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Posts Tagged ‘parents’

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In nearly all of the conversations around educational transformation, we all agree we need do a better job connecting to parents and involving them in the process.  And without a doubt, “we” probably are doing a much better job now than even a few years ago, partially because of the boom in digital sharing with teachers, administrators, parents and others, as well as becoming increasingly transparent with their experiences and learning.

While I like to think most posts I write have some interest for parents, I have focused several posts specifically toward parents.  One post I wrote in September 2010 covered Ten Things Every Parent Can Do, including:

Being a kid shouldn’t be about beating the competition. And being a parent shouldn’t be about producing a winner by enrolling them in a busy regiment of “enhancement” activities. Let your children play, stumble and find their own way, at least some of the time.

Another post, An Insider’s Guide to Parenting, focussed on advice from our then Board,Vice-Chair (and now Chair) Cindy Dekker, including her thoughts on school work:

- let your kids fail, and let them do it at a young age so they learn what they need to do to improve

- sometimes, when they forget their lunch, they need to solve the problem on their own

- help facilitate studying, but don’t do their homework for them

- don’t close any doors — encourage your kids to take a range of courses

- don’t be so worried about the “right” school, all schools are great

This past fall, I wrote a more personal post, Some of My Parenting Wishes for this Year, where I wrote about a number of topics, including what really matters when it comes to their teachers:

Just take good care of them, help them adjust socially. And, be memorable like all of my elementary teachers were. I can point to at least one way each of my elementary teachers made a difference in my life — from my love of Bruce Springsteen to my interest in storytelling.  All of our kids mention when their teachers ask about their lives outside of school, whether it is about family, sports or other interests. These little things are really the big things for our kids about school.

This summary is also a preface to a new resource I would like to highlight from Will Richardson and Bruce Dixon — Raising Modern Learners.   I have recently subscribed to this blog and newsletter, and I encourage parents to do same.   As a parent of four, the oldest three already in the public education system, I have often stressed my selfish interests to see schooling change.  This new effort from Richardson and Dixon moves the conversation forward with fellow parents.

What I particularly like about this blog is that it is not about cheerleading — it tackles real issues.  The first story I read was about parents deciding to opt out of standardized tests.  While state testing was described as part of the American model of teacher evaluation, something that is not seen in BC,  it was a good read about a challenging issue.  For a variety of reasons, some political, some for simplicity, we take on serious topics in education in a very black and white fashion; at least, from what I have seen so far, Richardson and Dixon are approaching issues with more questions than definitive answers.

There are wonderful resources available in support of parents as their children grow through a changing, learning landscape.  I know so many parent leaders I have connected with online who are passionate about learning and sharing their learning about education, hopefully resources like Richardson and Dixon will assist in that conversation and in doing a better job of connecting with parents, education transformation and sustained and ongoing engagement.

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In the spirit of Malcolm Gladwell’s popular books Blink and Outliers, Po Bronson and Ashley Merryman have written a book about children that challenges many of society’s (and my own) assumptions.

Based on new research about the brain, they make a compelling case that what we think we know about topics – from praise, to teaching about race, to siblings and relationships — may not be correct.  Their book NurtureShock is a great read for parents/educators, and a challenge to reexamine what we think we already know.

I can highlight many ideas from the book, but here are a few of the “new” insights I gained:

