Changing the Way We Do Business in the Village through Parent/Family Empowerment

1
Changing the Way We Do Business in the Village
through Parent/Family Empowerment

• Raising Achievement Closing Gaps Section
• NC Department of Public Instruction
• Third Edition

?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps Section PUBLIC SCHOOLS
OF NORTH CAROLINA State Board of Education
Department of Public Instruction
i
2
Table of Contents

• SECTION I Self-Esteem Student Achievement
• SECTION II Managing Behavior Promoting
  Self-Discipline
• SECTION III Effective Parent/Teacher Conferences
• SECTION IV Home Study Skills
• SECTION V Language Development
• SECTION VI Knowledge is Power

?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps Section PUBLIC
SCHOOLS OF NORTH CAROLINA State Board of
Education Department of Public Instruction
ii
3
Section I

• Self-Esteem and Student Achievement

?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps Section PUBLIC
SCHOOLS OF NORTH CAROLINA State Board of
Education Department of Public Instruction
SE 1
4
Objectives
Self-Esteem Student Achievement

• Define self-esteem and the relationship between
  self-esteem and academic achievement.
• Discover how self-esteem is developed
• Understand the important role of parents
  self-esteem in the development of their childs
  self-esteem.
• Identify specific ways parents can build their
  childs self-esteem.

SE 2
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Achievement Closing Gaps PUBLIC SCHOOLS OF
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Department of Public Instruction
5
What is Self-Esteem?Its a word we use to
describe howwe feel about ourselves.
Self-Esteem Student Achievement
SE 3
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ActivityHow is Self-Esteem Developed?
Self-Esteem Student Achievement
SE 4
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ActivityWays Parents Can Build Their Own
Self-Esteem
Self-Esteem Student Achievement
SE 5
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Self-Esteem andAcademic Achievement
Self-Esteem Student Achievement

• When self-esteem is high, children learn and
  retain more.
• Children with a high self-esteem are able to cope
  more creatively with life.

SE 6
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Self-Esteem Student Achievement
Elements of Building Self-Esteem

• A. Security
• B. Identity
• C. Belonging
• D. Purpose
• E. Competence

SE 7
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Self-Esteem Student Achievement
Why is Self-Esteem Important?

• How a child feels about himself/herself will
  impact his/her outlook on life.
• A childs success or failure may be contingent
  upon personal self-esteem.

SE 8
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Maslows Hierarchy of Needs
Self-Esteem Student Achievement
Sense of Accomplishment, Sense of Achievementat
Full Capacity, New Challenges, Broadeningof
Horizons of Interest/Self-Actualization
SELF-FULFILLMENT NEEDS EGO NEEDS SOCIAL
NEEDS SECURITY NEEDS PHYSIOLOGICAL NEEDS
Achievement of Independence, Self-Esteem,
Recognition, Confidence, Deserved Respect

• Sense of Belonging to a Group, Acceptance of
  Other People, Love and Affection

Protection from Physical Harm, Freedom from
Anxiety and Fear
Food, Shelter, Clothing, Sleep
SE 9
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ActivitySaving Danny
Self-Esteem Student Achievement
SE 10
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Self-Esteem Student Achievement
Ways Parents Can Build Self-Esteem in their
Children

1. Understanding and accepting our childrens
   learning problems and demystifying these problems
   for them
2. Teaching children how to solve problems and make
   decisions
3. Reinforcing responsibility by having children
   contribute
4. Learning from rather than feeling defeated by
   mistakes
5. Special needs or feeling special

SE 11
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ActivityWays I Can Help My Child Build
Self-Esteem
Self-Esteem Student Achievement
SE 12
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Take-home ActivityBuilding Self-Confidence
Self-Esteem Student Achievement
SE 13
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(No Transcript)
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Section II

• Managing Behavior and PromotingSelf-Discipline

?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps Section PUBLIC
SCHOOLS OF NORTH CAROLINA State Board of
Education Department of Public Instruction
MB 1
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You just got to love them!
Managing Promoting Self-Discipline
MB 2
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Achievement Closing Gaps PUBLIC SCHOOLS OF
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Objectives
Managing Promoting Self-Discipline

• ?Identify annoying behaviors and their
  relationship to the environment.
• Identify responsible and irresponsible behaviors
  and the goal of behaviors.
• Identify key social and emotional skills children
  need.
• Identify 40 Developmental Assets and develop an
  understanding of the importance of each in
  relation to a childs behavior.
• Identify and understand the importance of Eight
  Traits of Character Education.
• Gain insight into certain truths about behavior.
• Identify key facts about challenging behaviors.

