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Guest Post by:

 Peg Grafwallner, Instructional Coach/Reading Specialist, Ronald Reagan IB High School, Erica Breitbarth, Music Teacher, Ronald Reagan IB High School

One of my favorite ways to spend the first block is to observe a music class. I am an
Instructional Coach and Reading Specialist at a large, urban high school. I collaborate with dozens of teachers by supporting them in embedding literacy into their classroom teaching with disrupting their learning objectives. This particular morning I observed Ms. B’s Beginning Chorus class. As students practiced their scales, Ms. B played the piano and offered instructions. She encouraged students to use Curwen hand signals to align to the notes. These hand signals offer a kinesthetic connection to the notes giving students the chance to, according to Ms. B, “visually and spatially represent the sound they are producing.”

As students were practicing their scales, I noticed explicit similarities between reading and music; and most notably, reading in music. Ms. B. prefaced the lesson’s song by offering background on the composer and the arranger. Frequently, the background of an artist can be directly related to the piece they create. Therefore, that background is often analyzed to make meaning from the piece. Likewise, when I introduce a short story, I always share with students the background of the author. Often, the author’s interesting life experiences is a hook to get students interested. As an example, the life of Edgar Allan Poe is as emotionally complex as his poem, “Annabelle Lee.” Therefore, it is beneficial to spend time on the connections between author and text and in this case, between the composer and the music.

6E56F311-72C8-4FAC-83B5-79D1E9CCAF0ANext, Ms. B asked her students to listen to the introduction of the song and try to predict
what it was about. What mood did the piece evoke? How did it make them feel? These questions encouraged students to imagine what the composer or musician is saying within the music. What do they want us to know, to feel, to understand? In addition, students were encouraged to apply music terminology to their explanations. Utilizing that terminology supports their practice of music language and inspires them to communicate as a musician. In a similar way, when I teach a new piece of text, I often “tease” students with the first couple of lines from the story (“It was the best of times; it was the worst of times,” A Tale of Two Cities) or the name of the main character (“Bigger Thomas,” Native Son) or the location of the setting (“Starkfield,” Ethan Frome). I ask them to predict what they think the story is about, or to anticipate the attitude of the character or to foresee the importance of the place. That conversation helps students to imagine the theme, the characters and the setting.

Next, Ms. B distributed the sheet music and asked students to take a few minutes to
“read” it over. She asked them to sing the rhythms on counts and encouraged them to keep reading the music even if they mixed up a rhythm, but to continue working on it both visually and aurally. As a reading specialist, I encourage students to keep reading if they get stuck on a word. I remind them of various “fix it” strategies to make meaning. As an example, can the student determine meaning from the prefix, the root word or the suffix? Is the student able to understand the gist of the reading without the word?
When students finished reading, Ms. B asked them to highlight their individual line so
that it would “stick out of the musical texture as you read.” This type of close reading, or
“musical annotation” is a valuable skill in all content areas. When students begin a new piece of text, even a brief close reading supports their annotation skills. By doing a close reading, students are asking questions, making comments and deciphering unknown vocabulary. This engagement with the text helps students for the challenge of reading and making meaning of what could be an unfamiliar topic.

2F7ECCC0-891D-4DF0-AE40-86521386832BAs students read and highlighted, Ms. B prepared a video of the song being performed by
an authentic ensemble, so students could “feel” the style and the spirit of the piece. This visual is critical in making an auditory connection. By listening to the music and watching the singers’ body language, the student is hearing and seeing the relationship between the singers and the music. Similarly, I often show a video or play a recording of an author reading a portion of their short story, poem or novel. I want students to see the author’s demeanor when reading and hear the tone and inflection of the author’s voice.
Finally, after a visual and spatial warm-up, an introduction of the artist, a prediction of
the piece, a detailed close-reading with annotation, and lastly, a visual and auditory opportunity to hear the music, Ms. B’s students were ready to practice the piece themselves.

In closing, it is essential to create scaffolded reading opportunities in all classes, not just
the four “core” where one would most expect them. To support students in reading, explicit and useful strategies are necessary to make meaningful reading connections, which in turn, highlights the value of reading in every single subject. Applying those specific reading strategies in music and all classes demonstrates the value of that discipline and the ability to transfer those strategies from one content area to the next.

References
Dickens, C. (1859). A tale of two cities. London: Chapman Hall.
Wharton, E. (1860). Ethan Frome. New York, Charles Scribner’s Sons.
Wright, R. (1911). Native son. New York, Harper.

Peg Grafwallner is the author of Ready to Learn: The FRAME Model for Optimizing Student Success, available now through Solution Tree.