  • We should be praising kids for their effort and not their intelligence — when we praise for intelligence, kids are far less likely to take risks out of a fear of being wrong.  We need to praise the process.
  • Kids are getting an hour less sleep than they did 30 years ago, and it is having a dramatic effect on academics and emotional stability.  There is a likely link between the lack of sleep and the obesity crisis among young people.
  • We should consider talking with children about race like we talk to children about gender. We can be more explicit at a younger age rather than just create environments where kids are exposed to many races and cultures.
  • We need to give kids some immunity for telling the truth and offer them a route back to good standing when they lie.  According to the research, lying is a sign of intelligence, and often those kids who lie do better on academic achievement tests.
  • We shouldn’t be testing students for being gifted until Grade 3, and those that do the tests for Kindergarten are wrong more than they are right (okay, this wasn’t really new but it confirms what is largely the norm in Canada).
  • Books and videos that end with a problem being resolved often have a negative effect on kids; if much of the book or show is spent on arguing, threatening, excluding or teasing, kids remember this and not the resolution.
  • Teenagers arguing with adults is a sign of respect, not disrespect, so much as the arguing is constructive to the relationship.
  • There are many programs that, on the surface, appear like they should be great, but have little effect on kids behaviour (DARE was cited as a primary example of this).  The thinking is, since human behaviour is incredibly stubborn, it is extremely difficult for interventions to be successful with kids.
  • When parents have a conflict, they are better to resolve it in front of their kids rather than continue it outside of their presence — this allows kids to see the resolution, and not only the conflict.
This is a cursory list of some of the key messages I was left with after reading the book, and there is a lot more material that could be highlighted – some of which a real challenge to my natural instincts as a parent and a teacher.
There are a number of ways to connect with the ideas of the book, including a Facebook site, Twitter account, and a website with a number of other articles along the same lines as the book (given Stuart Shanker’s recent visit, I was interested in this one, which questioned the validity of the marshmallow test).
I always love a book that challenges my assumptions, and is open for discussion or debate with other parents and teachers.
Here is an interview with author, Po Bronson and others, outlining the Myth of Praise (Chapter 1 from the book):
Have you read this book?

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One of my new (school) year’s resolutions is to reallocate some of my time from television to books.  And, while there are many books about education, from time to time I will blog about the education/leadership books I have read and made connections to our work in West Vancouver, and the broader education community.

One such book is the well-researched Childhood Under Siege by Joel Bakan. Bakan is a professor of law at UBC, and the author of the widely cited book and film The Corporation.  His latest book examines how big business targets children.  And while its viewpoint is largely focussed on the United States, and interspersed with some Canadian examples, it is a cautionary tale beyond these borders.

Bakan focuses on five areas in which corporations are targeting and harming children: media, pharmaceuticals, toxic chemicals, child labour, and education. While all five have links to the school system, I found the section on media particularly compelling.

Addicting Games is one of the sites he mentions. The site is owned by Nickelodeon and is one of the largest sources of online games.

Says Bakan:

Many of the site’s games deliver emotional content interactively – players can act out and control virtual acts of brutality and murder rather than just passively watching actors or animated figures do so, as they would on TV.

Bakan also questions the spin-offs from the Grand Theft Auto, Halo and Call of Duty series.  Games I am more familiar with, like Neopets and Webkinz, also come under the microscope. Bakan says of these sites aimed at pre-schoolers and elementary students, “pet sites succeed by manipulating, using casino-style tactics, the intense feeling kids have for their virtual pets.”   What is common at the heart of all of these games — is addiction — it has “become the gold standard in gaming, the true mark of a game worth playing.”   This chapter is an interesting read in the wake of Stuart Shanker’s visit to our district at the beginning of this school year. When asked about the one piece of advice he would give parents, Shanker said he would “encourage them to get rid of their televisions.”

Bakan’s book does work into the subject of education more deeply, examining the string of US policies that have relied heavily on standardized tests.  I found this to be sad, but also reassuring, knowing how we are forging a different path in BC, and in Canada.

As parent groups look for study books for the fall, Bakan offers one with links to both parenting and schooling.

Here is a video of Bakan explaining some of the book’s key points:

Bakan’s book is a call for community and regulatory solutions to the areas he identifies.  I am interested in your thoughts, and the views of those who have had a chance to engage with the book and/or its themes.

For West Vancouver blog readers, the book is available through the West Vancouver Memorial Library.

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When students are invited to our Community Forum, the students inevitably become the stars of the event. Take for instance last week’s final community forum of the current school year. Also attending was Education Consultant Bruce Wellman, and it was wonderful to work with him on this project.  The question we asked students, parents, teachers and administrators was, “What does the class of 2022 need to succeed?”  The conversation focussed around the necessary changes, and roles each person would have to help move our system to the system we want for 2022.  To encourage open discussion, we set up mixed tables of students, teachers, parents, trustees and others in the community and the interaction, the observations and the insights that emerged from that mix were telling.  The input from the students was particularly powerful.

