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From: "Deborah Stedman" <stedman01@msn.com>
To: Multiple recipients of list <nifl-family@literacy.nifl.gov>
Subject: [NIFL-FAMILY:1057] Re: Parents as first teachers (long)
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Southwest Texas State University (San Marcos, Texas) will also be offering a
course on Family Literacy in fall, 2002. The course will be completely
online and offered as graduate credit, will approach family literacy from a
sociocultural perspective as much as possible and will focus on instruction
in early childhood and instruction for parents as their children's first
teachers. The course will be a "problems" course until we can get it
approved for as an ongoing course for the Developmental and Adult Education
program.
And just to set the record straight, we've never heard of MPR, Inc, either.
Deborah Stedman
Assistant Professor
Developmental and Adult Education
Southwest Texas State University
601 University Dr.
San Marcos, TX 78666
(512) 245-7861
>From: Virginia Tardaewether <tarv@exchange.chemeketa.edu>
>Reply-To: nifl-family@nifl.gov
>To: Multiple recipients of list <nifl-family@literacy.nifl.gov>
>Subject: [NIFL-FAMILY:1054] Re: Parents as first teachers (long)
>Date: Tue, 30 Apr 2002 17:48:10 -0400 (EDT)
>
>We are teaching a course this summer called family literacy topics for
>credit at Oregon State University. It will certainly contain sections on
>working with parents and children.
>Va
>
>Virginia Tardaewether
>
>Chemeketa {Place of Peace}
>Outreach Instructor
>Dallas, OR 97338
>
>tarv@chemeketa.edu
>503-316-3242
>
>
>
>-----Original Message-----
>From: Ted Rohling [mailto:tedr@instructors.net]
>Sent: Tuesday, April 30, 2002 1:11 PM
>To: Multiple recipients of list
>Subject: [NIFL-FAMILY:1050] Re: Parents as first teachers (long)
>
>
>An interesting question.
>
>I have looked at the curriculum some of the top teacher training
>universities in the US and we seem to miss the "family" all together. How
>do we get it added? It has to become a national priority along with
>everything else. Right now it's making sure the teacher can teach. Lots
>of
>education and subject matter classes. We need to start with Sec. Paige and
>see if we can get him to talk with the states to add a three hour class on
>family, literacy and ethnicity. In short, how to interface with everything
>else in the student environment. We train teachers for the best of all
>worlds and then put them into situations that are not like utopia.
>
>Any other ideas?
>
>Ted
>
>-----Original Message-----
>From: nifl-family@nifl.gov [mailto:nifl-family@nifl.gov]On Behalf Of
>Virginia Tardaewether
>Sent: Tuesday, April 30, 2002 2:24 PM
>To: Multiple recipients of list
>Subject: [NIFL-FAMILY:1045] Re: Parents as first teachers (long)
>
>
>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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