EB9E4BE1-B0CE-4383-9A1D-316C6DF1DB91  Ready to Learn

 

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

 

Books available

 

Guest Post by Andrew Easton, @EastonA1, Personalized Learning Collaborator and Consultant, Westside Community Schools in Omaha, Nebraska

*Future DBC Inc. author on Personalized Learning, Spring 2020

Now that we are into November, it’s likely that at some point this year you’ve been asked the question, “So, do you have a pretty good group this year?” In my time in education, I’ve heard a myriad of answers to this question – some that I don’t want to repeat. Whether it’s right or wrong or not even a thing worth discussing, I do find it interesting to hear what a teacher has to say. And actually, there is one word in particular hat comes up rather consistently when this question is asked. One that on its own doesn’t completely address the question. The word “challenging.”

This year, I am redesigning our high school’s English 4 course and am teaching that class for the first time. When the teacher who had previously taught that course retired, she politely used the word “challenging” when describing to me the group of students that she typically supported in that course. She quickly followed that up with a “Good luck!” that felt more like a warning than words of encouragement.

English 4 is an appealing option for students who are simply looking to pass an English class to graduate and pick up a few helpful life hacks along the way. Many of our students have had significant struggles with learning in the past for a variety of reasons. Those reasons have made it hard for them to find consistent academic success. For these students, senior year has brought both the liberating promise of change once they reach the end of May but along with it the stinging reality that they have navigated their K-12 education to the 12 end of that spectrum and the experience has left them feeling like they have not taken much from a system that has helped some of their peers to thrive. 

Planning over the summer was, well, challenging in its own right. I knew very little about this group that wasn’t second hand knowledge. But as I perused the gradebook and academic history for some of my students prior to the start of the year, I knew one thing: I had to give these learners the opportunity to feel what accomplishment feels like. There is a certain rhythm to success that has to be found and then felt before it starts to beat and almost swell from within. I guessed then and now know that many of these students have never heard, nor much less felt that beat, and I knew that I would be working against thirteen years of baggage if I tried to convince them, initially at least, to search for this experience in an academic setting. But I had an idea.

When I find myself feeling stagnant in my own motivation, I often start a #Five4Five Challenge. The #Five4Five challenge was created by Michael Matera, author of Explore Like a Pirate, in the spring of 2018. He posed this challenge through his Twitter and YouTube account, and I was immediately intrigued by the idea. The #Five4Five Challenge asks individuals to select one “thing to do” and do that thing each day for five days straight. What you decide to do is entirely up to you, but you have to do it once a day for each of the five days to succeed. I myself had done six #Five4Five Challenges before the school year began. I had created a vlog, done anonymous acts of kindness, set workout goals, even given up Starbucks for five days straight (that one was brutal). The goal itself doesn’t matter; it’s not about the goal. It’s about intentionality and filling your day with purpose and success. It seemed like the right fit for my learners, and so in the second week of school, I issued them all a challenge.

Now, if I’m being honest, I wasn’t exactly sure how they would respond to it. Would they laugh this off? Would they be into it for a week or two and then fade away as the grind of the semester progressed? Well, I’m happy to share that as I’m writing this, we just finished our fourth week of #Five4Fives (we go two weeks on, one week off), and the experience has not only gone well but it has exceeded all my expectations.

Our implementation has been pretty simple. We created a one-sided handout that has four boxes on it, one box for each of the first four weeks of the course. Each box contains a line for the learner to write out their goal for that week, the days of the week with a checkbox next to each day, and a place for the learner to sign their name if they complete the challenge by the end of the week. 

This is not for a grade and we try to keep our daily commitment to discussing these goals to five minutes or less each class period. We don’t always open class with our #Five4Fives, but when we do, I really enjoy it. It’s captivating and powerful for class to begin with students openly sharing their passions and accomplishments. It’s been such a positive culture piece. It’s also been encouraging to watch students fail for a day and then keep going for that week. I’ve noticed too a greater sense of resilience in the students; in the first week, most would hang their head if they had to share about missing their goal the previous day, but now they confidently share their failures too. In those moments, I try to ask, “So are you going to get back on track tomorrow?” Most answer yes and at least make that goal for another day or two that week.

One month in, I’m really glad that we don’t require that the #Five4Five goals be education related. It’s funny, despite having the freedom to set any goal they wish, several students each week still choose a goal that has something to do with school. The goals that they set often speak to their values, their challenges, and desires for change; by offering them the freedom to create the goal that they want they are more willing to follow through with it. The only stipulation we have set for the goals is that they must be measurable. 