A sample of some of the “takeaways” that participants left with included:

  • The importance of trust in the process of collaboration between teacher, student, and parent and the need to value everyone’s input
  • “Personalized” does not mean customized all the time — it is about the “human” in there
  • Be prepared to take risks and try something new
  • We need to build urgency into the system. We (our kids) can’t wait
  • We have to figure out how to communicate in ways students, parents and educators are on the same page
  • Parents need to be “involved” in some very different ways
  • We are talking about how things will be different some time from now, but what about changing something now? (Grade 5 student)

Here is one particularly thoughtful extended reflection from Jane, one of the local students who participated in the forum:

Tonight was the night of the Community Forum “What Does the Class of 2022 Need to Succeed?” hosted at Rockridge Secondary School where teachers, parents and students were invited to discuss the aforementioned topic and explore ideas such as how students will own their learning, how parents can support this learning and what teachers will do to guide this learning.

This opportunity was first presented to me by my challenge teacher, Lynn Chartres, in an email explaining the purpose of the forum and how students were being invited to participate and that I was one of those chosen students. Eager to attend a meeting of such sorts, I happily complied.

I happen to be particularly enthusiastic about events such as these where students are allowed to take part in these collaborations because I really feel that we have a lot of valuable ideas about topics such as this. I mean we are the third link in the chain, and I personally think that we as students have both a lot of experience and a lot of opinions about our education system, but most importantly, we take pride in our education and have a lot of ideas about what we can do to strengthen our system.  We are the ones that are being taught after all!

This brings me to my next point: how students will own their learning. And it is so vitally important that we do, for we do not all learn the same way and our strengths as individuals all lie in different places. I believe that it is the shared responsibility of the teacher, the student and the parent to help students explore that place and learn how to use the talents stored there to become a successful student and a successful individual.  However, we cannot be expected to fully embrace ourselves as passionate, knowledgeable learners if we are not given the tools and the inspiration to go the lengths it takes to get there.  Yet I am proud that I can say that we are taking action and that we are part of a healthy and dedicated educational system.

Furthermore, another key aspect is how parents can support this learning process. One of the important points that came up in conversation was that parents, especially in our society, need to give their children “breathing space” and recognize where to draw the line when supporting their children with school.  To learn, you need to makes mistakes and we need to be able to make our own mistakes. By over-protecting a child, you’re only really going to end up causing them harm in the end. If every step we take is monitored and calculated so that we can’t possibly end up treading off the path leading us to what is seen as “ultimate success,” then we ourselves will be unsuccessful as we will have no experience with the difficulties and conflicts that will arise in our adult life. What I believe parents can do to be as constructive in their child’s life as possible, is simply ask intuitive and stimulating questions about what their child has been learning and discuss what they too have been learning as an adult, then finding links between themselves, their child and the world around them.  This adds to the idea of holding on to the “dinner table ritual” and engaging the family in routine conversations – whether or not they be at the dinner table - that provide everyone with a chance to reflect upon what they learned that day and share newly formulated thoughts and ideas together. It’s a process that everyone gains something from.

My final point is - what will teachers do to guide this learning? With changing times come advances in modern technology, different forms of communication and a shift in the values that we honour as a society. And with such rapid, extraordinary change and overload of constantly expanding information at our fingertips, it is difficult to stay grounded.  As we change and move forward, our school system must evolve and adapt to the changes that are taking place. We must discover new ways of teaching a complex and technologically centred generation of young minds, while remaining true to the educational values that have been passed down to us by our predecessors. And, although I agree that it has come time to let go of our old traditions and teaching methods so that we can embrace the new generation of modern education, we mustn’t entirely disregard the ways of the past. Our old traditions gave us structure and form; something to hold onto that was unchanging and, although the time for those ways has ended, they should be always be remembered, honoured and respected.

Additionally, I feel that this “new era of education” encourages collaborative teaching methods that allow the teachers to share some of the power with their students and inspire creative and individual thinking. It is not reasonable in this day and age to simply tell students what they need to learn, what to do, how to do it and leave it at that. With that “one-size-fits-all” method of teaching, how would a group of entirely different learners and thinkers be expected to function? It is imperative that students have a chance to take in information, process it and then demonstrate their knowledge in their own, distinctive way. When given knowledge, one is given power and when the creativity and unique minds of a student come into the equation brilliant things occur. It is just a matter of providing an inspiring and passionate learning environment.