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Objectives (continued)
Managing Promoting Self-Discipline

• Identify ways behaviors are learned.
• Define discipline, punishment, positive
  reinforcement and their affects on behavior
  management. Identify factors that influence
  childrens behavior and define prevention.
• Identify strategies for intervening when
  irresponsible behaviors are displayed.
• Identify three types of parenting styles
  (permissive, author-itative, mentoring/affirming)
  and characteristics of each.
• Identify the importance of positive
  relationships.
• Discover questions children can use for
  self-reflection during discipline.
• Practice teaching a behavior or intervention.

MB 4
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Examining Our Attitudes about Challenging Behavior
Managing Promoting Self-Discipline

• What behaviors make you crazy orpush your
  buttons?
• How do these behaviors make you feel?

MB 5
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Managing Promoting Self-Discipline

• Activity
• Identifying Responsible, Irresponsible and
  Replacement Behaviors

MB 6
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Key Social and EmotionalSkills Children Need
Managing Promoting Self-Discipline

• Key Skills- Confidence- Capacity to develop
  good relationships with peers- Concentration and
  persistence on challenging tasks- Ability to
  effectively communicate emotions- Ability to
  listen to instructions and be attentive
• When children dont have these skills, they often
  exhibit challenging behaviors.
• We must focus on teaching the skills!!
• Promoting the Social Emotional Competence of
  Young Children.The Center on the Social and
  Emotional Foundations for Early Learning. 2003.

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Achievement Closing Gaps PUBLIC SCHOOLS OF
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40 Developmental Assets (Activity)
Managing Promoting Self-Discipline

• External Assets- Support- Empowerment-
  Boundaries Expectations- Constructive Use of
  Time
• Source Search Institute

• Internal Assets- Commitment to Learning-
  Positive Values- Social Competencies- Positive
  Identity

MB 8
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Eight Traits ofCharacter Education
Managing Promoting Self-Discipline

• Perseverance
• Respect
• Responsibility
• Self-discipline

• Courage
• Good judgment
• Integrity
• Kindness

• Source Public Schools of North Carolina.
  Character Education Informational Handbook and
  Guide. Raleigh, NC. NCDPI, 2002.

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What is True about Behavior?
Managing Promoting Self-Discipline

• Behavior is learned.
• Behavior is escalated through successive
  interactions or repeated practice.
• Behavior can be changed through an instructional
  approach.

MB 10
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What is True about Behavior? (continued)
Managing Promoting Self-Discipline

• Challenging behavior is most often related to
  some underdeveloped skill (e.g., language,
  social).
• Behavior that persists over time usually has some
  payoff for the child.
• When we have positive relationships with
  children, supportive home environments, and when
  we focus on teaching social and communication
  skills, we reduce the likelihood of challenging
  behavior.

MB 11
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What is True about Behavior?(continued)
Managing Promoting Self-Discipline

• Childrens behavior is influenced by the
  relationship and interactions between adults and
  children in varied settings.
• Managing behavior is not simply about adults
  having control over a child.

MB 12
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Managing Promoting Self-Discipline
If a child doesnt know how to read, we
teach.If a child doesnt know how to swim, we
teach.If a child doesnt know how to multiply,
we teach.If a child doesnt know how to drive,
we teach.If a child doesnt know how to
behave, we..... .teach?
punish?Why cant we finish the last
sentence as automatically as we do the
others? Tom Herner (NASDE President,
Counterpoint 1998, p.2)
MB 13
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Challenging Behavior is
Managing Promoting Self-Discipline

• any repeated pattern of behavior that interferes
  with learning or engagement in pro-social
  interactions with peers and adults
• any behavior that is not responsive to the use of
  developmentally appropriate guidance procedures.
• Promoting the Social Emotional Competence of
  Young Children. The
• Center on the Social and Emotional Foundations
  for Early Learning. 2003.

