What is the Curriculum
of the Home?
Sandra
L. Christenson
At
first, Curriculum of the Home may seem like a strange phrase. Curriculum
sounds like something that belongs not in homes, but in schools - along
with rows of desks and lesson plans and hall passes and grade-point
averages. But, after all, a curriculum is just a goal for learning and
some ways to reach that goal. A fourth-grade math curriculum, for example,
might have a goal that children should learn multiplication facts. It
would also give teachers some ways to help children learn those facts.
Parents,
like schools, have learning goals for their children. Among other things,
they want their children to learn to work hard, be kind, make friends,
be responsible, feel good about themselves and succeed in school. And
parents, like schools, have ways of helping their children reach these
goals. This is the Curriculum of the Home.
The
curriculum of the home is divided into six parts. The first four parts
are about things that parents provide for their children at home: structure,
warmth, expectations and an enriching environment. The fifth part of
the curriculum is about how parents can communicate with schools so
that everybody gets the information they need to help children learn.
The last part of the Curriculum of the Home is a special section on
homework. Homework has its own section because the topic is especially
important to families, and because homework involves ideas from all
of the other sections.
At
the heart of the Curriculum of the Home is the idea that parents and
teachers share the great responsibility of educating children. At school,
teachers take the lead in this role. They provide the materials, guidance
and opportunities for children to learn. At home, families take on the
lead role, through the Curriculum of the Home. Hundreds of times in
the past 20 years, researchers have demonstrated that children do best
in school when parents and teachers each do their part, and when they
help each other.
Each
section of this book starts with some background information. Then it
provides suggestions for parents to try at home with their children.
These suggestions were gathered from many different sources - from educators
and researchers, and often, from parents themselves. There is a reference
list at the end of the book so you can find more information about things
that especially interest you.
You
should not think of the Curriculum of the Home as a checklist. No family
could do all of the things in this book, (and if they tried, it wouldn't
work very well!) All children and families have different needs, strengths
and interests, so no suggestion will work the same for all families.
Instead, think of the curriculum as a resource. In it, you will probably
find some new ideas that you think might help your family. We encourage
you to try them. You will also find things in here that you are already
doing, and things that you've tried and discarded because they didn't
work very well. We encourage you to think of these ideas like a pat
on the back. They are a good reminder that you are working hard to create
a home where your children learn and grow.
Structure
The
structure of a home is much more than its beams and walls and floors.
Structure is the way that families organize their time, their work,
their space and their resources. Family routines are a big part of structure,
and so are the priorities that parents give to some activities over
others.
There
is not any one type of structure that is right for all families. What
is important is that parents do their best to balance work and play,
and create homes that have organized places and familiar routines. When
families do these things, they are modeling and directly teaching their
children life skills of responsibility, effort and motivation. These
skills are vital for children's school success. Research shows that
children from homes with clear structure, shared responsibilities, and
set routines learn more in school than children from homes with less
structure (1). Students success in school is enhanced when adults serve
as educators and guide their use of time (2).
TIME
(3).
Have daily routines for things like chores, meals, homework and bedtime.
Familiar routines help children gradually become more responsible for
their roles in the routines. Let your children know when they've done
a good job with a routine.
(4).
Use a calendar or chart to organize children's weekly schedule, so they
will know what to expect. Include things like appointments, extracurricular
activities, family time and chores. Create the chart with your children
and teach them to use it.
(5).
Set aside a half hour of quiet time before bed, so children can unwind.
Then read, sing, or talk to them before they fall asleep.
Monitor
the TV shows that your children watch and limit their viewing to no
more than two hours a day (U.S. Department of Education, 1995 Education
Excellence Partnership, 1994).
Make
sure that your children attend school every day unless they are sick.
Teach
children how to budget their time when working on large projects for
home or school (Woodbury Junior High, 1994).
Emphasize
that tasks and chores get done on time (Kellaghan et. al, 1993).
Include
children in family decision-making. Ask them to help make decisions
such as what movie to go to, what to make for dinner, and so on. Involve
children in carrying out the plan (TIPS, 1995).
Use
family routines to support children's physical needs. Make sure they
eat and dress appropriately, get enough sleep and exercise, play safely
and get good medical care (TIPS, 1995).
SPACES
AND PLACES
Make
a special place for your children to put their things when they come
home from school (Bryn Mawr Parent, 1995).
Create
a quiet place for studying with appropriate books, reference materials,
and other learning materials (Kellaghan et. al, 1993). This space lets
your children know that you value their work - even if they don't end
up studying there. The study corner doesn't have to be big, but it does
have to be personal. A plant, your child's artwork or other decorations
help make it a fun place to work. (Rich, 1992).
