They both function as teams one is a team of students in the classroom and one is the faculty team. Both have primary needs that must be met. Both classroom and school leaders are well aware that schools are in the people business with all the interactions of human behavior and conditions. If we wish to be successful in our field we should never loose sight of our duty, treat everyone with a caring, intelligent and helpful manner. Our students and our teachers need support and encouragement during these difficult economic times.
For resources I recommend:
A theory of Human Motivation. A.H. Maslow
Seven Habits of Highly Effective People. by Stephen Covey
1. Be proactive. This is the ability to controls one's environment, rather than have it control you.
2. Begin with the end in mind. See the desired outcome.
3. Put first things first.
4. Think win-win. Very important, cooperative effort.
5. Seek firsts to understand and then to be understood. Developing positive relationships.
6. Synergize. Creative cooperation.
7. Sharpen the saw. Learning from your previous experiences, aspire to higher levels
During our present economic difficulties in our country, state, city, district, school we can not overlook these needs. This time, we are we are all in the same pickle jar. Have you wondered how your students and their families are meeting these economic challenges at home? Do they have food on the table? Do they come to school with a warm Jacket? Are their parents working? Has attendance decreased? Have you noticed lethargic, worried students in your class and wondered why?
Herein lies the big problem because we will not be able to meet all of their needs in our classrooms. We can, however, help them with some of their other needs; friendship, belonging, support and understanding. I recall that during my teaching years I as the sponsor of the "lost and found", I would always have a collection of unclaimed Jackets and sweaters which were very handy during the cold Winter. Students sitting in our classrooms desperately need to know that they are accepted and belong in your class, school clubs or teams. The need for belonging during difficult economic times is physiologically very important. And if you don't provide for their physiological needs the gangs will.
Just like our teachers, during this harsh perilous time, need to be good classroom leaders; so too, our principals need to be good school leaders. They must know and understand the primary needs of those being led, failing to do so would put the principal in great peril. Those being led will quickly discern if the school leader is unaware or concerned about their primary needs. Just like an uncaring teacher will loose students' respect, an uncaring appointed school leader will look back and no one will be following.
Therefore, principals must be sincere and honest about the difficult financial times school districts are facing, particularly in their school. A prerequisite for successful delivery of bad news is to keep in mind the primary needs of your staff, they are human beings and they are members of your school team, what affects one affects them all. Are you aware whose husband or wife has lost their job? cut back of hours? family illness? How are you notifying them of school of cuts on material and programs? personnel releases, furloughs or non-contract renewals?
Leading people can be very difficult, weather you are trying to get students interested in your class lessons, or trying to motivate a teachers to better performance. They both function as teams one is a team of students in the classroom and one is the faculty team. Both have primary needs that must be met. Both classroom and school leaders are well aware that schools are in the people business with all the interactions of human behavior and conditions. If we wish to be successful in our field we should never loose sight of our duty, treat everyone with a caring, intelligent and helpful manner. Our students and our teachers need support and encouragement during these difficult economic times.
For resources I recommend:
A theory of Human Motivation. A.H. Maslow
Seven Habits of Highly Effective People. by Stephen Covey
1. Be proactive. This is the ability to controls one's environment, rather than have it control you.
2. Begin with the end in mind. See the desired outcome.
3. Put first things first.
4. Think win-win. Very important, cooperative effort.
5. Seek firsts to understand and then to be understood. Developing positive relationships.
6. Synergize. Creative cooperation.
7. Sharpen the saw. Learning from your previous experiences, aspire to higher levels
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