MB 14
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Why Some Children Engage in Challenging Behavior
Managing Promoting Self-Discipline

• Children engage in challenging behavior because
  it works for them.
• Challenging behavior results in thechild gaining
  access to something or avoiding something.

MB 15
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If behaviors are learned. . .
Managing Promoting Self-Discipline

• then how do children
• learn behaviors?

MB 16
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Discipline vs. Punishment
Managing Promoting Self-Discipline
MB 17
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Positive Reinforcement
Managing Promoting Self-Discipline

• shapes behavior by setting clearand appropriate
  expectations, recognizing when they are
  displayed, and acknowledging the accomplishment
  and
• helps the adult create a positive environment
  that allows others to discourage irresponsible
  behavior in children.

MB 18
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Identify Factors ThatInfluence Childrens
Behavior
Managing Promoting Self-Discipline

• Be conscious of the childs body language.
• Recognize possible triggers for the child.
• Take into consideration outside factors
  andinfluences on the childs behavior- an
  argument at school or in the neighborhood- an
  incident on the bus- difficulties with
  siblings, peers, etc.

MB 19
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Focusing On Prevention Means
Managing Promoting Self-Discipline

• intervening early in a proactive manner
• recognizing triggers or patterns of behaviorand
  routines that preface the display of
  irresponsible behavior
• pre-correcting frequently before the
  irresponsible behavior occurs and
• praising the child for displaying theresponsible
  behavior.

MB 20
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The DOs of Intervention
Managing Promoting Self-Discipline
MB 21
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Three Types of Parenting Styles
Managing Promoting Self-Discipline

• Permissive
• Authoritative
• Mentoring/Affirmative
• www.4parents.gov

MB 22
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Managing Promoting Self-Discipline

• Take-home Activity
• What type of parent are you?

MB 23
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Relationships are Key to Motivating
Childrento Become Self-governing
Managing Promoting Self-Discipline
MB 24
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Questions for the ChildsSelf-reflection during
Discipline
Managing Promoting Self-Discipline

• What did you do?
• When you did that, what did you want?
• What are a few other things you couldhave done
  instead?
• What will you do the next time?

MB 25
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Activity (Optional)
Managing Promoting Self-Discipline

• Develop a method for teaching adesired behavior
• Develop and present a role-play activity
  demonstrating either- Intervention prior to
  the display of irresponsible behavior-
  Intervention during the display of an
  irresponsible behavior- Teaching a desired
  behavior

MB 26
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Teaching Self-Discipline . . .
Managing Promoting Self-Discipline

• may be stressful at times
• requires planning and preparation
• may be time consuming
• may involve more than the childand the parent
• requires the use of multiple strategiesand
  interventions and
• is necessary for success in school and in life.

MB 27
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Managing Promoting Self-Discipline
Managing Personal StressThought Control
Calming Thoughts This child is testing to see
where the limits are. My job is to stay calm and
help him learn better ways to behave. I can
handle this. I am in control. My child has just
learned some powerful ways to get control.I will
teach him moreappropriate ways to behave.
Upsetting Thoughts That child is a monster.
This is getting ridiculous. Hell never
change. Im sick of putting
out fires!

Promoting the Social Emotional Competence of
Young Children.The Center on the Social and
Emotional Foundations for Early Learning. 2003.
MB 28
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Effective Parent/Teacher
Conferences
Section III
?Changing the Way We Do Business in theVillage
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Achievement Closing Gaps Section PUBLIC
SCHOOLS OF NORTH CAROLINA State Board of
Education Department of Public Instruction
PT 1
46
Objectives
Effective Parent/Teacher Conferences

• Identify the purposes ofparent/teacher
  conferences.
• Identify the rights of parents/guardians.
• Develop and use strategies to prepare for
  parent/teacher conferences.

PT 2
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Objectives (continued)
Effective Parent/Teacher Conferences

• Identify and use effective communication skills
  during parent/teacher conferences.
• Identify questions parents should ask during the
  parent/teacher conference.

PT 3
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The Purposes of Parent/Teacher Conferences
Activity
Effective Parent/Teacher Conferences
PT 4
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You Have the Right to
Effective Parent/Teacher Conferences

• review records,
• take time off for school-related matters, and
• talk with your childs teacher.