Check out how we are doing! Here’s some of the data we have collected thus far…

 

#Five4Five Challenge: Number of Students Completing a Certain Number of Goals Per Week

Completed One Goal  Completed Two Goals Completed Three Goals  Completed Four Goals Completed All Five Goals 
Week One 4 Students 5 Students 4 Students 10 Students 25 Students
Week Two 5 Students 4 Students 4 Students 8 Students 27 Students
Week Three 1 Student 2 Students 7 Students 2 Students 36 Students

 

Though I’m not sure that I needed this data to have a sense that this practice was having a positive influence on our learners, I’m very happy with the story these numbers seem to tell. I’ll leave you to draw your own conclusions from it.

A final piece of evidence that I would like to share comes from our weekly Flipgrid video reflections that students have gotten into the habit of recording. Every two weeks, the students create a video in which they reflect on their efforts in the course and with their #Five4Five goals. This reflection comes from a student named Luis. In week two, Luis chose to set an academic goal for himself, and I’m proud to say that Luis met his goal that week. Afterward he reflected on his experience saying, “…my goal was to do my homework for every class, and I was surprisingly successful. I picked it because junior year I was not good with homework at all and I just had so many missing assignments. And for senior year I want to be able to do all my homework and get some good grades because my grades were terrible last year. I just want to be able to see what I can do, and this goal has really helped me this week.” 

Ugh, I love that! 

So, the next time someone asks me, “Do you have a pretty good group this year?” I’m looking forward to shooting them a smirk and answering, “Yes, they are definitely… challenging.” Challenging themselves, challenging me to be a better teacher and a better person, and challenging the way I think about my responsibility to help them grow both as people and learners.

Andrew is the Host of the Westside Personalized Podcast (bit.ly/WPPodcast)

WestsidePersonalized.com

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**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

 

Books available

Guest post by Deidre Roemer,  Director of Leadership and Learning West Allis, WI, @deidre_roemer

 

When I reflect on my skills as a teacher throughout my career, I can think of examples of what I did well and a million things I would have done differently.  I am teaching a class at a local university this semester and know confidently that I am a better teacher now than I was when I was in the classroom. The opportunity to see other teachers in action in my leadership role for the last several years is what has made me better.  I get to speak to educators and learners all the time about what is working well in their classrooms and what they would like to see grow. It includes spending time in many classrooms where we and others are getting it right and learners can articulate the process of their learning in order to create great things.

Professional development that is connected to a vision of our work with meaningful processing time to reflect is how we push teachers to move from single projects to true learner driven practice.  We take a lot of teachers and teams on site visits to schools in our area and across our country who are already doing the kind of work we are trying to do to see it in action. It is hard to find a large comprehensive system that is there yet, so we are often at small charters of specialty programs that are offshoots of schools.  The visits are always amazing as we are able to interact with teachers and learners and see learner driven practice, but often the most important part of the time is the meal after the visit or the long trip home where we can talk about what we saw, process, and plan for what parts we can implement within our system. The goal is not to replicate but to figure out how to ask the right reflective questions of ourselves and one another to tie what we saw to our personal passions and interests and figure out how to bring all of that together to shift the learner experience.

We also spend a lot of our time talking about how this is the kind of learning experience ALL learners should have.  It should not be reserved for some kids in special programs or special schools. The visits with the deep discussions are often the leverage point that takes an educator from trying a few things to a true shift of practice that is more inclusive.  It helps them to be more collaborative as they are often on these visits with other staff from across our district that they might not already know having a shared experience . The power in seeing some things we are already doing well and celebrating those helps us to not be overwhelmed when looking for ways to grow.  The key is to make the time, take the staff who are ready to take some bold steps, and then follow up with them multiple times throughout the year so they have support to keep going with the work.

On a recent site visit, I took a chance and messaged some of the teachers to join us off-site after the formal conference to continue our learning.  Fortunately, they were willing to take the opportunity to discuss their work with us over dinner. It was an impactful experience to listen to teachers that have been doing this work for some time engage in professional discourse about grading, telling their story and standards.  The teachers were open about their own growth over time and how our staff could take pieces of what they saw back to our schools to create a more equitable opportunities for all learners through empowerment. We went back to the site the next day with a new lens on what to look for in learner and teacher observations that we could do instead of being lost in the surface things like the physical set-up.  Things that may have looked idealistic the day before now looked possible. The modeling of professional discourse created space for our team to do the same and ask some great questions about how we can do this work and how it does not have to look the same across all our schools.  Encouraging staff to push boundaries and challenge one another’s thinking is how we look at someone else’s professional practice and find a way to make it our own.

