Do you agree that every event has an explanatory cause?

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Assignment Details

For this Discussion Board, you will write a dialogue between yourself and an imaginary Socrates. You will debate the question of free will versus determinism. Remember that the Socratic Method involves asking a series of questions to clarify key words and ideas. In your dialogue, the imaginary Socrates should be asking clarifying questions, and you will be answering them. Please refer to the excerpt from Plato’s Meno as an example (below) to model your dialogue. This post should be 3–4 paragraphs.

Your post should be a dialogue, which addresses the following questions, using the Socratic Method:

  • What is the definition of determinism?
  • What is the definition of free will?
  • Do you agree that every event has an explanatory cause?
  • How do you define event?
  • How do you define explanatory cause?
  • Do you agree that every human choice or event has an explanatory cause?
  • How do you define human choice? How do you define human event? Are they different?
  • Do you agree that to have an explanatory cause is to not be free?
  • How do you define free?
  • Do you think that free will and determinism can coexist in any way?
  • Is it possible to have external determinism and internal free will?

To have cohesion and reach solid conclusions, your imaginary Socrates will probably ask you more questions than the ones listed above. Be sure to include all of the above ideas in your dialogue.

Review Checklist before submitting post:

Your dialogue should also include all of the following:

  • Use the Socratic Method to form all conclusions (this will be achieved by the question and answer dialogue between you and the imaginary Socrates).
  • Clear and concise language, using proper spelling, grammar, and punctuation
  • Correct definitions of free will and determinism
  • Logical explanations and valid reasoning for each conclusion
  • Clear answers to each question with a definite stance or position
  • You must reach a conclusive answer to each question

Example:

  • Click here to read and excerpt from Plato’s Meno (Soccio, 1995).

Analysis The Plans.

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Johnson City Schools

 

Technology Plan 2011 – 2014

 

February 2011

 

 

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Mission Statement The Technology Committee will encourage the schools in the Johnson City School System to use technology as a tool to achieve excellence in learning. Needs Assessment Assessments of needs are conducted as technology staff is on-site at schools. Recommendations are made to principals and to the technology coordinator. The TESS survey results will also be used as an assessment tool to determine focus areas.

Stakeholder Involvement in Planning The current Technology Committee consists of: Melony Surrett, Technology Coordinator

Dr. Robbie Anderson, Dir. Instruction/Accountability Dr. Janie Snyder, Dir. Secondary/Student Services Dr. Ginger Woods, Special Education Supervisor Dr. Deborah Bentley, Dir Communications

Chris Cox, System Administrator Keith Jennings, System Administrator Aaron Gregg, System Administrator Bob Fletcher, System Technician

Carolyn Wylie, System Information Specialist Carleton Lyon, System Technology Coach

Becky Reynolds, Technology Assistant – Fairmont Elementary Julia Swanson, Technology Assistant – Lake Ridge Elementary Steve Barnett, Principal – Towne Acres Elementary Dr. Roger Walk, Principal – Mountain View Elementary Mary Hollyfield, Media Specialist – South Side Elementary Catherine Edwards, Assistant Principal – Science Hill High School Nelson Arblaster, Teacher – Indian Trail Middle School Sarah Crow, Teacher – Science Hill High School Timeline The Technology Committee will work diligently to ensure goals are met by the end of the 2013–2014 school year. The needs assessment will be conducted annually and consultations conducted as needs arise. Responsibility Parties The Technology Committee includes representatives from each school in the district. The committee, in conjunction with administrators at each school, will be responsible for the implementation of the vision and goals. The Technology Department, including the Technology Coordinator and system technology staff, will be responsible for maintaining network connectivity and ensuring that all hardware and software purchases are compatible with current systems. The Technology Coordinator and Technology Coach

 

 

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are responsible for coordinating staff development opportunities. The School Board will be responsible for funding. Vision The vision of the Johnson City Schools Technology Department is to support Johnson City Schools’ mission to enable all students to achieve excellence in learning, to accept social responsibility, and to develop self-worth. The Technology Department will support this mission by promoting the integration of technology to improve student learning and improving communication among all stakeholders, The Technology Committee through the district and school-based technology staff will strive to maintain the highest level of access and technical support. Goals and Objectives I. Provide adequate technology support:

A. Support the hiring of one assistant position per school as a technology assistant dedicated to tech support with additional positions as needed.

