Return-Path: <nifl-family@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g3UJOKu23782; Tue, 30 Apr 2002 15:24:20 -0400 (EDT) Date: Tue, 30 Apr 2002 15:24:20 -0400 (EDT) Message-Id: <C50587E3B025D3118DDB00A0C9FC3C5E02F3CE76@EXCHANGE> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-family@literacy.nifl.gov Originator: nifl-family@literacy.nifl.gov Sender: nifl-family@literacy.nifl.gov Precedence: bulk From: Virginia Tardaewether <tarv@exchange.chemeketa.edu> To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:1045] Re: Parents as first teachers (long) X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; X-Mailer: Internet Mail Service (5.5.2653.19) Status: O Content-Length: 2356 Lines: 55 Sylvan and others ANy idea how we can get working with parents/adults in your classroom included in teacher training? Virginia Tardaewether Chemeketa {Place of Peace} Outreach Instructor Dallas, OR 97338 tarv@chemeketa.edu 503-316-3242 -----Original Message----- From: Sylvan Rainwater [mailto:sylvan@cccchs.org] Sent: Tuesday, April 30, 2002 11:33 AM To: Multiple recipients of list Subject: [NIFL-FAMILY:1043] Re: Parents as first teachers (long) At 04:44 PM 04/25/2002 -0400, Virginia Tardaewether wrote: >Why does a teacher have to go into another performance mode....? Can't a >child have multiple parents and can't multiple adults help rear a child? Sure, but it is a skill that has to be learned, by both teachers and parents. We want to partner with parents, but some of us are easier at it than others. We hired an excellent infant/toddler teacher who was absolutely great with the kids, but had little experience working directly with parents (she had worked for Migrant Head Start as a classroom teacher only). In our program the teachers are also home visitors, and of course we have the parents go into the classrooms every day for PACT time. She had to learn, and we had to find ways to support her in that learning. I saw that territoriality operating with her and have also seen it with some other teachers. It is largely unconscious. You work hard to set up your room to optimize learning, and then other people come in and end up being an unknown factor in the carefully orchestrated equation. If you are only factoring in kids, and an adult comes into the room, it is disruptive. If that adult is also evaluating you, whether as a parent or as an employer, it adds to the stress. The trick is to make it all familiar -- having parents come into the room every day forces teachers to factor in adults to their performances. After a while it gets easier. But we shouldn't underestimate how difficult it can seem to someone who's not used to that. And I suspect (though I don't know for sure) that effective parent involvement is not something they teach in elementary ed classes, or other education classes. ------------------------------ Sylvan Rainwater . sylvan@cccchs.org Adult Education Teacher and Family Literacy Program Manager Clackamas County Children's Commission . Oregon City, OR USA
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