Help
your children organize their school work into color-coded folders or
a filing cabinet (Ban, 1993).
Make
a family bulletin board. Use cardboard, a paper carton covered with
material, or cork to make it, or buy a bulletin board. Encourage the
whole family to use it to post notes to each other, share family news,
and let others know about changes in the family schedule. When children
are young, use pictures in place of words (TIPS, 1995).
CHORES
AND MONEY
Helping
kids choose their own chores gives them a sense of control and satisfaction
with their work. Have them rotate chores about once a month to prevent
boredom, and to help them learn to do many different chores. (Bryn Mawr
Parent, 1995; All Parents Teach, #2)
When
children do their chores perfectly, enter their name in a family raffle;
the prize is a day or a week of vacation from the chore (TIPS, 1995).
Make
quality-control checks fun for children by letting them show off for
you. This works for things like brushing teeth, cleaning rooms, homework
projects, etc. Give them lots of praise. (Bancroft parent, 1995).
When
your children forgets a chore, like setting the table, don't nag or
lecture. There are several other things you can do. Describe the problem:
"I see that we have no plates or utensils to eat dinner with."
Give your child information: "It would be really helpful if the
table were set now." Offer a two-word reminder: "Kathryn,
the table." Or explain your feelings to your children, "I
feel angry when I have dinner all ready and the table isn't." (Faber
& Mazlish, 1980).
If
your children consistently doesn't do their chores, have a problem-solving
discussion with them. Describe the problem from both points of view,
brainstorm solutions, evaluate them, and pick one together (Faber &
Mazlish, 1980).
Many
families have strong feelings about paying children for doing chores.
Some parents feel that children should receive allowances just because
they are part of the family; others do not give children regular allowances,
and others have children earn allowances for doing chores. These are
some ideas for families that have allowances:
-
Set
prices for chores that children do around the house. The amount
of money they earn depends on how many chores they choose to do
(Bancroft parent, 1996).
Break
kids' allowance into three parts. The first is spending money that
they can use to buy whatever they want, unless they owe you money
for something they did wrong during the week. The second part goes
to any charity that children choose. The third part is savings for
college. When kids want you to buy them things in stores, remind
them to save their own money (All Parents Teach, #2).
Support
From
birth, children rely on constant support from their parents. Support
can be physical - carrying an infant, or guiding a toddler's first steps
- or emotional - soothing bad dreams, skinned knees and hurt feelings.
The things that parents do to support their children evolve as children
grow and their needs change. But throughout childhood and adolescence,
children continue to thrive on parental love, nurturing, responsiveness,
warmth and interest.
When
children receive this support, they are more likely to develop the strong
sense of self-worth that is important for school success (Griffore &
Bubolz, 1986). Children also maintain a greater interest in learning
when they are supported and encouraged by their parents (Kellaghan et.
al, 1993). In fact, when children have good relationships with their
parents, they are more likely to try challenging mental activities and
keep going when the going gets tough (Estrada, Arsenio, Hess & Holloway,
1987). Support from parents also is key in helping children make friends
and learn to communicate well with others.
TALKING
AND LISTENING
Set
aside time to talk with your children each day about their friends,
activities and school. Allow them to express their opinions (Bryn Mawr
parent, 1995). Follow up with comments like "What happened next?"
or "Why do you think she did that?" These comments encourage
your children to think, and show that you are trying to understand your
children (Kostelnik, 1988).
Encourage
curiosity by trying to answer all of your children's questions. If you
cannot answer them right away, try to find the answer or help them to
find the answer (Bryn Mawr parent, 1995). Don't discourage strange or
unusual questions from your children (Glover. 1990).
Talk
about feelings with your children. Encourage them to recognize and let
others know how they are feeling This helps a child, for example, tell
a friend he is angry instead of hitting the friend (TIPS, 1995).
When
your children are sad or angry, let them know that you accept their
feelings, even if they aren't what you might feel. For example, say,
"You must be really disappointed," or "It sounds like
you're really annoyed with him" (Faber & Mazlish, 1980).
Every
night at supper time, let each member of the family take a turn sharing
the best and worst thing that happened that day. It is okay not to have
a worst thing but everyone must have a best thing (T.P. of Cottage Grove-All
Parents Teach Ideas 3, 1994).
Talk
about homework. Go beyond making sure your children finished their tasks.
Find out if it was hard or easy, if they liked it or not. Find out if
they want to learn more about a subject, and follow it up with a visit
to a museum or a library (Rich, 1992).
Talk
about your values with your children. Show them what you mean when you
use words like loyalty, trust, respect, or responsibility (Larkin, 1990).