A few things we discover each time we do a site visit became apparent:

  • This work is messy.  It takes deep dialogue on what is right for learners and how to give up control in a way that is not always natural for teachers.
  • Change is uncomfortable and unpredictable, but easier with the proper support.  People tend to say, “Change is hard.” There was a great article from the Harvard Business Review in January of 2008 that explained why that phrase becomes a self-fulfilling prophecy that permits us not to try.  We have to be able to think bigger than that.
  • We need to get more comfortable with professional discourse and open discussion about where we are now and where we can go that may push our thinking.
  • Teachers have to connect their own passion to their work in schools.  When it is authentic to the teachers, it becomes authentic with the learners.
  • Our teachers need to see the work in action often and learn how to get and give productive feedback.
  • The standards are always embedded in innovative, learner driven work.  They just aren’t always owned solely by the teacher.
  • Many times, the teacher in a learner driven classroom finds joy in their work.

We have evolved our district wide professional development to hopefully reflect all of these.  Our teachers will have time in small groups to learn their standards well enough to empower learners to take ownership of mastery of those standards within cross-curricular projects.  Staff will then have the opportunity to sign up to see another teacher modeling classroom practice that is learner driven. They will be our own internal site visits. We will use structured protocols to get and give feedback at each site to ensure we are using the time for genuine collaboration as we know that is what drives teacher practice.  We can’t make more time than we have, so we use the protocols from The School Reform Initiative as a way to restructure the time and make sure it is used for purposeful feedback and collaboration.

Our teachers hosting visits that day have been invited to participate for the first round as they are already trying new things, having success with learner empowerment and finding joy in their work.  It is not expected that anything that is “perfect” or a “show”.  It is meant for one teacher to share their experience and encourage others to try new things with an open dialogue about how and what supports they will need. Our goal is that our teachers engage with one another to see what’s possible, work together to get there for every learner and find joy in the work.

 

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Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

 

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Guest Post by Liz Janusz, Instructional Coach in SD113A in Lemont, IL. @mrs_janusz

I know the end of the school year is near, but I can’t seem to stop thinking about next year already! I have many goals for next school year: get into some coaching cycles with our amazing teachers, share more professional development books, but my number one goal for next year is to begin to build a culture of readers in our school.

Creating a reading culture in a school is essential if we want to encourage students to become engaged and motivated readers. Reading for fun should be celebrated and encouraged throughout the school day! Developing a strong culture of readers takes time and commitment from all involved, which is why I’ve already started planning for next year!

What do you need to begin to build a culture of readers?

  • Everyone should have a clear understanding of why building a culture of readers is so important. Reading for pleasure is the BEST way to develop and strengthen literacy skills and improve academic achievement.
  • A shared vision of what your school’s reading culture means in real words.
  • Full support of all staff in the building, including custodians, PE teachers, paraprofessionals, etc.
  • Books, books, and more books!

What are some things I can do to start building a culture of readers?

  • Encourage students to book talk the book they just finished reading to the rest of the class. Most of the time, they will be able to hook their peers on a book better that we could! Peer recommendations are one of the most powerful ways we can get more books into the hands of students!
  • Offer book clubs during the lunch periods. Pick a few books from an award list (Caudill, Newbery, Monarch, etc) and offer the chance for students to come in during their lunchtime to discuss the book that everyone is reading. Picking a book from an award list, will more than likely will leave them wanting to read the rest of on the list!
  • Set up an area in the school library where teachers can leave book recommendations for students.
  • As you are walking around the hallways, try simply carrying a book with you. I’m shocked at how many kids stop me in the hallway when I am carrying a book! They want to either tell me that they are reading it too or want me to tell them what they book is about.
  • Make your classroom library and sacred and inviting space. Don’t just throw random books in tubs and be done with it. Get your students involved and be thoughtful about how you arrange your library so it would be most accessible for your class.
  • Make books available all throughout the building! Put some shelves in the hallways and make displays based on what grade levels are teaching about or highlight a certain genre.

How can I get ALL staff members involved?

  • Over the summer have students and staff take pictures of themselves reading and post them with a school hashtag. When school begins in the fall create a slidedeck with all the all different pictures so we can celebrate all of the summer reading!
  • Create “What I’m Currently Reading” signs for EVERY SINGLE staff member in your building. These can hang outside their classroom, office, lunchroom, gym etc. Staff members can update these every time they read a new book. Students can see that all staff members value reading for fun and will hopefully get them excited about their own reading.
  • Set up a book swap! Have all teachers look through their classroom libraries and select books that they would put in the swap. Other teachers and students could then come look through the books and decide which “new” books they would like in their library. Everyone gets “new” books for their library, without spending money!
  • Make sure your school has a wide variety of books! For example, there are a lot of great math books out there. Buy some for your math teachers to have in the classroom that they can read aloud or reference while teaching.

