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OER4Schools/Engaging the community: Difference between revisions
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, 12 years agotidying up this section
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= Involving parents – the issues = | = Involving parents – the issues = | ||
In this part of the session, we are going to use the LfL framework | In this part of the session, we are going to use the LfL framework to help with talking to and involving parents in their children's education. | ||
{{activity|Reading and whole group discussion}} | {{activity|Reading and whole group discussion| on roles for parents in schools.|10}} Read the following text, and then have a brief discussion as to how you see possible roles for parents. Here are some discussion questions to start you off: | ||
# What opportunities are there currently for having a conversation with parents on student learning? | # What opportunities are there currently for having a conversation with parents on student learning? | ||
# What do parents understand by student learning? | # What do parents understand by student learning? | ||
# | # Have you considered the roles of parents in supporting children’s learning, in supporting the school, or in supporting interactive methods of teaching? | ||
{{ednote|text= | {{ednote|text= | ||
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'''Leadership for Learning applied to talking to parents.''' | '''Leadership for Learning applied to talking to parents.''' <br /> | ||
We are now going to explore meaningful ways of interacting with parents, so that we begin to promote: | We are now going to explore meaningful ways of interacting with parents, so that we begin to promote: | ||
* increased | * increased presence of parents in school | ||
* a willingness to move towards increased support for their child’s learning in and out of school hours. | * a willingness to move towards increased support for their child’s learning in and out of school hours. | ||
One of the barriers to effective parents’ meetings, is the '''teacher’s ability to communicate effectively''', ensuring both an '''open and honest conversation''' about their child’s learning that includes both positive and issues arising. A good way of ensuring that we professionalise these often very personal conversations is to discuss the process and content of the learning, and not the child him/herself. How can we do this? We can use the LfL framework as a starting point. | One of the barriers to effective parents’ meetings, is the '''teacher’s ability to communicate effectively''', ensuring both an '''open and honest conversation''' about their child’s learning that includes both positive and issues arising. A good way of ensuring that we professionalise these often very personal conversations is to discuss the process and content of the learning, and not the child him/herself. How can we do this? We can use the LfL framework as a starting point. | ||
= Involving parents – role play = | = Involving parents – role play = | ||