Overall, the questions that challenged how students will own their learning, how parents will support this learning and how teachers will guide this learning sparked a multitude of intuitive and innovative ideas that allowed the topic “What Does the Class of 2022 Need to Succeed?” to be analyzed and from a variety of viewpoints that lead everyone to better understand the original topic.

We are continuing to have great conversations as we help our system evolve, trying to follow the advice of Daniel Pink, “Talk less, listen more.”

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In an earlier post, Parents as Participants, the initial impetus came from A Vision for 21st Century Education, a document released last December that made the argument — the roles of students, teachers and parents need to change as our education system evolves. Over the past two months, each of our schools has considered what “parents as participants” to improve student learning would look like in their schools, and meetings have been held with students, staff and parents.

Here are some of the common themes and suggestions that have emerged:

  • Share expertise with class / school (guest speaker)
  • Volunteer (in class or with extra-curricular)
  • Engage with newsletters / websites / blogs / planners, etc.
  • Show interest in your child’s work and answer their questions (help but don’t do the work)
  • Give your child descriptive feedback
  • Build relationships with teachers and other adults at school
  • Educate yourself on the changing classroom (and rethink what you know about school)
  • Encourage healthy behaviours at home (eating, sleeping, time management, boundary setting)
  • Jump in with technology alongside your child
  • Extend the learning outside of class hours (family trips, extension activities, etc.)
  • Model that you are a learner, for your child
  • Communicate regularly with school
  • Value the administrators’, teachers’ and staffs’ professional roles in your child’s school
  • Help set learning goals for your child (co-planners)
  • Foster independence

Here is one particularly clever and thoughtful summary from Bowen Island Community School. Thanks to Jennifer Pardee (Principal) and Scott Slater (Vice-Principal) for sharing it:

In thinking about “Parent as Participant” we were thinking of a performance which had:

1.   Parent on Stage, Modelling

  • Model an interest in school by reading Newsletters, Website, Twitterfeeds, etc.
  • Model Lifelong Learning by sharing with students what they are learning themselves and perhaps
    doing their own readings about topics in school
    Model Citizenship by joining PAC or volunteering in other ways
  • Share expertise with classes

2.   Rehearsal, Coach

  • Answer questions about homework and discuss ‘big ideas’ of learning
  • Show interest in both the process of creating and the creation itself
  • Remember that it is the student’s performance and that while the parent can help, it is they who have to be able to perform alone

3.   Parent in Audience, Child on Stage (stage = assignment/authentic transfer task) Audience

  • Stay in your seat and give them some space
  • Read what your child writes, clap for it, make the writing/reading experience a performance with the accountability a performance entails

4.   Backstage / Connector

  • After the performance, give more descriptive feedback than simple applause: what did they do well, what do they think they need to work on to get better, what will they do differently next time.
  • What connections can be made between the show/learning, and other aspects of experience?
  • Ask child, what can you do now? Where can you go next?

5.   Next Show: Facilitator

  • If the child knows where they want to go next, help them — family field trips, etc.

Idea: for parents to take time in their busy lives to be deliberate as coaches and models for their children; to explain to them not just how they support learning and the school in general, but why, and in doing so impress the point of the importance of education and the need for numerous influences on learning.

This is an important conversation we look forward to continuing, and we would like you to help continue the conversation.


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At the last District Parent Advisory Council meeting in West Vancouver, our Trustee Liaison, Cindy Dekker, shared her reflections as a parent whose youngest of two daughters graduates this year, having been in our school system for the last 15 years.  The straight talk was great and while some of the passion is lost without the presentation, the ideas are worth sharing with a larger audience.

She opened by acknowledging the key role that other parents played in her role as a parent raising her girls — a network of mentors.   She also emphasized the influence of Barbara Coloroso as a parenting expert worth following.

Cindy’s talk focussed on three key ideas:  school work, phones and communication, and finances.

