home visits are more successful in involving parents. Frequent and effective
communication from the school increases involvement. Parents are more
likely to become involved when educators assist parents in helping their
children with their schoolwork. Educators and administrators must receive
professional training on working with parents. The parent/educator
relationship must be developed into a comprehensive, well-planned
partnership.
Promoting Involvement:
School districts need to conduct workshops at the request of parents, who
may want training about various parenting skills or about ways to help their
children with homework, reading, or mathematics. The establishment of a
parent-teacher liaison to keep parents informed about student progress and
other school-related activities.
,The development of community involvement with businesses, religious
organization, and other community groups (e.g., Lion's Club) to expand
community involvement with organizations interested in helping children,
adolescents, and young adults. When needs assessments are conducted to
identify the concerns of parents, parents are more inclined to become
involved because they believe their input is valued. Parents should be part of
key school committees that set policy, approve curriculum, or establish
guidelines for various school events. In this respect, a collaboration model is
developed to include parents with all other school personnel.
learning disabilities - ANSWER-A disorder in one or more of the basic
psychological processes involving understanding or in using language, which
may manifest itself in a imperfect ability to speak, think, listen, read, write,
spell, or do mathematical calculations. Students diagnosed with a learning
disability compose almost half of all students placed in special education
programs in schools.
English Language Learners (ELLs) - ANSWER-Those learning English as their
second language.
Best Teaching Practices for ELLs: integrating visual materials, pairing
students so native speakers help ELL students in collaborative work, hands-
,on instruction, vocabulary-development strategies, attention to
metacognitive strategies
learning styles - ANSWER-The ways the student tends to approach classroom
tasks and cognitive activities (e.g. auditory, kinesthetic, or visual).
reporting abuse - ANSWER-Mandatory responsibilities in reporting abuse or
neglect - must report within 48 hours, no one else can report for you.
instructional objectives - ANSWER-Specific and usually, but not always,
written statements regarding the exact goals or desired student outcomes
for a lesson or other learning activity. In other words, what the teacher hopes
or expects to accomplish with the lesson.
classroom diversity - ANSWER-Accept and respect students with diverse
backgrounds and needs. Invite parents to come in and speak about their
families culture, create projects for students to complete about traditions
and foods from their culture. Create sense of belonging in your classroom
culture. *Developing in students sense that the classroom is a learning
, community is vital to the development of diverse perspectives and to an
appreciation of social justice.
formal assessment - ANSWER-Measuring knowledge or skill acquisition by
means of a standardized test, very often using a commercially published
test, although it doesn't have to be commercially published to be formal, but
it would need to be standardized.
Constructivism - ANSWER-An instructional approach based on the theory on
the idea that children build understanding by an active learning process.
Students build their own learning and knowledge by exploration, discovery
and questioning.
Zone of Proximal Development (ZPD) - ANSWER-A key concept in Vygotsky's
theory of learning which suggests that students learn best in a social contest
in which a more-able adult or peer teacher the student something he or she
could not learn on his or her own.
TEKS - ANSWER-Texas Essential Knowledge and Skills provides a curriculum
guide for each grade level, used to be tested with STAAR.
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