Talk
about caring and giving with your children. Does caring about others,
or giving to others, do anything special for the giver? What does it
mean to act selfishly? (Rich, 1992)
WARMTH
AND ENCOURAGEMENT
Praise
your children for trying to do new things. Praise their efforts - not
just their accomplishments (Larkin, 1990).
When
your child is learning something complex, like playing basketball or
writing in cursive, praise small improvements in your child's skills
(Greco, 1989).
Understand
that family changes - even good ones, like a new job or house, are usually
stressful for you and your children. Take special care at these times
to support your children. Talk about changes in family routine, good
and bad things about change, and ways family members can help each other
(TIPS, 1995).
Be
your child's cheerleader (Bryn Mawr Parent, 1995).
Compliment
your children when they make good decisions. Be specific about what
it is that you like. For example, you could say, "I like how you
are saving up your allowance to buy a new bike."
Give
a smile or word of encouragement just as your child is leaving for school
(Greco, 1989).
Send
positive notes to your children in their lunches (Bancroft Parent, 1995).
Display
your child's schoolwork or artwork in prominent places around the house
(Bancroft Parent, 1995).
If
your children enjoy it, draw attention to their accomplishments in the
presence of other family members and friends (Kellaghan et. al, 1993).
QUALITY
TIME
Occasionally
do special things for your children, like picking them up from school
to go for an ice cream cone, or treating them to a movie when their
homework is done (Ban, 1993; Bancroft parent, 1995).
Find
out what your child's strengths and interests are and work on developing
them (like learning to swim well, learning to care for a garden or a
pet). Start out with small successes and work up to larger ones (Noyes,
1983).
Stress
the importance of teamwork between yourself and your child. For example,
doing chores like washing the car or cleaning the house together can
make the job more fun for both of you (Bryn Mawr Parent, 1995).
FRIENDSHIPS
Encourage
your children to get along with others. This can be done by watching
your child play with other children and encouraging sharing and politeness
(Bryn Mawr parent, 1995).
Compliment
your children for acting nicely toward others. For example, tell your
child that it was nice of her to invite the new neighbor to her birthday
party (TIPS, 1995; Kostelnik, 1988).
Let
children choose their own friends. Parents cannot pick their children's
friends, but parents can encourage children to be friendly to everyone
(TIPS, 1995).
Create
opportunities for children to learn to cooperate through group activities.
For example, have your children go on a group outing to the store, or
encourage them to play team games (Kostelnik, 1988).
Pair
a shy child with a younger playmate who is less sophisticated socially
(Kostelnik, 1988). This allows the shy child to practice social skills
with a nonthreatening, often approving younger child.
Help
children learn each other's names. Children feel more comfortable making
contact with peers whose names they know (Kostelnik, 1988).
Talk
about conflict in relationships with your children. Discuss the importance
of considering others' viewpoints (TIPS, 1995).
Remind
your children that others have feelings too (TIPS, 1995). Talk about
how another person might have felt in a situation that you have just
seen.
Expectations
and Attributions
Every
parent has dreams and goals for their children. Children quickly learn
these expectations and take them to heart. They learn how well their
parents expect them to do in school, and how their parents expect them
to behave at home and in public. Several studies have found that high
parental expectations for children's school performance go hand in hand
with children's level of academic achievement (U.S. Department of Education,
1994).
Every
parent also has beliefs - known as attributions - about why their kids
succeed and fail. These attributions are especially important when it
comes to school achievement. Children tend to do better in school when
their parents believe that school success comes from hard work. Children
tend to do less well in school when their parents believe that natural
intelligence leads to school success (Stevenson & Lee, 1990).
Children
learn expectations and attributions from things their parents tell them,
opportunities that parents provide, rules parents set, and the ways
that parents behave. Kids learn to be responsible and to work hard when
their parents have high, realistic expectations and beliefs.
VALUING
EDUCATION
Encourage
your children to do the best that they can, but do not push them too
much (Bryn Mawr Parent, 1995).
Tell
your children you expect them to go to college (Clark, 1983).
Expect
every child-not just those considered "bright"-to take tough
academic courses (Education Excellence Partnership, 1994).
Expect
your children to spend several hours a day doing things other than watching
television and playing video games! Activities like talking with adults,
reading and writing for pleasure, exercise, homework, hobbies, chores
and games are all ways to learn outside of school (Clark, 1990).
Encourage
and believe that your child's hard work - not luck - will result in
learning (Hess & Holloway, 1984).
When
children do well at a task, say "Nice work!" or "Good
effort!" instead of "You are so smart." (TIPS, 1995).