On School Work:

- let your kids fail, and let them do it at a young age so they learn what they need to do to improve

- sometimes, when they forget their lunch, they need to solve the problem on their own

- help facilitate studying, but don’t do their homework for them

- don’t close any doors — encourage your kids to take a range of courses

- don’t be so worried about the “right” school, all schools are great

On Phones and Communicating:

- I bought a phone for my daughter, so it was mine, and if I called them they had to pick up — it was the rule

- the home is command central

- when your kids go to a party, call the parents and talk to them about the event and the supervision

- you meet some great parents when you connect with them over the parties they are hosting for kids

- always get the information you need from your kids before they leave the house

On Finances:

- financial literacy does not only need to be taught at school, but in the home as well

- giving allowance is great — it teaches kids about responsibility and about purchasing errors, buyers remorse and the value of charity giving

- encourage your kids to get a job and understand the value of money before they are on their own

We spend lots of time working with, and listening to, experts in the field, but parenting is one area where we usually also have a lot of real-life, lived experience and expertise in the room.

Cindy closed with a couple poems that she has had on her fridge for many years:

Unity
By Cleo V. Swarat

I dreamed I stood in a studio
And watched two sculptors there,
The clay they used was a young child’s mind
And they fashioned it with care.

One was a teacher:
the tools she used were books and music and art;
One was a parent
With a guiding hand and gentle loving heart.

And when at last their work was done,
They were proud of what they had wrought.
For the things they had worked into the child
Could never be sold or bought!

And each agreed she would have failed
if she had worked alone.
For behind the parent stood the school,
and behind the teacher stood the home!

A Touch of Love

You were six months old and full of fun.
With a blink of my eye, you were suddenly one.

There were so many things we were going to do,
But I turned my head and you turned two.

At two you were very dependent on me,
But independence took over when you turned three.

Your third birthday, another year I tried to ignore,
But when I lit the candles, there weren’t three, but four.

Four was the year that you really strived.
Why, look at you now, you’re already five.

Now you are ready for books and for rules.
This is the year that you go to school.

The big day came, you were anxious to go.
We walked to the bus; going oh, so slow.

As you climbed aboard and waved goodbye,
I felt a lump in my throat and tears stung my eyes.

Time goes by so fast, it’s hard to believe
That just yesterday you were here home with me.

And tomorrow when the bus brings you home and when you jump to the ground,
You’ll be wearing your cap and graduation gown.

So I’m holding on to these moments as hard as I can,
Because the next time I look, I’ll be seeing a man.

 

Parenting is messy and it is nice to be reassured that others share their stories and their lessons.

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George Couros, a principal from Stony Plain, Alberta, and my digital colleague, has done a nice job of starting a conversation last week on his blog about cursive writing here.

I definitely want to continue this conversation and, while I often write with a view or a position, I am really writing this with less of an opinion and with more of a question today.

I do come to the conversation with my own biases.  I don’t know how to handwrite.   I was slow to learn how to print and given how messy it was — and still is — I never really took to handwriting.  I don’t think I’ve missed out on not knowing how to handwrite. I can read handwritten work, sign my name but, beyond that, it has been a life of printing and, more recently, keyboarding.

I recently discussed this with several teachers in our district who suggested that handwriting is a huge hang-up — particularly for boys — and creates a level of stress that interferes with their learning.

The instruction of cursive writing is not simply teachers clinging to past practices, it is part of the curriculum.  In Grade 3, one of the prescribed learning outcomes is:

legible print, and begin to show proper alignment, shape, and slant of cursive writing

This is an important starting place.  When I posted to my Twitter network for information (pro and con) on the use of cursive writing in schools, here are some of the thoughts — and humour — I received:

“printing is the norm when it comes to using technology so cursive writing is, in effect, obsolete; no need to teach it”

“maybe it could be part of “history” class”

“it’s not the Middle Ages anymore”

“the tactile feel of pen on paper is important”

Several posters also suggest that handwriting prepares students for high school and university exams which, in large part, are still done by hand, although I think this is less true every year.

I was also pushed to a number of others who have written on the topic.

Dana Huff makes the point:

. .  .this complete inability to use cursive concerns me. It shuts off a whole realm of communication to students (even if it is, as has been argued, an archaic means of communication). For example, census images I’ve read while researching my family history were all taken down in cursive, and very few are available as transcriptions. I also experienced the recent joy of reading a diary my great-great-grandmother kept in 1893-1894 — in cursive.