 

**Interested in writing a guest blog for my site? I would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

 

Books available

Guest Post by Jethro Jones

Twitter: @jethrojones http://twitter.com/jethrojones

Web site: http://transformativeprincipal.org

My name is Jethro Jones, and I am a principal in Alaska. I have helped three schools become trauma informed as a principal and many others through my podcast and Trauma course. I have worked long and hard to figure out some strategies that all school personnel can implement effectively. I’ve gone through a lot of trial and a lot of errors where I have really messed up and I’m going to share some of those secrets here.

Whether your school has created or attended a trauma-informed practices training or not, there are three things you can do to respond to situations in your school in a trauma-sensitive way. Implementing these strategies is simple enough that you can start implementing them today. They are powerful enough that you will see results almost immediately.

1. Ask Questions

Anytime you’ve got a kid who’s acting out or who’s struggling or whatever, instead of saying, “You need to be doing X,” ask the student questions.

This is really simple.

“How are you doing?”

“What are you working on?”

“Where are you heading?”

“What’s going on over here?”

“Can you help me understand…?”

Asking questions gives the student an opportunity to express him or herself in a way that allows them to deal with whatever’s going on.

The challenging part about asking questions is sometimes we as teachers turn questions into statements of condemnation!

For example, “Why are you running in the hall when you know you should be walking?” is more of a condemnation than a question.

We need to ask questions and figure out what is actually happening. Give them an opportunity to express themselves and deal with it. This is a hard thing for us. Because we have rules, we have expectations, we have policies and procedures.

And we as adults are very comfortable in those shoes.

And if we’re not comfortable, then it’s easier for us to say, Stop running. Stop doing that. Stop this. Stop that.

And that’s just not helpful to a child experiencing trauma. Because they’re not thinking–they’re only acting. We need to get them to slow down and think!

When you ask questions, you require the student to stop and think about what they are doing. Your voice doesn’t sound like a teacher in Charlie Brown when you ask a question.

Don’t turn questions into accusations, but make them clear, inquiring concern for the student.

You’ll get great results.

2. Don’t Take Things Personally

Every educator works hard and takes her job seriously and personally, and teachers put so much into their work.

And I don’t mean don’t take your work personally. What I mean is, don’t take the students actions towards you personally.

They’re most likely not a personal attack.

Yes, they will hurt. Yes, it will be uncomfortable. But you can’t take what they do, and think they’re acting out towards you to hurt you personally, that’s just not what is happening. Even when we feel like it is.

Kids desire to please the adults around them. Kids desire to make good choices.

The number of reasons that they have acting out is probably innumerable.

It’s rare when a student wakes up and says, boy, Mrs. Jones really is going above and beyond and helping me at school, I should totally do something that hurts her today. That’s not what kids do.

Sometimes, kids don’t know how to react to someone giving them positive attention, and they attempt to push them away. I once had a student who found out she was moving away from the school, and proceeded to destroy all the hard work her teachers had been putting in. When we talked to her, she was finally able to articulate that it was easier to leave with people mad at her so she didn’t feel like she was missing them as much, because you don’t miss people who are mad at you.

So there are two things you can do. Number one, ask, why is this kid doing this?

Number two, what can you do to deal with this behavior?

We as educators have to recognize that we can’t change anybody, every person has to make that choice for him or herself. We can certainly put things in place to help them make good choices, which we do all the time.

But we cannot change anybody. They need to change themselves.

We need to be sure that we are making choices that allow us to not take it personally like they’re attacking us, because even if they do attack us, it’s not personal. Kids are naturally kind, nice, wonderful, sweet, thoughtful little human beings. It’s when they’ve had these adverse childhood experiences, that they start acting differently.

And what our role is, is to help them to be successful even when they’ve had those experiences.

3 Know Your Role

The image above is a powerful way to make sure that people know their role is in a school that is trauma informed. Get a printable version here that you can use as a handout.

You’re not a counselor or a social worker. You’re an educator. You shouldn’t try, and NOBODY should expect you to be anything you’re not.

Could you be a therapist, counselor, or social worker if you tried? Yes. Do you have what it takes? Absolutely!

When a student doesn’t know how to read, what do we do? We teach them.

When a student doesn’t know how to write, what do we do? We teach them.