B. Provide additional training for current and newly hired technology staff as new technologies are made available.

C. Hire additional system-wide technical support staff due to increasing technology purchases, uses and demands in curriculum as well as increasing support areas such as CCTV and access control.

D. Hire additional technology coaching staff as funding is available designating one technology coach (either full-time or part-time) per school to complement the system-wide technology coach.

II. Continue to update/upgrade the network infrastructure to support emerging/new technologies as well as new applications and provide classrooms with current hardware and software with a hardware replacement plan.

A. Pursue funding avenues to install wireless networks with mobile labs in every school in the Johnson City Schools.

B. Continue to upgrade and improve local LAN requirements (i.e. cabling, WAN and egress requirements and networking equipment) to support new online requirements for testing and assessments as well as VoIP and distance learning installations and requirements.

C. Build in redundancy and backup power sources to ensure network connectivity and power at points of failure. Pursue installation of a generator at the NOC (Network Operations Center) to ensure critical applications are running.

D. Implement a disaster recovery solution for all critical applications and data. E. Implement a server virtualization solution for maximum equipment and

funding utilization as well as minimizing energy consumption. F. Provide teachers and students with centralized data storage locations. G. Continue to seek funding through federal and state grants and Board of

Education funding support.

 

 

 

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III. Implement additional communication efforts between technology staff and school personnel.

A. Continue to enhance the system wide tech request form currently available to report needed repairs, replacements, problems and any other request for tech support

B. The Technology Coordinator will be available to accept emergency requests and coordinate efforts to meet these needs.

C. A quarterly technology meeting will be held to discuss issues, share computer/equipment related issues and solutions to allow all to learn from others. Discussion should also communicate system goals and immediate concerns. All technology staff and school technology assistants should be present for these meetings.

D. Encourage the use of Sharepoint as a means of communication, discussions and solutions and sharing.

IV. Continue to provide distance learning/video conferencing capabilities

A. Enhance the capability of providing video conferencing capabilities for administration and staff.

B. Provide/receive distance learning classes for high school and college credit as well as virtual fieldtrip opportunities and homebound usage.

C. Seek funding through grant applications.

V. Continue to support and provide presentation/interactive classroom technology in each classroom of the Johnson City Schools.

A. Encourage visionary ideas in using technology in the classroom B. Utilize system-level technology coach to conduct on-site training to assist

teachers with integrating technology into the curriculum and encourage building level staff to provide peer support and use of the train the trainer model.

C. Provide access to technology to enable students to be college and career ready.

D. Support equity among schools in the provision of technology. E. Support ISTE standards adopted by the state of Tennessee for students,

teachers and administrators. F. Encourage administration to ensure every staff member uses a form of

technology for data analysis, assessments, curriculum development and information management.

G. Pursue the use of e-books as a teaching/learning tool.

H. The staff will encourage and support the use of assistive technologies in the special education areas.

Collaboration Among Educators The Technology Committee will continue to meet, discuss and refine the elements of the system-wide technology plan. We will strive to keep everyone updated with the most current information through regular meetings of the technology staff with on-site technology assistants, Sharepoint and email.

 

 

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Staff development opportunities will be available throughout the year led by the system- wide technology coach and teachers with specific application experience. These opportunities will be based on interest and new technologies available as well as new online applications.

Media specialists are an integral part of the committee and are involved in the planning and implementation of instructional media and technology at each school. Efforts will be made to further the initiative of parents as educators using online curriculum, online student report cards, online academic calendars, and online homework assignments and/or submittal. A Family Depot is available with information available to parents dealing with technology and safety issues confronting children. Parents will also be kept informed through teacher and school newsletters, updated school and system web sites, email, and parent teacher conferences. Passport to Gradebook, which keeps parents and students informed of students grades and absences will be expanded to include all schools and grade levels. The Johnson City Schools uses software applications to assist adults in literacy and GED preparation. The Adult Education Department offers adult literacy classes using software applications such as Contemporary Literacy developed specifically for teaching literacy. An ESL lab is available for teaching English using applications such as Rosetta Stone. GED preparation classes are also offered as a part of this program. Plans are in the process for purchasing more computer systems and Pre GED and GED software to provide a lab for on-line GED testing. Johnson City School’s staff also collaborates with other school systems via email, professional organizations and peer group meetings. Collaboration with Community Partners The Johnson City Schools will continue to pursue the following partnerships in an effort to provide current technological resources to our schools, teachers and students.