Talk
to children about how what they're learning now in school can help them
in the future (Kellaghan et. al, 1993).
CHORES
AND RULES
If
there is more than one adult in your house, talk to the other adults
about how you expect your children to be responsible, and how you will
discipline them. If the adults don't agree on these things, kids can
play one adult against the other. (Bancroft parent, 1995).
When
there's a mess at home or something is broken and all the kids are saying
"it's not me," hand out punishment or clean-up responsibility
equally among the kids (Bancroft parent, 1995).
Have
age-appropriate expectations for kids to take care of their own things.
These might include cleaning up their own toys, making their own beds,
or putting their clothes in the laundry room (Bryn Mawr parents, 1995).
Resist the temptation to do a chore over when your child doesn't do
it exactly as you would.
Expect
both boys and girls to do a variety of household chores (like sewing,
cooking, cleaning or outside tasks), so they can be independent and
take care of themselves when they grow up. Tell young boys that they
are "being a man" when they help out around the house (Bryn
Mawr parent, 1995).
Even
very young children can be taught to clean up after themselves. For
example, a toddler can learn, after each diaper change, to walk the
diaper over to the pail and throw it away (Bryn Mawr parent, 1994).
When
you spell out rules for your children, tell them what you want them
to do, instead of what they shouldn't do. Make the rule specific, and
let them know that something good will happen when they follow it. For
example, say: "Dishes before TV," or "After you take
out the garbage, you can go ride your bike" (TIPS, 1995).
When
kids break a rule, ask them to tell you what rule they broke. Use consequences
that are fair and make sense with the rule that was broken. For example,
a child who lives within walking distance to the school and forgets
to bring home his homework will have to walk back to school and get
it, or walk to school early the next morning to do it there (Bancroft
parent, 1995).
GIVING
TO OTHERS
Have
both children and adults in the family give a certain amount of time
each week to helping other people (Rich, 1992). For example, read to
elderly neighbors or mow their lawn.
Take
your kids out on weekends during the summer and pick up garbage around
the neighborhood. Help them understand that everyone is responsible
for taking care of the planet (Bryn Mawr parent, 1995).
Model
appropriate social behaviors for your children. For example say, "excuse
me" in crowds, speak politely with cashiers, etc. (TIPS, 1995).
Take
advantage of naturally occurring opportunities to label children's good
behavior. For example, when Lisa shares her ice cream with her little
brother, tell her that it was good of her to be so giving (Kostelnik,
1988).
Have
your older children teach your younger children how to do things such
as tie their shoes, learn their ABC's, set the table. This not only
teaches the younger child to do these things but the older child will
begin to learn patience (Bryn Mawr parent, 1995).
Enriching
Environment
Parents
do not have to be rich to provide an enriching environment for their
children. An enriching environment is one that stimulates children to
think, be creative and try new things. Computers, summer camps and other
expensive things can be part of this, but mostly, an enriching environment
consists of simple things that parents do every day to help children
learn.
Providing
children with lots of opportunities to learn encourages intellectual
and social development. In fact, children's intellectual development
is more closely related to the things that parents do to stimulate their
children's minds than it is to the amount of money or education parents
have (Walberg & Marjoribanks, 1976). When parents interact in positive
ways with their children, help them learn to solve problems, and allow
them to explore their environments, they are helping their children
become smarter and develop the skills they need to succeed in school
(Ferguson, 1987).
READING,
WRITING AND MATH
Read
with your children at least 20 minutes a day (Hess & Holloway, 1984).
For variety, have your children read to you and have them read to each
other (Bryn Mawr Parent, 1995). Talk about books that you have read
together (Walberg, 1984).
Put
lists of reading words on the wall, or label household items so your
child can see words in print and practice reading them (Bryn Mawr Parent,
1995).
Use
reading as a starting point for other activities. For example, make
puppets that can be used to help act out characters, scenes, etc. The
puppets can also be used as reading buddies (Bryn Mawr Parent, 1995).
Have
books and magazines all over your house - even in the bathroom. They
don't have to be new - you can trade old magazines with your neighbors
or friends. Let your children see you reading (Rich, 1992).
Write
a story using pictures cut from magazines (Sunnyside Elementary, 1989).
Using
a picture or a picture book, have your child count all items that begin
or end with a specific letter or group of letters (Ban, 1993).
Use
a chalkboard or a family message board as a way to involve children
in writing (U.S. Department of Education, 1995).
Encourage
children to keep a journal of their thoughts, dreams, hopes, and important
events (TIPS - Together in Partnership at Sunnyside, 1989).
