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Teaching Adults to Teach Children about Food Safety

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Teaching Adults to Teach Children about Food Safety Food Safety Professional Development for Early Childhood Educators Teaching Adults to Teach Children about Food ... – PowerPoint PPT presentation

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Title: Teaching Adults to Teach Children about Food Safety


1
Teaching Adults to Teach Children about Food
Safety
  • Food Safety Professional Development for
  • Early Childhood Educators

2
Teaching Adultsto Teach Children about Food
Safety
  • Goals
  • Introduce ideas to help you effectively
    communicate with others
  • Introduce you to some tips for dealing with
    culturally diverse audiences
  • Introduce several ways of promoting parental
    involvement
  • Introduce some things that could make your
    presentation/workshop completely ineffective
  • Give tips for effective workshops and
    presentations

3
How do adults learn?Three Powerful Principles of
Adult Learning
  • Adults bring a lot of experience with them to
    workshops, and therefore have something to
    contribute and something to lose.
  • Adults want workshops that focus on real-life
    here and now problems and tasks, rather than on
    academic situations.
  • Adults are accustomed to being active and
    self-directed.

4
Something to Learn and Something to Contribute
  • Every person learns at their own pace and in
    their own way.
  • Adults have a lot invested in their experience.
  • If adults are expected to change, it must be of
    their own volition. Workshop leaders cannot
    FORCE change.

5
Real-life, Here and Now Situations
  • Adults see learning as a means to an end, rather
    than as an end in itself.
  • Learning is voluntary. It must have personal
    meaning and it must be of direct and immediate
    value, or adults just wont be interested.

6
Active Self-Directed Learning
  • The best learning is based on experience.
  • Aim for a cooperative and collaborative process
    that supports participants sharing their
    experiences.

7
Matching Adult Teaching Strategies with Your
Audience(Know Your Audience)
  • Who are they?
  • Why should they listen to you?
  • Can they relate to you?
  • Are you adequately addressing cultural
    differences?

8
Analyzing Your Audience
  • Demographic information
  • Audience attitudes, values, and beliefs
  • What do they know and when did they know it?

9
Why should they listen to you?
  • Tell them what to expect
  • Highlight the benefits

10
Can your audience relate to you?
  • Create common ground
  • Localize and customize your remarks
  • Push their hot buttons

11
Speaking to Cross-Cultural Audiences
  • Do not fall for stereotypes
  • Do not assume your humor will work
  • Do project humility
  • Do not greet the audience in their language if
    you do not speak it

12
Creating Rapport
  • Acknowledge what the audience is feeling
  • Share something that helps the audience know you
  • Do not whine about your problems
  • Identify and address audience audience subgroups
  • Identify influential audience members
  • Express your feelings
  • Focus on their needs, not yours

13
Emphasizing the ImportanceOf Food Safety Content
  • Why should I listen to you?
  • How does this relate to me?
  • What is my benefit from listening?
  • How does this apply to my current circumstances?

14
Identifying Developmentally Appropriate
Information Childrens Knowledge Base
  • What do they know and
  • how can we build on that?

15
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16
Communication Process
  • Verbal and nonverbal messages
  • Reactions to role
  • Emotional responses
  • Personal factors

17
Communication Leads to Involvement(Six Levels)
  • Parenting
  • Communicating
  • Volunteering
  • Learning at home
  • Decision making
  • Collaborating with community

18
Family-Friendly Schools
  • Welcome parents visually and emotionally
  • Accommodate diverse family situations
  • Make it easy to get involved
  • Demonstrate that parental opinions and
    involvement are important
  • Create spaces for parents
  • Provide assistance and resources

19
Effective Communication Methods
  • Telephone calls
  • Written communications
  • Communicating through technology
  • Visual communication
  • Home visits
  • Parent meetings
  • Parent-teacher conferences

20
Factors Influencing Quality Involvement
  • Written policies
  • Administrative support
  • Training
  • Partnership approach
  • Networking
  • Evaluation

21
Benefits of Teacher-Parent Partnerships for
Children, Parents and Teachers
22
Benefits for Children
  • Security
  • Self-worth
  • Guide and nurture a childs development
    knowledgeably
  • Gain academic skills and verbal intelligence

23
Benefits for Parents
  • Support
  • Gained knowledge and skill
  • Parental self-esteem

24
Benefits for Teachers
  • Increased knowledge (get history of children)
  • Self confidence
  • Parental resource to supplement and reinforce
    their efforts in providing an enlarge world of
    learning

25
Barriers to Teacher-Parent Partnerships
26
Barrier Caused by Human Nature
  • Fear of criticism
  • Fear hidden behind a professional mask
  • Parent reactions
  • Fear of failure
  • Fear of difference

27
External Barriers
  • Time
  • Busy-ness
  • Old ideas of parent involvement
  • Administrative policies
  • Personal problems

28
The barriers can be broken by a bit more
relaxation, a bit more empathy, a bit more
recognition of the many complex factor that shape
life for all of us
29
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30
Tips for Effective Workshops(Eight Steps to
Effective Training Events)
31
Tips for Effective Workshops(Eight Steps to
Effective Training Events)
  • Step 5. Develop instructional activities
  • Step 6. Prepare the written training design
  • Step 7. Prepare participant evaluation form(s)
  • Step 8. Determine follow-up activities for the
    event

32
Critical RequirementsFor In-Service Training
  • New skills and knowledge must be presented to
    improve the employees usefulness in their
    assigned job
  • Training activities must develop employee
    understanding of their assigned job and the
    responsibilities incumbent upon them
  • Information must be available and skills must be
    present to enable the employee to review, update,
    and upgrade their knowledge necessary for his
    assigned job

33
Critical RequirementsFor In-Service Training
  • Training activities are immediately applicable to
    the job assignment
  • Training is provided for promotion to greater
    responsibility
  • Training and activities provide an opportunity to
    broaden general work knowledge

34
What Have We Learned?
  • How to identify with your audience
  • How to create a relationship with your audience
  • How to promote parental involvement
  • How barriers will impede your success
  • How to plan an effective workshop
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