PT 5
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ActivitiesPreparing for the Parent/Teacher
Conference
Effective Parent/Teacher Conferences
PT 6
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The Importance of Basic Communication Skills in a
Parent/Teacher Conference
Effective Parent/Teacher Conferences
PT 7
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Active Listening
Effective Parent/Teacher Conferences

• tends to be more difficult than most realize
• requires the listener to focus on the speaker in
  order to understand the speakers message and it
• requires the listener to suspend judgments and
  direct her energy into listening attentively.

PT 8
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Active Listening Skills
Effective Parent/Teacher Conferences

• Focused attention
• Verbal feedback
• Open mindedness
• Questioning techniques
• Expressed interest

PT 9
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10 Suggestions to Improve Listening Skills
Effective Parent/Teacher Conferences

• Stop talking.
• Concentrate on the speaker.
• Put the other person at ease.
• Remove distractions.
• Be patient.
• Hold your temper.
• Do not argue reserve your criticism.
• Make eye contact.
• Ask questions.
• Stop talking.

• Adapted from the University of Minnesota
  Extension Service
• www.Extension.umn.edu/parentsforever

PT 10
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Effective Parent/Teacher Conferences

• Activity
• Just the Facts

PT 11
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Effective Parent/Teacher Conferences

• Activity
• Active Listening

PT 12
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Put Another Way
Effective Parent/Teacher Conferences

• Do Dont
• Use active listening skills Yell
• Remain calm Use profanity
• Write a thank-you note Threaten anyone
• that reflects the outcome Throw tantrums
• of the meeting

PT 13
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What SHOULD I Ask?
Effective Parent/Teacher Conferences
PT 14
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Empowering Questions Parents and Advocates
Should Ask Schools
Effective Parent/Teacher Conferences

• At what level is my child performing on the
  End-of-Grade or End-of-Course Tests? What is my
  childs scale score within that level? (Note If
  your child is performing at Level I or Level II,
  say, I wish to review my childs Personal
  Education Plan. If there is not one, insist that
  one be written with parental input.)

PT 15
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Empowering Questions Parents and Advocates
Should Ask Schools
Effective Parent/Teacher Conferences

• On what grade level is my child being taught?
• Who is my childs counselor and what does he/she
  do with my child?
• Is my child in rigorous and challenging classes?
  What does the school do to get more minority and
  other diverse students in these types of classes?
  What supports are given to these students
  academically and socially?

PT 16
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Empowering Questions Parents andAdvocates Should
Ask Schools (continued)
Effective Parent/Teacher Conferences

• How does my child perform in class, academically,
  behaviorally, and with regard to completion of
  homework?
• Did our school make its ABC goals? What is the
  level of performance of our school? Did all of
  our schools subgroups make Adequate Yearly
  Progress (AYP)?

PT 17
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Empowering Questions Parents and Advocates Should
Ask Schools (continued)
Effective Parent/Teacher Conferences

• How is the school using its at-risk funds,
  Title I funds, the Student Accountability
  Standards funds, or other funds to assist
  students who are functioning below grade level?
  (Ask specifically about your child if your child
  is performing at Level I or Level II.)
• Does our school use ability grouping to track
  students? If so, what is the percentage of
  minority students and other diverse students
  (African-American, American Indian, Hispanic,
  Free/ Reduced Lunch students) in those advanced
  classes or groups?

PT 18
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Empowering Questions Parents and Advocates Should
Ask Schools (continued)
Effective Parent/Teacher Conferences

• What can I do to help my child? When can I
  schedule a time that my child and I can meet with
  all of my childs teachers? How do I contact
  the teacher? The Principal? Central Office?
  Administrators? The Superintendent?
• How do I join the schools parent
  organization(e.g. PTA, PTSA, PTSO, etc)?

PT 19
?Changing the Way We Do Business in the Village
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Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
64
(No Transcript)
65
Section IV

• Home Study Skills
• Providing Home Learning
  Experiences

?Changing the Way We Do Business in theVillage
through Parent/Family Empowerment Raising
Achievement Closing Gaps Section PUBLIC
SCHOOLS OF NORTH CAROLINA State Board of
Education Department of Public Instruction
HSS 1
66
Objectives
Home Study Skills

• Determine why teachers assign homework, how much
  is appropriate and characteristics of effective
  homework.
• Determine how to help children with homework by
  learning techniques to monitor homework and by
  emphasizing the value of education.
• Explore ways to provide homework guidance for
  children.