 East Tennessee State University (through grant monies) has partnered with our system to develop an elementary school of math, science, and technology.

 East Tennessee State University and Eastman Credit Union have donated

computers to schools in the system in the past and will continue to do so as these systems are available.

 Parent Teacher Associations (PTA) at all elementary schools as well as the

middle school support the acquisition of educational technology each year

 Administrators from the school district have participated in the TETA sponsored Administrator’s Technology Academy to learn about new technologies and how other districts in the state use specific technologies.

 The district will continue to use technology as a means of communication with parents, students and the community. The use of the district and school web

 

 

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sites, email, published newsletters, and an instant notification systems are examples of means of communication to all stakeholders.

 The technology staff works with Head Start, Family Resource Center and Adult Education to assist in obtaining and maintaining their hardware/software resources.

 The technology staff continues to provide assistance to Human Resources in the administration of the federally required Para-Pro online test.

Partnerships are not limited to the above and in addition, the committee will continue to promote and encourage active partnerships between schools, businesses, homes and the community at large. Curricula and Teaching that Integrate Technology Johnson City Schools will identify and promote curricula and teaching strategies that effectively integrate technology into the classroom. The use of Web 2.0 tools such as blogs, wikis, and social networking tools will be utilized to increase engagement and learning opportunities for students and increase communication among all stakeholders. To that end, a technology-rich learning environment will be visible within each school with students at each grade level meeting the minimum required skills as outlined in the state curriculum. The Tennessee Curriculum Standards will be the foundation for the implementation of technology into the classroom. These standards are available online and accessible to every teacher at (http://tennessee.gov/education/ci/computer/.) In addition to higher order thinking sills, complex problem solving, and cognitive research, technology curriculum will provide students hands-on experiences with application software. Staff is encouraged to increase the utilization of teacher web pages for home/school communication. Teachers are encouraged to include multi-media tools enabling the engagement of students to become active and experimental learners. Moreover, instructional software and technology will be integrated as an element in curriculum planning and instruction. Educators will use TCAP data to assess student achievement and use software that promotes improved student performance. Johnson City Schools will use the state data warehouse as well as expand the use of Pearson Inform to include all grades, for compiling student/teacher information to gage progress in student achievement. State goals for academic success (as reported on the state issued report card) will determine appropriate levels of acceptable student performance. Each school’s School Improvement Plan (SIP) will identify instructional software and other technology resources as strategies to improve targeted learning goals. Based upon relevant research, software that enhances existing state curricula and promotes advanced thinking skills will be identified for purchase and implementation as funding is available. Subject area software should also be referenced in curriculum maps and utilized by the appropriate staff. In addition, coursework will be enhanced through active student use of technological resources such as the Internet. Title II D and budgeted technology funds will be used to purchase online curricula and subject area software applications and to provide staff development for implementing technology integration in the classroom.

 

 

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Increasing Accessibility

The Johnson City School System will provide adequate and convenient network/Internet connectivity for all students, teachers, staff, and administrators. This will be accomplished in the following ways:

 Ensuring that every workspace (classroom, office, etc.) has an adequate number of network jacks so that physically connecting a computer to the local area network is not cumbersome.

 Providing alternate means of accessing the Internet (dial-up, wireless, etc.) to all teachers and students when structural and environment constraints do not allow access to the Johnson City Schools’ local area network.

 Implementing wireless networking solutions in terms of replacing currently hard- wired local area networks and the creation of mobile computing labs.

 Expanding access to curriculum and other Johnson City Schools’ technology resources to the Internet so that administrators, teachers, parents, and students may use these resources from distant locations.