When
your children don't know the meaning of a word or how to spell it, help
them to find the word in a dictionary or figure out what it means from
the context of the sentence. (SAF-T student, 1995).
Pick
out an interesting article from the newspaper. As you are preparing
lunch or dinner, tell your child that you are busy and ask him to read
the article for you (U.S. Department of Education, 1995).
Practice
math every day. Talk informally about time, dates and denominations
of money (TIPS, 1995).
Help
your child learn to estimate and count by asking how many marbles or
beans or pennies it would take to fill a jar, or how much time passes
between lunch and afternoon snack (TIPS, 1995).
Have
your child ask 10 or 20 or 30 math questions into a tape recorder, saying
something like "4 x 6 = ...." After your child asks each question,
wait a couple of seconds, tap a glass with a spoon, and then say the
answer. After you make the tape together, your child can use it to practice
the facts (TIPS, 1995).
TRAVEL
AND COMMUNITY
Go
to museums, libraries, parks and plays, and take advantage of many different
activities (Kellaghan et. al, 1993).
Go
on nature walks and gather leaves, rocks, etc. (Bancroft Parent, 1995).
Engage
in physical activities as a family - bike ride, skate, walk, swim, etc.
(Larkin, 1990).
Visit
grandparents and other elderly people to let children enjoy the diversity
of age groups (Smith, 1984).
Encourage
your children to do extracurricular activities like dance lessons, music
lessons and sports activities (Bryn Mawr Parent, 1995).
Teach
your children how to ride the bus (Bryn Mawr Parent, 1995).
Have
your child assist you in preparing a grocery list, comparing prices,
finding particular items, and estimating the total bill (Bancroft Parent,
1996).
Talk
about things that you see while driving in the car (like bridges, fields,
animals, tall buildings, skywalks, etc.) (Larkin, 1988).
Have
your children estimate distances traveled on trips and allow them to
figure gas mileage (Sunnyside Elementary, 1989).
Play
the alphabet game by having each person watch road signs and call out
alphabet letters, one at a time, in order. (Sunnyside Elementary, 1989).
Teach
your child how to read a map (Bancroft Parent, 1995).
Discuss
states or cities as you drive through them (Sunnyside Elementary, 1989).
Let
children help plan a family vacation. They can help list necessary clothing,
pack the clothes, load the suitcases, etc. (Sunnyside Elementary, 1989).
PROBLEM
SOLVING
Teach
your children the five step model to solving problems including: (1)
Stop! Think about the problem (2) What are some choices? (3) Choose
one (4) Do it (5) How did it work? (Dropout Prevention Project, 1995).
Discuss
solutions to potential problems that your children may face (What would
they do if there was a fire? if they came home to an empty house? if
a stranger offered them a ride?) (Sunnyside Elementary, 1989).
Allow
younger children to decide what clothing to wear, and let older children
to decide what to do with spending money or free time. Let children
practice making decisions and learn to accept the consequences of those
decisions (Kostelnik, 1988).
Offer
children choices for which you are willing to accept either alternative
the child selects; allow children plenty of time to make their decisions.
Let children change their minds if the follow-through on the decision
has not yet begun. (Kostelnik, 1988).
Encourage
children to explain the reasoning behind their answers to questions.
(TIPS, 1995).
Resist
the temptation to give advice to your children. Instead, listen to what
they're saying, help them sort out their thoughts and feelings about
problems, frame the problems in new ways and suggest other resources
children can use (Faber & Mazlish, 1980).
When
you offer advice, do so in a way that lets children choose whether to
use the advice. Ask "How would you feel about trying..." or
say "Sometimes it's helpful to..." (Faber & Mazlish, 1980).
Explain
reasons for instructions and chores; avoid saying "because I said
so" (Bryn Mawr parent, 1995).
Model
problem solving to your children and explain how you came up with a
solution (Glover, 1990). For example: If you need to buy a home appliance
and don't have enough money, let children hear how you will look for
a sale in the newspaper or find a used appliance.
When
children make mistakes, offer them a way to solve problems, or give
them a chance to invent their own way. For example, say, "The milk
spilled; we need a sponge," or "The baby was playing happily
until you took her rattle away. I expect you to find a way to make her
stop crying now!" (Faber & Mazlish, 1980).
AROUND
THE HOUSE
Provide
your children with crayons, paper, markers, and household items that
can be used as art supplies. Also, visit thrift stores and junk shops
to find unusual supplies (Bryn Mawr Parent, 1995).
Encourage
creativity and imagination in your children (TIPS-Together In Partnership
at Sunnyside). For instance, when they complain that they are bored,
brainstorm possible activities for them to do. Some parents keep a grab
bag of these ideas for rainy days.