Beth McKinney makes the argument, supported by a number of others:

While students do need to be digitally competent to succeed, teachers need to continue to teach cursive handwriting according to much of the research . . .  Though the repetitive drills that accompany cursive handwriting lessons may seem outdated, such physical instruction will help students to succeed. These activities stimulate brain activity, lead to increased language fluency and aid in the development of important knowledge.

Finally, like George Couros in his post on this topic, I am intrigued by the quote from Kate Gladstone:

The more education a child had been allowed to have before his/her handwriting was changed over to cursive — in other words, the fewer months and years s/he had spent learning/using cursive — the larger his or her vocabulary was (as measured by the number of different words used in the student’s writing over the course of a year).  The differences were huge — the kids who’d been required to do the least cursive had vocabularies THREE TIMES the size of those who’d been required to do the most cursive.

From this, for some reason, the researchers decided that the second half of 3rd grade was a great time to change everyone’s writing to cursive (which, as the researchers pointed out, basically means putting all other aspects of written English on hold in order to go back to scratch and start all over again with the ABC). An even more logical next step, though, would be to wonder why any age-group at all should be required to spend time on what amounted to an exercise in vocabulary-stunting (not that cursive in itself is bad for your vocabulary but you’re unlikely to increase your vocabulary while that and other things have been put on hold for the sake of changing your handwriting style). The fact that the vocabulary-stunting effect was worst for those who’d been changed to cursive the earliest can — as the researchers noted — be at least partly explained by the fact that any educational damage has worse effects when imposed on younger, more impressionable, more ignorant students.

It was also interesting, in reading the articles shared by my network, that many suggest teaching writing as a precursor to printing, such as Samuel Blumenfeld.  This, as I have found out, is quite common in other languages.

As our education system evolves, we are often looking to wedge more into the day–be it physical activity, digital literacy or a range of “21st Century skills”. The really hard part is always letting go. For our Grade 3 students beginning to learn cursive handwriting now, and graduating in 2020, will it be something they need to have learned to engage in that world?  If we were building curriculum not from our memories of our learning, but from a blank slate, would cursive handwriting cross the bar to be included?  Do teachers and parents hold onto handwriting as important because it is part of our teaching tradition? What about the research that supports the value of cursive writing, even in an increasingly digital age?

I look forward to the continued discussion.

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I am often challenged by discussions about “21st century skills” or “personalized learning” as they are often quite theoretical.  The audience is provoked by videos documenting the changing world outside of school, and we make lists of the skills we want from our graduates in our ever-changing world.  There is usually head-nodding approval of the skills we want going forward.

These conversations do have value and it is important to continue to show the longterm vision of where we see the path of learning and schooling going in the years ahead.

We also need to get to the hard work of making the ideas concrete.

Another challenge of the sessions, is that we often use them to highlight the one student, one teacher, one parent, one principal modelling a new way — and lament how we seem unable to have these ideas spill out into other settings.  Usually we get to a point, and someone says, “this is great, but how is it scalable?”

So, we need to begin to define baselines we all can commit to on the journey.

There is no one particular document I see as the textbook for where we are going, but in West Vancouver, we are using A Vision for 21st Century Education as a starting place for conversations.

And this past week, in meeting with our elementary principals, we took on the challenge of addressing what many see as the most challenging suggestion in the document — the changing roles for parents.

In a section entitled “Shifting Roles” the document suggests three:

• From Passive Student to Active Learner

• From Parent as Supporter to Parent as Participant

• From Teacher as Lecturer to Teacher as Guide

Here is how the changing role for parents is described:

The increased role of the parent also has to be acknowledged. With greater information availability, parents can be more involved with their children’s education progress, overcoming challenges, and supporting learning outcomes. They can learn more quickly and more intimately what their child is doing at school. They can help guide decisions and more rapidly respond to challenges.

Technology allows far more access to the student’s progress than the periodic report cards and parent teacher interviews of today. Parents are already beginning to expect greater feedback than in the past.

Furthermore, parents have to recognise their educational role outside the classroom. A student’s out of school learning is critical. “Students only spend 14% of their time at school. Indeed, learning is an inherent part of everyday life: each new experience, at home, at work, or during leisure time, may throw up a challenge, a problem to be solved, or a possibility of an improved future state.”