Along with increased accessibility comes increased liability. Johnson City Schools will ensure that all CIPA (Children’s Internet Protection Act) regulations are met in two ways. First, ENA (Education Networks of America) is the system’s Internet Service Provider and follows all CIPA regulations dealing with internet content for children with content filtering software. Secondly, the Johnson City Schools uses an additional internet content filtering application to ensure complete compliance with CIPA regulations. The districts content filter applications also includes a network management tool as well as an email archiving tool to comply with federal laws of discovery. High speed Internet access will be provided to teachers and students through discounts made available through the Schools & Libraries Division E-Rate program. Title II D funds will also be used to provide needed hardware in high poverty schools including our five Title I schools. These funds will also be utilized to support learning needs as identified in School Improvement Plans. In addition, schools targeted for improvement will receive Title II D and other available funds to support their improvement plan. Equity Equity among schools will be a top priority in the Johnson City School System. When available, budgeted technology funds are allocated to the schools based on a formula using ADA (average daily attendance) as a factor. For schools receiving Title I monies, a portion of these funds may also be available to provide hardware and curriculum based software. Currently, high-speed Internet access is available in all schools. All schools have at least a 1GB connection to the egress point, with a 50 MB metro- ethernet egress connection to the Internet. Bandwidth utilization is monitored frequently

 

 

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to ensure adequate connection speeds are available. The Johnson City Board of Education has adopted a policy dealing with the comparability of services as stated in Policy 2.300. Professional Development

In order to provide adequate training to allow teachers to incorporate and use technology skills in the classroom, the Johnson City Schools with focus on:

 Provide opportunities for training outside the school system.  Provide quality and relevant professional development opportunities throughout

the year.  Continue to seek funding sources for staff development through grant program.  Develop, coordinate and conduct staff development to ensure all teachers are

familiar with state standards on their grade level.  Provide technical assistance to staff as they explore and implement new and

innovative teaching strategies.  Seek funding to hire additional technology coaches  Ensure current technology coach is available to aid teachers in the integration of

technology in the classroom, including conducting one-on-one training, team teaching, and the use of Web 2.0 tools

 In addition, Johnson City Schools will continue to look for professional development opportunities to enhance the use of technology in the classroom. Title II Part D formula funds will be used as a source of funding for this purpose and for stipends for in-house trainers and to provide substitutes to enable certified staff to attend training opportunities. Interoperability The Technology Committee of the Johnson City Schools has established a PC platform as the standard platform for the Johnson City School system. Minimum specifications for new equipment purchases have been established and will be reviewed semi- annually by the technology department to ensure current technology is being utilized. Minimum specifications for donated equipment have been established as well. These specifications will be reviewed on a semi-annual basis to ensure equipment will meet current needs. The Technology Coordinator must approve all new equipment purchases and donations. Software purchases must be reviewed by the technology department to ensure compatibility with hardware in place or anticipated new purchases. All networking hardware and software purchased by Johnson City Schools must be Microsoft compliant and PC compatible.

 Domain Name Service (DNS) and Dynamic Host Configuration Protocol (DHCP) are provided via Microsoft Windows servers. DNS files are maintained within the district. DNS files from our Internet provider are used as a backup DNS.

 

 

 

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 Microsoft Exchange Server is the district’s current email software and provides email and calendaring services in additional SMTP gateway services. All staff are provided with an email account for professional communications. The district currently maintains over 1000 email accounts.

 All schools as well as Resource Central located at the Central Office are

provided with a library cataloging software application.

 Network printing services are provided at all locations via TCP/IP protocol. All networked computers have access to printing.

 With the emergence of cloud computing, thin clients and virtual desktops, we will continue to explore ways to deliver content in the most efficient manner to all users.

 The school system will also explore implementing SIF compliancy for all software packages used in the Johnson City School System to eliminate double entry of information and to ensure data integrity of students and employees.