HSS 2
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
67
Home Study Skills
Objectives (continued)

• Learn how to help develop study strategies by
  using a childs preferred learning style in order
  to strengthen his/her study skills.
• Determine how to maximize childrens success at
  home and school through communication between
  students, parents and teachers.
• Discover the top homework challenges and ways in
  which to trouble-shoot these behaviors and
  eliminate them.

HSS 3
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
68
Why Do TeachersAssign Homework?
Home Study Skills
HSS 4
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
69
Why Do Teachers Assign Homework?
Home Study Skills

• Review and practice
• Get ready for the next days class
• Learn to use resources
• Explore subjects more fully
• Extend the learning
• Integrate students learning
• Teach independence and encourage self-discipline
• Communication

HSS 5
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
70
The BIG Question for the DayDoes Homework
Really Help?
Home Study Skills

• YES
• IF ASSIGNMENTS ARE
• meaningful
• completed successfully
• returned withconstructive comments from the
  teacher

HSS 6
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
71
Whats the RightAmount of Homework?
Home Study Skills
HSS 7
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
72
Home Study Skills
HSS 8
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
73
SELF-EVALUATION Helping Your Child with Homework
Home Study Skills
HSS 9
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
74
How Can I Show MyChild the Importance of
Education and Homework?
Home Study Skills

• Set a regular time for homework.
• Pick a place.
• Remove distractions.
• Provide supplies and resources.
• Set a good example.
• Be interested and interesting.

HSS 10
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
75
What is the Best Wayto Monitor Homework?
Home Study Skills

• Ask about the schools homework policy.
• Be available.
• Praise efforts.
• Review completed assignments.
• Monitor time spent viewing television and playing
  video games.

HSS 11
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
76
Home Study Skills
HSS 12
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
77
What Do Teachers Want? Think?(monitoring
homework)
Home Study Skills

• Asked to teachers
• Which role should parents play when it comes to
  the homework you typically assign the students in
  your classes?
• And as far as you can tell, which do most of your
  students parents typically do when it comes to
  their childrens homework?

HSS 13
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
78
What Do Teachers Want? Think?(monitoring
homework)
Home Study Skills
HSS 14
?Changing the Way We Do Business in the Village
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Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
79
How to Provide Guidance?
Home Study Skills

• Help the child get organized.
• Encourage good study habits.
• Talk about the assignment(s).
• Watch for frustration.
• Give praise.

HSS 15
?Changing the Way We Do Business in the Village
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Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
80
Which Quotation Applies to You?
Home Study Skills

1. Parkinson's Law states that work always expands
   to fill the time set aside for it.
2. We must use time as a tool, not as a couch.
3. Never before have we had so little time in which
   to do so much.
4. The Law of Trivialities states that wespend the
   greatest time on the least important events.

HSS 16
?Changing the Way We Do Business in the Village
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Achievement Closing Gaps PUBLIC SCHOOLS OF
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Department of Public Instruction
81
Time Management Football
Home Study Skills
HSS 17
?Changing the Way We Do Business in the Village
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Achievement Closing Gaps PUBLIC SCHOOLS OF
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Department of Public Instruction
82
Organization and Time Management Skills
Home Study Skills

• Write down assignments/activities.
• Prioritize.
• Create a schedule/calendar/plan.
• Follow the plan.
• Reward.
• Relax you are in control of your time.

HSS 18
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
83
Study Strategies
Home Study Skills

• Start early and study over several days.
• Study briefly but study hard.
• Note cards
• SQ3R method
• Make it meaningful.
• Dont forget the big picture.
• Study using your learning style.

HSS 19
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
84
What is Your Learning Style?
Home Study Skills
HSS 20
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
85
Study Strategies Basedon Your Learning Style
Home Study Skills

• Visual seeing
• Auditory hearing
• Expression reading and writing
• Kinesthetic doing

HSS 21
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
86
What Can Parents Do toMaximize Their Childs
Success at Home and at School?
Home Study Skills

• Convey their concerns to the teacher.
• Work with the teacher.