When a student doesn’t know how to drive or swim, or do whatever, what do we do? We teach them,

When a student doesn’t know how to behave, what do we do? Usually we punish them, what we should do is teach them.

And so our role as educators is to teach and help kids learn.

Now, there are so many different ways to do this!

Our purpose here is not to discuss all the many ways we can teach them, but to emphasize that it is our role to teach them, regardless of how they come to us.

Now, I want to share an experience that is really powerful. In her book, Allison Apsey shares a very similar experience. There are certain students that take up all your time! You are constantly spending time with those students, recognizing that it is worth the time and effort to intentionally and proactively spend time with those students that take up all your time,

if you’re going to be spending time with them anyway, why not work with them to get support in advance, why not work with them to build that relationship?

I call this Proactive Teaching. Some call it check and connect, or check in check out.

These students that are really struggling need additional support. You’ve got to have good Tier 1 behavior expectations and practices in place, but you and I both know there are kids for whom that doesn’t work, and they are the kids that reside in Tier 3! They need the extra help.

Instead of waiting for this student to be sent down to the office, we proactively go teach this student how to make good choices. Don’t think you can do this with 100 kids! It won’t work.

Find those two (or maybe three) students and get with them before they cause the trouble. Take the initiative and connect with them before they can get into trouble. Get with them before they get overwhelmed and can’t perform. Get with them before they wreak havoc in your class!

I had one student who would have a meltdown nearly every day because he was so worried about his mom and young sister. Instead of waiting for his behavior to cause him to be taken out of class, I met up with him before he had a chance for that, and talked about how things were going and what I could do to help him. Then, when his meltdown would inevitably come, we already had a connection that day.

Did this take a lot of time? Yes.

Was it worth it? Yes, it was, because it was so much better to do that in a positive, preventive proactive way than it was to deal with the issues and problems that he was going to have after the fact. Because when he had a bad day, he wanted to get it out in an aggressive way that hurt other kids, and that just wasn’t going to work in our school.

So instead of spending the 30 minutes trying to calm him down after a problem out on the playground, we spent 20 minutes before and during recess to give him that support.

It wasn’t my role to help him deal with his issues at home. I needed to be a trusted adult who was teaching him how to deal with things at school. Of course, a counselor was involved to help him deal with the challenges he faced at home.

To recap:

1. Ask questions.

2. Don’t take it personally

3. Know your role.

These three strategies will help you out immediately with whatever challenges you are facing in your school. If you need additional help or support along the way, please reach out to me by email or at my web site: jethrojones.com/trauma

 

**Interested in writing a guest blog for my site? I would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

 

Books available

Guest Post by Laura McDonell@lmcdonell14

A look at What Actually Worked for Me

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Reading is one of those things that I go to the wall on.  Growing up, reading was something I struggled with. As a teacher, I see how critical it is to overall success as a student.  Today, one of the reasons my life is so incredibly rich has to do with the books I read. As a parent, I am determined to give my kids opportunities to find success with reading. As with everything in life, some days everything comes together, connects and makes a beautiful picture.  However, there are other weeks or years where the struggle is real and seems like it is never going to end.

It doesn’t matter where my kids are starting from (I can still remember checking out different copies of the Dick and Jane anthology because it worked, and my middle son needed repetition.  While all three of my kids have grown up in the same environment, they have all been unique in regards to what works best for each of them as readers.  Overall the key is persistence, and never giving up no matter how challenging it might seem. I have found success as a parent by visiting the library often, allowing them to change their minds about what they like, becoming their personal assistant, reading and talking about books in front of them, using audiobooks, hosting a book tasting and celebrating accomplishments.

  1. Visit the Library Often.

jaredd-craig-HH4WBGNyltc-unsplashLibraries might seem dated, but they are in fact one of the best-kept secrets.  We got library cards for our kids as soon as they could write their names. Today, cards can be used to check out everything from audiobooks to new release movies.   Apps like Hoopla and Overdrive are amazing. With a library card, these two sites offer thousands of books, movies, and music. Giving kids the opportunity to borrow a stack of books without any cost is ideal for many families.  Taking advantage of MEL, the state’s interlibrary loan program, allows people to request books from all over the state of Michigan and have them sent right to your local library. Showing someone how to use the library unlocks a world of possibility.  Anything can be learned by using the public library. And, using the library saves a lot of money. Surrounding kids with books is one of the best things you can do to get them reading. The library makes reading an inexpensive activity. I am not alone when it comes to using the library.  Several financial enthusiasts highly recommend it.