Leadership The Technology Committee works to develop appropriate technology goals and to identify specific needs and implementation processes. The Technology Coordinator working with building level administration and designated technology assistants will plan purchases and installation of hardware and software. The Technology Coordinator and district technology staff regularly visit classrooms and work closely to identify problems and needs. The Director of Schools, Technology Coordinator along with other administrative personnel meet regularly to discuss needs within the school system related to technology. Review of Policies and Procedures The Johnson City Board of Education has adopted, in its Policy Manual, the following policies relating to use of the Internet and web pages in the Johnson City Schools: Policy 4.406 Use of the Internet Policy 4.407 Web Pages The Johnson City schools also follows the federal guidelines for Internet safety for children as outlined in the CIPA act. An Internet filtering system is in place by the ISP for the school system along with an Internet filtering system supported by the school system. A Technology Acceptable Usage Agreement has been developed for students and employees. This policy is reviewed annually and must be signed by each student and employee annually for compliance. Evaluation

 

 

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The Tennessee STaR Chart included in the annual TESS survey and the annual system report card will be used as tools to evaluate the progress of technology in the Johnson City School System. District administration staff conducts frequent site visits, analyzes test data, and reviews school improvement plans as an additional means of evaluation. Ongoing Infrastructure Improvements The Johnson City Schools technology plan is intended to integrate technology in the infrastructure and classrooms of the school system. With rapidly changing technology, the Johnson City Schools will make every attempt to update/upgrade infrastructure technology as new technologies are introduced and as funds are available and new funding sources are identified. These updates/upgrades may include but are not limited to: network hardware and software upgrades, installation of wireless technology, VoIP technology and cabling needs as required to ensure network reliability. When and where it is not feasible to provide telephone systems with VoIP capabilities, alternatives will be explored. This may include basic telephone services including voice mail provided by centrex services.

 

  • Cover
  • Tech_Plan_2011-2014.pdf

Education Curriculm Discussion

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Initial Post: After reading Chapter 3 of your text, the Tips for Developing Positive Teacher Student Relationships article, and the Reciprocal Relationships article

  • Discuss one or more strategies you will use to gather information on your students in an effort to get to know them and their family (interest inventory, home visit, etc.). Include the benefits of the strategy and use a specific example of how you plan to implement it in your classroom.
  • Reflect on the reading, “Tips for Developing Positive Teacher Student Relationships.” Discuss two approaches you will use to build trust with each of your students and why you believe these approaches will be effective.
  • Reflect on the reading, “Reciprocal Relationships.” Discuss two approaches you will use to build trust with families and why you believe these approaches will be effective.
  • Discuss one or more strategies you can use to prepare your classroom to represent the students, such as through a family bulletin board or a community college. Support your strategies with the text and at least one scholarly resource.Discussion 1

    An important step in preparing our classrooms and curriculum is getting to know our students as individuals and building a relationship that is reciprocal and characterized by trust. Jaruszewicz (2013) discusses the importance of building individual connections, stating that

    Building trust requires connecting with each child on a personal level, so that they know you care about them and what happens to them, are curious about what they think, and firm with them when they need guidance. These things give children the emotional security they need to share with you their impressions, confidences, questions, and fears—information you can use to develop, adapt, and personalize whatever curriculum you use to best represent what your children know and do. (Jaruszewicz, 2013, section 3.3, para. 32)

    Notice how Jaruszewicz emphasizes that knowing the students as individuals allows for designing individualized curriculum which is more aligned with their needs. In this discussion, we explore the importance of building trust with students to gain insights into how to best meet their needs in an education environment. Initial Post: After reading Chapter 3 of your text, the  Tips for Developing Positive Teacher Student Relationships  article, and the  Reciprocal Relationships  article

    · Discuss one or more strategies you will use to gather information on your students in an effort to get to know them and their family (interest inventory, home visit, etc.). Include the benefits of the strategy and use a specific example of how you plan to implement it in your classroom.

    · Reflect on the reading, “ Tips for Developing Positive Teacher Student Relationships .” Discuss two approaches you will use to build trust with each of your students and why you believe these approaches will be effective.

    · Reflect on the reading, “ Reciprocal Relationships .” Discuss two approaches you will use to build trust with families and why you believe these approaches will be effective.

    · Discuss one or more strategies you can use to prepare your classroom to represent the students, such as through a family bulletin board or a community college. Support your strategies with the text and at least one scholarly resource.