Allow
your child to help with cooking by measuring out necessary ingredients
for recipes (Bryn Mawr Parent, 1995).
Plan
and prepare meals with your children by having each family member in
charge of one dish (e.g. muffins from a mix, salad, hamburgers) (Smith,
1984).
Watch
the news together and have your children identify places on a map that
are mentioned during the broadcast (Larkin, 1990).
Creative
TV watching: Ask your children questions about the feelings and motives
of the characters or review the sequence of events in a program by having
them tell the story (Sunnyside Elementary, 1989).
If
you have pets, teach your children how to care for the animals. Teach
them about ownership, responsibility, love, etc. (Bryn Mawr Parent,
1995).
Let
your children help you with the gardening by entrusting them with a
few plants (Bryn Mawr Parent, 1995).
Teach
your children to match socks in the laundry. Ask them to describe how
various socks are alike and different (Weinberg, 1993).
Track
a sports team during their season and keep a log of wins and losses
(Sunnyside Elementary, 1989).
Teach
your children about cause and effect using everyday occurrences (e.g.
why did the package fall from the car? Because the door opened) (Sunnyside
Elementary, 1989).
Give
your children an allowance and help them budget their money (Bryn Mawr
Parent, 1995).
Practice
counting money with your children and let them to use money in actual
situations (Sunnyside Elementary, 1989).
Have
your children clip coupons and use newspaper ads to find things that
are on sale (Sunnyside Elementary, 1989). If the children's effort saves
you some money, let them share the savings.
Teach
your children a second language if you know one (Rotheram, 1989).
Teach
your children songs and stories from their culture (Bryn Mawr Parent,
1995).
Let
children learn about their ancestors by creating a family tree (Smith,
1984).
Connecting
with schools for student success
The
Curriculum of the Home is based on the idea that schools cannot, by
themselves, educate children. Children do better in school when their
basic needs are met and when they live in environments filled with support,
structure, clear expectations, and enriching opportunities. Parents
and other family members have the responsibility to ensure that children
are provided with such environments.
The
Curriculum of the Home is also based on the idea that families cannot,
by themselves, educate children. Children do better in school when their
parents and teachers work together to support them. The cornerstone
of successfully working together is staying in touch - communicating
well with each other.
Different
teachers and different schools communicate with parents in different
ways. Most teachers and schools welcome parent contact and involvement;
others seem more "cool" or distant; others want to reach out
to families but don't have the time or resources to do it well. Therefore,
it's important that families - on their own initiative - get in touch
and stay in touch with their children's schools. Families have a right
and a responsibility to know certain things about schools, like how
the school runs, what the teachers' expectations are, and how well children
are doing. Families also have a responsibility to share with teachers
information that may help children succeed in school.
WHAT
YOU NEED TO KNOW ABOUT YOUR CHILD'S SCHOOL
School
options
Parents
need to know when and how to enroll their children in school, and which
schools (if any) they may choose. Visit the main office of the school
district to find out the procedure for enrolling your children in school.
Many district offices have welcome centers with information about various
schools from which parents may choose (Bryn Mawr parent). Other districts
assign children to a school in your neighborhood. Call the principals
of potential schools to set up tours and a time for questions (Bancroft
parent). Bring your children along on these visits so they can participate
in decision making and get to know the school.
Important
dates
Parents
need to know information about school hours, vacation days, field trips,
testing days, dates for conferences, orientations, and special school
events. This information helps you and your child plan and prepare for
important school events. Schools usually provide parents with calendars
of these important dates. If you don't get this information, be sure
to ask for it and mark your own calendar.
Attendance
Parents
need to know how to inform the school when their children can't attend.
Call the school office to find out this procedure. Also, when your children
miss school, call teachers to find out what they missed and if they
need to do anything to catch up to the rest of the class. Older children
can be responsible for doing this on their own.
Policies
Parents
need to understand the mission and philosophy of the school and policies
about such things as discipline, decision making, fund raising, and
grading. Parents get this information by looking at the school handbook,
attending PTA meetings, orientation nights or conferences, or talking
with other parents or school staff. When they know the system, parents
feel more comfortable supporting existing policies and helping develop
new ones.
Curriculum
Knowing
what your children are studying in school shows interest in their schoolwork
and helps you support their efforts. You can also show your children
how their work relates to your family life and their interests and activities
outside of school (Donald & Rouse, 1994). At the beginning of the
year, ask your children's teachers how lessons will be taught and what
materials your children will be using (computers, workbooks, etc.).
You can also ask teachers for a summary of the curriculum (Radencich
& Schumn, 1988).