2.  Allow them to Change Their Mind Often. 

When my middle son was in first grade, he loved the Nate the Great series. The books were right at his reading level, and I thought I had struck gold since there were several of them in the library.  I requested every copy I could find. After reading about 10 of the books, one day he said, “I don’t really want to read Nate the Great anymore.”  At first, I was a little sad since there were still books to be read, but after thinking about it, I was excited that he was willing to be honest about what he wanted to read.  Minutes later, I realized had a new challenge. I had to help him find his next book, and do it quickly so that he did not lose momentum to continue reading. Humans are always evolving.

matthew-fournier-G971e4EFKtA-unsplashA few years ago one of my boys really got into hockey. We found all of the Matt Christopher books about hockey in the library, and he eagerly read each one cover to cover. Last summer my daughter was obsessed with learning about swimming.  We raided the library for any nonfiction book we could find on the topic. During the winter it was graphic novels, and today she loves to dive into anything related to fairy tales. Even though I have a pretty good idea about what each of my kids likes to read, I had experiences where I selected a book or two I thought might be perfect, only to have them not show an interest in what I picked out.  I do not take it personally, since there is no cost associated with it, and know that as a reader I don’t read every book I take home from the library.

3. Be their Personal Assistant.  

Kids need to be taught skills to thrive on their own. However, when they are starting out, they need someone to guide them:  like a coach, or a personal assistant.  The personal assistant does not do the work but instead sets a person up for success.

If we want to raise a reader, the more times children can be successful will improve the overall possibility of them sticking with reading early on, and then eventually becoming adults who are drawn to books.

Personally assisting a child, looks like helping him or her find books, help them find books that are just right for their level, challenging them, suggesting new authors, reading a chapter aloud, placing books in their path, and helping them organize their schedule to support reading time. As an adult, I have read a lot of books and heard hundreds of titles and authors, and because of it I am in a great position to offer guidance.  Scrolling through Bestseller Lists helps me to find current and high-interest reading material.  As my kids get older, I have started to transfer this responsibility. However, it is still important for young adults to have help in selecting books. My husband even enjoys it when I pick out a book for him tailored to his interests.

Reading aloud the first chapter of a book can help a child get into a story.  I knew my middle son would love John Grisham’s Theodore Boone Kid Lawyer books.  I was also aware that some of the terminology, setting, and background given in the first chapter could be very new, and confusing.  So I offered to read the first chapter to him. After hearing and then talking about the chapter, he was hooked and settled in for a great series of books.

4.  Read in Front of Them.  And Talk about Your Books.

dan-dumitriu-3w1XBUGj4ds-unsplash.jpgWhen I first started teaching, I would ask the parents of my really motivated readers who seemed to always be reading, “Tell me how you did it?  What do you think has made the difference in getting your child excited about reading?” Almost every time I was given the same answer, “I suppose he just sees me reading all the time, and it just seemed like the thing to do.  My nose is always in a book”.

If you expect your kids to read, you have to also be a reader.  You gain credibility when you pick up a book on a regular basis.

It is also important to be a “Real reader”, and model what it is like to struggle with something in a book, fall in love with a new series, or make the choice to abandon a book because you cannot get into it.  It is helpful for kids to know that they are not alone in how they think about books.

5.  Use Audio Books

When my kids were really little, I would get audio CDs with the corresponding picture book from the library.  It helped me to team parent with myself, as I could catch a break where my kids could listen to a story and follow along with the words.  As my kids have grown older, they continue to enjoy audiobooks. We listen to them on vacation in the car, and two of my three kids absolutely love hanging out in their room listening to a book while putting together Legos or doing chores.  We have found that they are awesome for the kids to fall asleep listening to.

Lastly, as a Spanish student, I remember being able to listen at a higher level than I could read or speak.  One of the coolest things about audiobooks is that students can comprehend at higher levels than they can speak or read.  Plus, audiobooks give kids practice listening to correctly pronounce words, perfected grammar, and give them the opportunity to work on fluency as a reader.

6. Do a Book Tasting.

hannah-busing-0BhSKStVtdM-unsplashExposure to good literature and authors is one of the best gifts we can give our readers.  I absolutely love sharing some of my favorites with kids. Just as we could taste cheese, wine, sauces, desserts, or other menu items, book tastings are a great way to try new things.  I typically put a book in front of each place setting. Each child will get a chart to list the title he or she tasted along with the author, genre, and the likelihood that he or she might read the book.  The tasting is timed to keep it moving. And so after a total of several, ninety-second tastings, kids are able to walk away with several new titles that could be considerations for future reading. This activity can be adapted to any size (I have had great success with it in the classroom).