     

     

    The best teachers are capable of maximizing the learning potential of every  student  in their class. They understand that the key to unlocking student potential is by developing positive, respectful relationships with their students beginning on the first day of the school year. Building a trusting relationship with your students can be both challenging and time consuming.  Great teachers  become masters at it in time. They will tell you that developing solid relationships with your students is paramount in fostering  academic success .

    It is essential that you earn your students’ trust early on in the year. A trusting classroom with mutual respect is a thriving classroom complete with active, engaging learning opportunities. Some teachers are more natural at building and sustaining positive relationships with their students than others. However, most teachers can overcome a deficiency in this area by implementing a few simple strategies into their classroom on a daily basis.

    · Provide Structure – Most kids respond positively to having  structure in their classroom . It makes them feel safe and leads to increased learning. Teachers who lack structure not only lose valuable instructional time but often never gain the respect of their students. It is essential that teachers set the tone early by establishing clear expectations and practicing class procedures. It is equally critical that students see that you follow through when boundaries are overstepped. Finally, a structured classroom is one with minimal downtime. Each day should be loaded with engaging learning activities with little to no downtime.

    · Teach with Enthusiasm and Passion – Students will respond positively when a teacher is enthusiastic and passionate about the content they are teaching. Excitement is contagious! When a teacher introduces new content enthusiastically, students will buy in. They will get just as excited as the teacher, thus translating to increased learning. Exuberance will rub off on the students in your classroom when you are passionate about the content you teach. If you are not excited, why should your students be excited?

    · Have a Positive Attitude – Everyone has terrible days including teachers. We all go through personal trials that can be difficult to handle. It is essential that your personal issues do not interfere with your ability to teach. Teachers should approach their class each day with a positive attitude. Positivity is transcending. If the teacher is positive, the students will generally be positive. Who likes to be around someone that is always negative? Students will in time have resentment for a teacher who is always negative. However, they will run through a wall for a teacher is positive and continuously offering praise.

    · Incorporate Humor into Lessons – Teaching and learning should not be boring. Most people love to laugh. Teachers should incorporate humor into their daily lessons. This may be sharing an appropriate joke related to the content you will be teaching that day. It may be getting into character and donning a silly costume for a lesson. It may be laughing at yourself when you make a silly mistake. Humor comes in several forms and students will respond to it. They will enjoy coming to your class because they love to laugh and learn.

    · Make Learning Fun  – Learning should be fun and exciting. Nobody wants to spend time in a classroom where lecturing and note-taking are the norms. Students love creative, engaging lessons that grab their attention and allow them to take ownership in the learning process. Students enjoy hands-on,  kinesthetic learning  activities where they can learn by doing. They are enthusiastic about technology-based lessons that are both active and visual. Students love teachers who incorporate creative, fun, engaging activities into their daily classroom.

    · Use Student Interests to Your Advantage – Every student has a passion for something. Teachers should use these interests and passions to their advantage by incorporating them into their lessons.  Student surveys  are a fantastic way to measure these interests. Once you know what your class is interested in, you have to find creative ways to integrate them into your lessons. Teachers who take the time to do this will see increased participation, higher involvement, and an overall increase in learning. Students will appreciate the extra effort you have made to include their interest in the learning process.

    · Incorporate Story Telling into Lessons – Everyone loves a compelling story. Stories allow students to make real-life connections to the concepts that you are learning. Telling stories to introduce or reinforce concepts bring those concepts to life. It takes the monotony out of  learning rote facts . It keeps students interested in learning. It is especially powerful when you can tell a personal story related to a concept being taught. A good story will allow students to make connections that they may not have made otherwise.

    · Show an Interest in Their Lives Outside of School – It is necessary to understand that your students have lives away from your classroom. Talk to them about their interests and extracurricular activities  that they participate in. Take an interest in their interests even if you do not share the same passion. Attend a few ball games or extracurricular activities to show your support. Encourage your students to take their passions and interests and to turn them into a career. Finally, be considerate when  assigning homework . Think about the extra-curricular activities occurring on that particular day and try not to overburden your students.