HSS 22
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
87
Trouble-Shooting Case Studies
Home Study Skills
HSS 23
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
88
Home Study Skills
HSS 24
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
89
Top HomeworkChallenges for Parents
Home Study Skills

• Child does not bring home the right materials
• Homework assignments are not written down
• Child does not understand
• Too much homework
• Homework leads to a struggle and therefore
  becomes stressful

HSS 25
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
90
You Can Make a Difference!
Home Study Skills
HSS 26
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
91
LanguageDevelopment
Section V
?Changing the Way We Do Business in theVillage
through Parent/Family Empowerment Raising
Achievement Closing Gaps Section PUBLIC
SCHOOLS OF NORTH CAROLINA State Board of
Education Department of Public Instruction
LD 1
92
Language Development
I wonder
When does a childdevelop language? Where do
theylearn language? How do theylearn
language? What is language? Is language
reallythat important for school success?
LD 2
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
93
Language Development
Objectives

• Recognize that language development is directly
  influenced by culture, experiences, and
  environment.
• Identify how individuals influence language
  development.
• Identify the registers of language and the
  impact they have on student achievement.
• Identify strategies parents, educators and parent
  groups can use to improve language development of
  children.

LD 3
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
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Department of Public Instruction
94
Language Development
VocabularyBrainstorming Activity
LD 4
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95
Language Development
Blueberry
LD 5
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96
Language Development
Atherosclerosis
LD 6
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97
Language Development
Eucharist
LD 7
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98
Language Development
Develop Extraordinary Language in Ordinary Ways
LD 8
?Changing the Way We Do Business in the Village
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Achievement Closing Gaps PUBLIC SCHOOLS OF
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Department of Public Instruction
99
Language Development
It is what you say andHow you say it
LD 9
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Achievement Closing Gaps PUBLIC SCHOOLS OF
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100
Language Development
Lets Practice!Change the simple commands in
column 1 into language rich commands that
express the what, why, and how.
BASIC COMMAND Use language that clearly states what you want them to do, a reason why they should to do it, and a suggestion as to how they can do it.
Put your toys away! Use your manners! Use your turn signals! or Be in by curfew! Use language that clearly states what you want them to do, a reason why they should to do it, and a suggestion as to how they can do it.
LD 10
?Changing the Way We Do Business in the Village
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Achievement Closing Gaps PUBLIC SCHOOLS OF
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Department of Public Instruction
101
Language Development

• Culture
• Parenting Styles
• Socio-Economic Background

LD 11
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Achievement Closing Gaps PUBLIC SCHOOLS OF
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Department of Public Instruction
102
Language Development

• Jennifer, please pick the dirty silver fork up
  off the floor and put it in the kitchen sink so I
  can wash it after supper.
• Pick that up!
• Im very disappointed and ashamed of your
  talking and playing during church services
  today.
• You better stop all that talking in church!

LD 12
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Achievement Closing Gaps PUBLIC SCHOOLS OF
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Department of Public Instruction
103
Words heard per hour
Language Development
Hart and Risley, American Educator 2003
LD 13
?Changing the Way We Do Business in the Village
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Achievement Closing Gaps PUBLIC SCHOOLS OF
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Department of Public Instruction
104
Parent Affirmations and ProhibitionsResearch
about language in children from ages 1 to 3 from
stable households by economic groups
Language Development
Hart Risley 2003
LD 14
?Changing the Way We Do Business in the Village
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Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
105
It is never too late to impactthe language
developmentof your child!
Language Development
LD 15
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
106
Language Development
Registers of Language

• Linguists identify features of register to
  include pronunciation, vocabulary and grammar.
• Register is the way that language varies basedon
  what the individual is doing. Such
  variationsmay be affected by
• What you are talking about
• To whom you are speaking
• Why you are talking
• What mode of communication you are using
  (e.g., written, spoken, or sign language) and
• Your attitude to the situation.