While we envision a stronger role for parents, we are aware that not all students have the family support structures that will allow such involvement. BC needs all of its students to have the best possible opportunity and any implementation of this vision should take such issues into consideration. The system must be structured in such a way that those who face societal barriers such as being single parents or immigrant parents are able to participate to the degree they are able while the system incorporates the support structures necessary to ensure the students get the support they need.

There are lots of people who needed to be brought into the conversation, but we started to draft out what a five-month, one-year and three-year action plan would look like if we wanted to shift parents as supporters to parents as participants in our elementary schools (we also agreed not to say — “we are already doing that”).

Before the end of June we should:

- communicate the vision around “parents as participants”

- use blogs, newsletters and other media to engage staff, students and parents in a discussion about what this would look like

- schools develop their own vision for parents as participants in their schools

- communicate specific examples and rationale to parents about the key role they play in their education

- working sessions for staffs as to how best to encourage parent involvement in learning rather than just volunteer work

- input from parents through a survey to help design plans for next year

By the end of the 2011-12 school year we should:

- use September Curriculum Night for discussion and feedback

- create school/staff action plans in school grade-alike groupings using feedback from end-of-year surveys

- continue throughout the year, on a monthly basis, to highlight the importance of parent participation using various communication tools: website, meetings, email, twitter, etc.

By the end of the 2013-14 school year we should:

- consider big changes to structures that provide myriad opportunities for parents to share their expertise and passion — this needs to be intentional, purposeful and ongoing

- develop ongoing Community Forum dialogues , surveys, and other systemic structures to find out how best to involve parents in learning

- explore different models for schooling (alternate schools, self-paced, etc) where parents could be true partners in the learning — different kind of choice than what we have typically focussed on around programs (French Immersion, Montessori, etc.)

So, that is our start, just our first thinking after one meeting.  We are committed to going deeper with this work, and moving from vision to action.  We have lots to do.  Our next steps include working with other staff and parents to make sense of this very complex notion.  It is also clear, while this is a specific focus on one of the “shifting roles”, it has a major impact on the roles of students and educators (tangible thoughts on these changes will be in future posts).

We are very curious what others are thinking as they look at how we embrace shifting roles in our system.  We would love others to help fill in the gaps as we move forward with designing our plans.

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This past week, Vancouver’s Province Newspaper ran a series entitled Our Growing Challenge focussing on a range of issues related to raising children.

I would highlight  a video interview with UBC Professor, Dr. Kim Schonert-Reichel, where she describes some of the findings based on a study of the psychology, learning and social lives of Grade 4 students hailing from different parts of Vancouver.  Interestingly, given all the attention focussed on young people wanting to be “wired”, that over 50% of these young people want to engage in physical activities after school.

One particular article in the series that stood out was Hyper-parented kids ‘are starting to crack’ .  The article reinforces many of the messages from the book The Price of Privilege which is being read by all our schools administrators, and will be shared with our school parent leaders next week.  This is taken from the article, and the interview with Carl Honore, author of Under Pressure: Rescuing Childhood from the Culture of Hyper-Parenting:

New research shows mental-health problems such as child depression and anxiety, and the substance abuse and suicide that often go along with them — are now most prevalent in middle-class kids, not the poorest children.

The reason, Honore says, is hyper-parented kids “are under so much pressure now that they are starting to crack.”

“We are hyper-scheduled, hyper-stimulated, hyper-distracted and hyper-busy, so it’s not surprising we’ve created a kind of childhood that reflects this,” Honore says.

Finally, I think it is worth re-printing the list of simple, practical advice that Province Reporter Sam Cooper compiled of  Ten things every parent can do:

1. When you boil it all down, all the experts agreed that the single best thing that buffers children from negative forces is a loving, nurturing, warm relationship with parents. University of B.C. researcher and documentary producer, Maria LeRose, said resiliency in children — the ability to rebound from hardships — comes from the loving looks and care they get from parents when they are young.

2. It’s crucial that parents make superhuman efforts to shield children from stress of all kinds, because pressure soaked up during childhood is proven to cause all kinds of problems in health and mental well-being later in life, the experts agree. UBC researcher Dr. Kimberly Schonert-Reichl says stress and anxiety rates in children are surging, but a groundbreaking California study shows that you can actually train young brains to feel more optimistic, altruistic and grateful, simply by teaching them to “count their blessings.” She points to a new program called MindUP, “which has gone viral” in Lower Mainland schools, with children keeping “gratitude journals,” doing good deeds for others just for the sake of giving and doing exercises to increase their mental wellbeing.