    · Treat Them With Respect – Your students will never respect you if you do not respect them. You should never yell, use sarcasm, single a student out, or attempt to embarrass them. Those things will lead to a loss of respect from the entire class. Teachers should handle situations professionally. You should deal with problems individually, in a respectful, yet direct and authoritative manner. Teachers must treat each student the same. You cannot play favorites. The same set of rules must apply to all students. It is also vital that a teacher is fair and consistent when dealing with students.

    · Go the Extra Mile – Some students need teachers who will go that extra mile to ensure that they are successful. Some teachers provide extra tutoring on their own time before and/or after school for  struggling students . They put together extra work packets,  communicate with parents  more frequently, and take a genuine interest in the well-being of the student. Going the extra mile may mean donating clothing, shoes, food, or other household goods that a family needs to survive. It may be continuing to work with a student even after they are no longer in your classroom. It is about recognizing and assisting in meeting student needs inside and outside of the classroom.

     

     

    Home  > Reciprocal Relationships

    Reciprocal Relationships

     

    Principles of Effective Practice  
    https://www.naeyc.org/files/naeyc/EDF_PrincipleEffectivePractices_1.jpg

    Principle 3: Programs and teachers engage families in ways that are truly reciprocal

    What it means : Teachers seek information about children’s lives, families, and communities and integrate this information into their curriculum and instructional practices. Programs help families share their unique knowledge and skills and encourage active participation in the life of the school.

    Programs that effectively engage families invite them to apply their knowledge and skills to classroom projects and school-wide events. Two of the 15 recognized programs are parent co-ops (Rainbow School and Sunnyside Child Care Center at Smith) in which families are truly essential to program operation. However, every participating program has created a culture in which families regularly share their talents. They use methods such as the following.

    Gathering Information. Programs actively seek information about the families they serve to build relationships with and among families. At enrollment or when entering a new classroom, parents complete getting-to-know-you forms and/or inventories of their skills, interests, and talents. Staff members then use this information about the children’s lives, families, and communities to enhance the curriculum and to identify opportunities for parent participation.

    Other ways to get to know families include

    · publishing a family directory at the beginning of the year to help families learn one another’s names and to encourage parents to connect with each other outside of school for play dates and birthday parties.

    · implementing classroom switch days. According to Jim Clay, director of  School for Friends , “Teachers find these days so valuable to get to know the children in another classroom, exchange ideas with other teachers, and visit with children they have taught in the past or with children they will teach in the future.” Teachers also get to know other families or see familiar families again during drop-off and pickup times.

    Providing Information. Offering a list of tasks, ideas, and opportunities is another way to guide and encourage families to participate in the program. Thoughtful staff efforts ensure that family skills and talents are well matched with the program’s needs. For example, when it is time to plant a garden, a program can call on parents with knowledge about plants.

    Programs can also build relationships by sharing information about staff with families. Some ways programs accomplish this include

    · posting staff photographs and brief biographies on websites or bulletin boards

    · providing staff updates (new hires, departures, marriages, births, degrees obtained, trainings attended, vacation dates, substitutes, and so forth) in newsletters

    All of this information supports an active and engaging program that includes structured and unstructured, formal and informal participation in the curriculum and social events.

    Structured Family Participation. Some programs invite families to share their culture, skills, and talents through more structured events. The Family of the Week activity at  School for Friends integrates information about families’ lives and communities into the classroom schedule and environment (for example, through books, toys, and dramatic play). Grandparent/Grandfriend Day at Montgomery County Community College Children’s Center  and Grandfolks’ and Special Friends’ Day at  The Family Schools strengthen connections between generations as well as between the families and program. Grandparents sometimes plan their schedules so they can attend these special days. It’s important to note that some programs and families prefer structured activities, while others are more comfortable with informal and social activities.

    Social Events. Each program hosts a variety of events to bring families together including

    · regular potluck meals

    · sing-alongs

    · festivals and celebrations, often incorporating families’ cultural heritage

    · family fun nights

    · parent coffees

    · Week of the Young Child™ events

    · community days/open houses

    It is more important for programs to provide activities for families than to fret over what those activities should be. Given a variety of opportunities—formal and informal, curriculum related or purely social—families are likely to participate. As Diane Bellem, vice president of the Georgia Training Institute, which is part of  Sheltering Arms , explains, “By having a number of activities, both simple and elaborate, parents have multiple opportunities to contribute.”