Classroom
structure and expectations
Knowing
when tests will be given, what kinds of questions will be included,
and how they will be scored will help you work with your children to
study. Ask teachers about how they will evaluate your children's performance
and what is expected of children in order to receive good grades. Knowing
how your children are expected to behave will allow you to practice
these skills with them and reinforce good behavior. It will also help
you work with teachers to solve any behavior problems that occur.
WHAT
YOU NEED TO KNOW ABOUT YOUR CHILD'S PROGRESS
Parents
need to know how their children are doing in school - academically,
behaviorally, and socially. Knowing your children's strengths and interests
will allow you to supplement their school experiences with related activities.
By keeping in touch with teachers, you will be able to identify and
address concerns before they become major problems. All parents receive
some of this information through report cards; however, parents don't
need to wait until report cards come out to find out how their children
are doing. Parents can also find out information about their children
through informal check-ins with teachers, conferences, and Individualized
Education Plan meetings.
Informal
check-ins
Go
to school with your child on the first day and introduce yourself to
the teacher. This puts both of you at ease (Bancroft parent).
Get
to know the administrative staff in the school, and learn what their
jobs are, so you will know which person to contact when you have a question
or a problem. Key people are the principal, the school secretary, the
counselor, the psychologist, the librarian and the nurse. (TIPS, 1995).
Ask
teachers at the beginning of the year how and when to contact the school
if any concerns arise (Christenson & Hirsch, in press).
Ask
teachers for specific information beyond report card grades, such as:
What are your child's strengths and weaknesses in each academic area?
(Bancroft parent)
Picking
up or dropping off your children at school may give you a good chance
to talk to their teachers (Bancroft parent, Bryn Mawr parent).
Often
teachers have an open door policy. You can sign in at the office and
observe what your child is being taught in the classroom (Bryn Mawr
parent). You can also ask how you can help out in the classroom. Spending
time volunteering helps you learn how the classroom runs (Bancroft parent).
Open
houses, orientations, and curriculum nights may give you an opportunity
to check on your children's progress. Since these functions are usually
short, with a lot of families attending, there is time only for a brief
conversation with the teacher. You should make an appointment to talk
at a less hectic time with the teacher to get more information if needed
(Swap, 1993).
Some
teachers send home folders that contain work that children did that
week, notices about field trips or activities, or any homework that
is unfinished (Bancroft parent). Families can put comments or questions
in these folders for teachers to read (Ooms & Hara, 1991).
You
can start a home-school journal by writing comments or questions that
relate to your child's academic or behavioral progress in a notebook.
You can send it to the teacher with your child daily, then ask the teacher
to send it back to you (Bryn Mawr parent).
Conferences
Conferences
can be requested by teachers or parents. They can be routine conferences
or can be scheduled when parents or teachers have a particular concern.
Plan
to meet with your children's teachers at least three times during the
year, and let them know that you want to cooperate with them (Radencich
& Shumn, 1988).
If
you think that a problem exists, make an appointment as soon as possible
and tell the teacher why you want to meet. Do not show up to meet the
teacher unannounced. If the teacher has time to prepare for the meeting,
he or she will come with more complete information which makes problem-solving
easier (Radencich & Shumn, 1988).
Come
prepared for problem-solving meetings with teachers. Think about questions
such as: How do you expect the talk to go? How can the teacher help
solve the problem? How can you help solve the problem? How can your
child help solve the problem? Do other people need to be involved? Talk
about your child's feelings, do not blame the teacher, and keep an open
mind (Weinberg, 1990).
Focus
on positives. Think about solutions to problems, instead of just the
problems. Be positive with teachers, too. Most work very hard and rarely
get the respect they deserve. Giving a teacher a heartfelt compliment
or thank-you can be very important in building your relationship (TIPS,
1995).
Before
meeting with teachers, talk to your children how they feel about school,
what they like and don't like, and how they think they are doing. You
should also make a list of any questions that you have for the teacher
(White Bear Lake Staff Newsletter, 1994).
Some
useful questions to ask teachers at conferences are: How well does my
child get along with you and the other students? In what ways does my
child contribute positively to the class? Does my child's behavior disturb
the class? How does my child behave when working with a group? How does
my child behave when frustrated by the work? What does my child need
to work on most? How can I help? (Chrispeels, 1988).
If
your child's teacher schedules a conference you cannot attend, call
to reschedule at a time that is more convenient for both of you.
Individualized
education plan (IEP) meetings:
Keep
a file of forms and notes from meetings at the school (Weinberg, 1990)
and review this file before each conference. Discuss with your family
any new information to share and any questions to ask at the conference.