LD 16
?Changing the Way We Do Business in the Village
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Achievement Closing Gaps PUBLIC SCHOOLS OF
NORTH CAROLINA State Board of Education
Department of Public Instruction
107
Language Development
Registers of Language
REGISTER DEFINITION
Frozen Language that is always the same. For example Lords Prayer, wedding vows, etc.
Formal The standard sentence syntax and word choice of work and school. Has complete sentences and specific word choices.
Consultative Formal register when used in conversation. Discourse pattern not quite as direct as formal register.
Casual Language between friends and is characterized by a 400- to 800-word not specific. Conversation dependent upon non-verbal assists. Sentence syntax often incomplete.
Intimate Language between lovers or twins. Language of sexual harassment.
Chart from Ruby K. Paynes A Framework for
Understanding Poverty
LD 17
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108
Language Development
Pledge of Allegiance
I pledge allegiance to the flag of the United
States of America,and to the republic for which
it stands, one nation under God, indivisible,
with liberty and justice for all.
LD 18
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Achievement Closing Gaps PUBLIC SCHOOLS OF
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Department of Public Instruction
109
Language Development
Know the Difference!
LD 19
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Achievement Closing Gaps PUBLIC SCHOOLS OF
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Department of Public Instruction
110
Language Development
What did he say?What did he mean?
LD 20
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Achievement Closing Gaps PUBLIC SCHOOLS OF
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111
Language Development
NOW WHAT?
LD 21
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112
Language Development
Strategies
LD 22
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Language Development
TV time should be limited
Tips from www.kidshealth.org
LD 23
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114
Language Development
Speak to me in complete sentences.No Baby Talk!
LD 24
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Achievement Closing Gaps PUBLIC SCHOOLS OF
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115
Language Development
Read Daily to Your Child! Even if you dont know
English

• Read, speak, and sing to your
• child in your native language.
• Read bi-lingual books to help
• your childs vocabulary
• and listening skills, and
• increase your childs
• ability to use language.

?Source http//www.colorincolorado.org/families/h
ome
LD 25
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
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Department of Public Instruction
116
Language Development

• Three mothers in a research study on the effects
  of reading to children saw the following benefits
  after reading aloud to them
• - their childrens ability to learn letters and
  sounds increased,
• - vocabulary expansion, and
• - their children began pretending to read.
• Other mothers reported that their children
  developed longer attention spans, greater
  imagination, and the ability to predict upcoming
  events.

Research conducted by Connie R. Green Sharen
Halsall Head Start Families Sharing Literature,
Early ChildhoodResearch Practice Fall 2004
Vol 6 No 2
LD 26
?Changing the Way We Do Business in the Village
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117
Language Development
A book is a book, right?
LD 27
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Achievement Closing Gaps PUBLIC SCHOOLS OF
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118
Language Development
A book is a book, right? continued The following
examples demonstrate the difference between
language in pop culture books and noteworthy
books Pop Culture Book "Her wicked
stepmother and spoiled stepsisters made
Cinderella do all the chores, day and night"
(Findlay, 2004, unpaged). Noteworthy
Book/Language Rich "The girl had to do all the
unpleasant tasks about the house, scrubbing and
sweeping and keeping her stepsisters beautiful
rooms clean and neat, while she herself slept on
a wretched straw mattress in a little attic."
(Perrault, 1999, unpaged).
LD 28
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Language Development
Make Every Word Count
LD 29
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120
Reading Process
Language Development

• Choose a book of interest to the child.
• Pre-reading activities - Predict the story line
  based on the books cover - Take a picture
  walk - Begin with the title page

LD 30
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Language Development
During Reading

• Point to the words as you read
• Read a littlewonder a little
• Read with expression

LD 31
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After Reading
Language Development

• Retell the story (B, M, E).
• Ask questions at all levels of thinking.
• Question the characters emotions in the story.
• Solicit the childsopinions of book.

LD 32
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Language Development
Practice Makes Perfect!
LD 33
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124
Language Development
Build Vocabulary with Word Walls
LD 34
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through Parent/Family Empowerment Raising
Achievement Closing Gaps PUBLIC SCHOOLS OF
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Department of Public Instruction
125
Language Development
Graphic Organizers
LD 35
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Achievement Closing Gaps PUBLIC SCHOOLS OF
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126
Language Development
LD 36
?Changing the Way We Do Business in the Village
through Parent/Family Empowerment Raising
Ach