     

     

    Developed for NAEYC’s Engaging Diverse Families Project through a generous grant from the Picower Foundation. © National Association for the Education of Young Children.

Regarding Analysis On Mind Of The Maker Book

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Read _The Mind of the Maker_ …

Thoroughly read the text The Mind of the Maker. Create a document which summarizes Sayers’ claims regarding the “creative mind.”

· One of Sayers’ analogies was illustrating the creative process in the context of a writer. In your own words summarize and explain her analogy.

·  Two important chapters of The Mind of the Maker are included here online. You will likely be able to answer the question based upon these two chapters. I’m hoping that you’ll find her information so interesting that you’ll be motivated to purchase the book for yourself.

You’ll find a preview of her book on Google books here: http://books.google.com/books?id=xGS0ur5e-vEC

· Maximum length of document: 4 pages.

· Suggested length of document: 3 pages.

Be sure to carefully proof-read your document to ensure it is well-written and understandable.

Note:

1. Follow APA format, cite references & document should be plagiarism free.

2. Please use only single line spacing.

 

Read

 

_The

 

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of

 

the

 

Maker_

 

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Thoroughly

 

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the

 

text

 

The

 

Mind

 

of

 

the

 

Maker

.

 

Create

 

a

 

document

 

which

 

summarizes

 

Sayers’

 

claims

 

regarding

 

the

 

“creative

 

mind.

”

 

·

 

One

 

of

 

Sayers’

 

analogies

 

was

 

illustrating

 

the

 

creative

 

process

 

in

 

the

 

context

 

of

 

a

 

writer.

 

In

 

your

 

own

 

words

 

summarize

 

and

 

explain

 

her

 

analogy

.

 

·

 

 

Two

 

important

 

chapters

 

of

 

The

 

Mind

 

of

 

the

 

Maker

 

are

 

included

 

here

 

onlin

e

.

 

You

 

will

 

likely

 

be

 

able

 

to

 

answer

 

the

 

question

 

based

 

upon

 

these

 

two

 

chapters.

 

I’m

 

hoping

 

that

 

you’ll

 

find

 

her

 

information

 

so

 

interesting

 

that

 

you’ll

 

be

 

motivated

 

to

 

purchase

 

the

 

book

 

for

 

yourself

.

 

 

You’ll

 

find

 

a

 

preview

 

of

 

her

 

book

 

on

 

Google

 

books

 

here:

 

htt

p

://books

.

googl

e

.com/books?id

=

xG

S

0

u

r

5e

–

vE

C

 

ü

 

Maximum

 

length

 

of

 

document:

 

4

 

pages

.

 

ü

 

Suggested

 

length

 

of

 

document:

 

3

 

pages

.

 

Be

 

sure

 

to

 

carefully

 

proof

–

read

 

your

 

document

 

to

 

ensure

 

it

 

is

 

well

–

written

 

and

 

understandable.

 

 

Note:

 

 

1.

 

F

ollow

 

APA

 

format

,

 

cite

 

references

 

&

 

doc

ument

 

should

 

be

 

plagiarism

 

free.

 

2.

 

Please

 

u

se

 

only

 

single

 

line

 

spacing.

 

 

Read _The Mind of the Maker_ …

Thoroughly read the text The Mind of the Maker. Create a document which

summarizes Sayers’ claims regarding the “creative mind.”

 One of Sayers’ analogies was illustrating the creative process in the context of

a writer. In your own words summarize and explain her analogy.

 Two important chapters of The Mind of the Maker are included here online.

You will likely be able to answer the question based upon these two chapters.

I’m hoping that you’ll find her information so interesting that you’ll be

motivated to purchase the book for yourself.

You’ll find a preview of her book on Google books

here: http://books.google.com/books?id=xGS0ur5e-vEC

 Maximum length of document: 4 pages.

 Suggested length of document: 3 pages.

Be sure to carefully proof-read your document to ensure it is well-written and

understandable.

Note:

1. Follow APA format, cite references & document should be plagiarism free.

2. Please use only single line spacing.