If it will make you more comfortable, you can bring someone with you
to the conference (Kroth, 1985).
At
the beginning of the conference, introduce yourself and find out who
everyone else is. Ask how long the meeting will last so you can pace
yourself. Take notes if you wish, ask to see records, summarize the
conference if it is not done for you, arrange for the next conference,
and sign papers only after you understand them (Kroth, 198S).
IEP
meetings may work best when your child also attends (Bancroft parent).
If
something is said that you do not understand, ask immediately for someone
to explain it to you (Bancroft parent). Teachers often forget that parents
are not familiar with educational jargon, so do not hesitate to ask.
It
may be helpful for you to meet with the case manager or teacher right
after the meeting to go over what happened, your reactions or feelings,
and any remaining questions you have (Kroth, 1985). Ask your child's
case manager to follow up with you after the conference by sending you
information on your child's progress (Weinberg, 1990).
WHAT
YOUR CHILD'S TEACHER NEEDS FROM YOU
Families
have special insight about their children academic, social, and emotional
development. This information should be shared with teachers early in
the school year (Moore, 1990). It may be helpful to share your children's
needs, interests, special talents, and how they learn best.
Tell
the teacher when you notice that your child is having a difficulty with
a certain area of homework. This will alert the teacher, who may be
able to provide your child with additional help in that area (Canter
& Canter, 1991).
At
conferences, tell teachers what your children seem to enjoy and dislike
about school. Be willing to discuss your child's home life. Talk about
your child's personality, habits and hobbies and problems that may be
important for the teacher to know. Let the teacher know how your child
responds to discipline and rules at home, and what seems to work best
for your family. (TIPS, 1995).
If
you are from a minority culture, share information about your child's
culture with the teacher. If you are comfortable, and the teacher is
interested, offer to share information about your culture with your
child's class. This information will help the teacher and the other
students better understand your child (TIPS, 1995).
Homework
Homework
is school work assigned by teachers to be completed outside of the classroom
(Merriam-Webster Dictionary, 1989). Most teachers use homework to give
students extra practice at new skills, and to extend familiar topics
by having children approach them in new ways. (National Education Association
1988).
In
addition to assigning "traditional" homework, many teachers
also assign "interactive homework." Interactive homework activities
are assignments that require students to communicate with family members
about something that they are learning in class (Epstein, 1992). Interactive
homework activities often require students to work together with their
families to gather information, write, explain, or demonstrate ideas,
or draw or build objects. In addition to building children's skills,
interactive homework is also designed to teach parents how to assist,
monitor, encourage and guide children's learning.
Parents
play a critical role in creating a home environment that supports homework.
In fact, research has shown that when parents are involved in their
children's homework, children do better in school (Radencich & Schumm,
1988). Unfortunately, many parents find that homework is challenging
and frustrating - for them as well as their children. It is often difficult
for parents to decide how much help and guidance they should give their
children with homework.
In
order to make these decisions, parents need to know what kind of homework
their child is expected to do, how much homework time is expected, and
what roles teachers expect parents to play in helping children do homework.
This information can also help you discover and help fix any problems
that might come up, such as your child being assigned too much or too
little homework, or not bringing home work that is assigned.
HOMEWORK
TIME
Have
a daily homework time, preferably a time when you are home and available
to help your children with their work. If they don't have homework,
it can be a quiet time to read write in a journal, or review old material.
Be a role model for your children by using this as quiet time for yourself,
too - pay some bills, read the newspaper, or do other paperwork.(TIPS,
Ban, 1993 and Bancroft parents).
Split
homework time into short study sessions, instead of one long session
(Radencich & Schumm, 1988).
Have
homework time be at a time during the day where it won't disrupt other
routines (Radencich & Schumm, 1988).
Have
your children be involved in deciding how homework will fit into their
daily schedules (Radencich & Schumm, 1988).
HOMEWORK
ACTIVITIES
Encourage
your children to begin each homework session by looking over everything
that needs to be done. Then ask your children what parts they can do
on their own and what parts they need your help with (Radencich &
Schumm, 1988).
Suggest
that children do the most difficult task first (Radencich & Schumm,
1988).
If
the homework involves memorizing or reviewing material for a test, help
your child do this first. Then go on to other things, and end the session
by going over the test material one last time. If it's needed and possible,
practice the material for the test again in the morning before school
(Radencich & Schumm, 1988).
Don't
do the homework for your children. Help them do it themselves by making
sure they understand the directions, doing a couple of examples together,
and then watching children do the next few on their own (Radencich &
Schumm, 1988).
Check
children's work when they're done, praise correct answers and help children
correct errors (Radencich & Schumm, 1988).
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