3. Dr. Clyde Hertzman of UBC’s HELP group says every parent should be providing “nurturant” learning and playing experiences, such as reading with your child, and the facilities needed are free in most neighbourhoods.

4. Carl Honore, a Canadian philosopher who has written parenting and lifestyle books about modern pitfalls in our hyper-fast, wired world, says “parents have to set hard limits on their children’s technology use. It’s not enough to set them free in the wild west of cyberspace.”

5. N. Rose Point, childcare expert and B.C. Institute of Technology elder adviser, said the basic needs for children are good nutrition, a warm shelter, and discipline should never be associated with these crucial factors.

“A meal should never be used as a reward or punishment, and children need a safe and warm place to sleep,” she said. “Never send your child to their room as punishment. When they go to bed at night, they will consider it a punishment.”

6. Participating in organized sports is one of the best ways for children to build ability, maintain fitness and learn good social skills. But all those good things go down the drain if parents are in the stands pressuring their little pros. Experts say sports parents should sometimes just drop children off, instead of cheering at every game.

7. When it comes to disciplining children, strive to keep a cool head. Amedeo D’Angiulli, a professor at Carleton University who studied the effects of stress on brain development in B.C. youth, says: “Try not to take important actions that affect your child emotionally when you are tired, stressed-out, angry or when you feel ‘parental guilt’. Take a pause or sleep on it, if it can wait at all.”

8. Parents in B.C. are working harder and longer than most in Canada in order to meet high living costs. That’s why it’s important to identify a parenting support network of family and friends and tap into the community aid that is available, so that you don’t feel like the responsibility rests completely on your own shoulders.

9. Don’t aim for perfection in parenting. Recognize the uniqueness of your child, enjoy them for who they are and learn to trust your own parenting instincts.

10. Being a kid shouldn’t be about beating the competition. And being a parent shouldn’t be about producing a winner by enrolling them in a busy regiment of “enhancement” activities. Let your children play, stumble and find their own way, at least some of the time.

While most would say there is nothing surprising on the list, there are a lot of very good reminders.

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We have had some different book clubs operating in our District over the last several years.  Most notably, outgoing Superintendent Geoff Jopson has often referenced and shared ideas that come out of Jim Collins’ Good to Great.

This year we have bought a book for all our administrators in the district, as well as for school Parent Advisory Council Chairs and District Parent Advisory Council Reps.  Based on a recommendation of a Rockridge Secondary School counsellor and the school’s principal Marne Owen, we are all reading The Price of Privilege by Madeline Levine.  The 2006 book explores how “numerous studies have shown that bright, charming, seemingly confident and socially skilled teenagers from affluent, loving families are experiencing epidemic rates of depression, substance abuse and anxiety disorders.”

There is plenty to discuss from the book, including:

It is easy to see how always tying shoelaces for a toddler would be impairing her autonomy. No parent wants to still be tying shoelaces for a 10-year-old. The rationale behind “staying out of it” is less clear with the teenager (often the stakes seem higher — academics, peer choices, drugs, sex), and parents are far more likely to chime in: “You can talk to your friend after the test. It’s important to keep up your grades.” The fact that the stakes are higher is all the more reason to provide teenagers with as many opportunities as possible to make their own decisions and learn from the consequences. Just as it was critical for the toddler to fumble with her shoelaces before mastering the art of shoelace tying, so is it critical for the adolescent to fumble with difficult tasks and choices in order to master the art of making independent, healthy, moral decisions that can be called upon in the absence of parents’ directives. We all want our children to put their best foot forward. But in childhood and adolescence, sometimes the best foot is the one that is stumbled on, providing an opportunity for the child to learn how to regain balance, and right himself.

It will be interesting to see how the book connects with the schools and parents in West Vancouver.  At first glance Levine’s work seems to be built on a community not dissimilar to ours.

It is a powerful read full of lots of practical advice.  Hopefully the book will lead to some important conversations in our district.

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