7.  Celebrate Success as a Family.

daniel-olah-VUGAcY35Ubw-unsplashThere are times that I find my kids book hopping, and not finishing titles.  I have also seen my kids plateau as readers. It is fun when we all work together and focus on completing a challenge that encourages reading and celebrating the success of others.  It works well for us to keep a running list of books read on the refrigerator. We set a goal for a number of books to be read and immediately start brainstorming how to we will celebrate our success.  It is nice to focus on working together and cheering each other on.

Maybe some of these ideas will work for you. What works well one day to encourage reading, might not work as well the next.  Plus, reading is personal. Everyone is motivated differently. But, the important thing is as a parent or teacher, you never stop trying.  Persistence is so important. Sometimes it is really tough to find the perfect author or series for a child. But, there is always one more book, genre, author, or method to try.  It won’t necessarily be easy, but it will be worth it.

 

Read more from Laura: Her blog site

***Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

 

Books available

bit.ly/Pothbooks

 

Guest post by Dave Schmittou, @daveschmittou #LastingLearning

via Teachers matter more

I am all about improvement. At the end of every year, I spend some time reflecting on what my strengths and struggles are so that I can make a plan for progress. At work, I spend time evaluating programs, processes, and people. One thing I have noticed recently in schools is that far too many of us say teachers matter more,  that the people make the difference, yet we spend so much of our time focusing our improvement efforts on programs and processes. We think of ways to circumvent those who matter more instead of diving deep to develop the real difference makers. We know teachers are the drivers of learning, but we pour money and time into software, classes, textbooks, and schedules instead of into the people who make it all happen.

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As a sports fan, I often use athletics to try and illustrate my points, so I may as well do so again. Lebron James is considered by many people as one of the greatest basketball players of this era. He is dominant, he can shoot, dribble, pass, rebound, and play defense (when he chooses to). Pretend for a moment that you are a general manager of a team Lebron plays on and you have the task of making the team better. Your goal is to get wins and championships. You can do this by upgrading the concession stands at the arena. You can do this by bringing in new players to circumvent Lebron, players who will not pass him the ball or expect him to be great, or you can do this by bringing in players that complement his game and allow him to dominate. Each of these strategies has been tried on his teams. Some owners and GMs have attempted to distract the fans from what is happening on the court by upgrading the arena. Some have attempted to save Lebron by bringing in others to take the pressure off, and some have brought in players to complement him and make him even better. Only the latter has resulted in championships, however.

Often times in schools we get ourselves distracted by things that don’t matter at the expense of those that do. As a leader who has had the opportunity to help lead turn around efforts in a few schools and districts, I have learned that no program, no paint job, no software will ever impact a child like an amazing teacher. If you are a leader, all of your focus should be on making teachers better, not working around them.

If you have struggling students in your school (we all do), do not go on the hunt of the newest tech gadget to give to the kids. Look for ways to help a teacher work with those students more. If you have accelerated students in your school (we all do) do not look for activities and classes to fill a schedule. Look for ways to have teachers inspire and motivate innovation. Stop looking for ways to work around teachers and begin looking for ways to support teachers.

Support does not simply mean increasing pay. Support means, if you have the option between a new textbook or staff professional development, invest in the teachers. If you have a choice between painting a hallway or developing a teacher, choose the teacher. Always, choose the teacher/

Every research study available describes the effects that matter most for student learning point to teachers as the difference makers. Teachers matter more. Teachers provide feedback, establish the culture, set the expectations, develop the assessments, and plan for progress.  If you are a leader, spend your time building capacity in teachers and you will be amazed at the learning that results from your students.

Check out the podcast on this topic at https://anchor.fm/david-schmittou/episodes/Episode-12-Teachers-Matter-More-e2n3c4

Feel free to also check out Dave’s book:

It’s Like Riding a Bike: How to make learning last a lifetime

 

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Guest Post by Aubrey Jones, Education Specialist/Education Advocate
Twitter handle: @spedteacheriam
Instagram: @justaubrey87
Opinions expressed are those of guest author.

Myspace was the oldest of the five big brothers born on August 1, 2003, quickly followed by Facebook, who arrived on February 4, 2004, followed by Twitter two years later on March 21, 2006. Then there was a bit of a break, and then Instagram was born on October 6, 2010. One year later, Snapchat was born on September 16, 2011. 

My big brothers were moderately successful in providing the world with a distraction. They had the latest feeds and showed the mildly glamorous life of everyone. People seemed happy. There quickly became an obsession with screens and snapping the latest moment. Oddly, tragedies or sadness were not captured.

As I sat in my English class being told how to think, the teacher gave us a template to write our essay from George Orwell’s 1984. It was mostly filled out leaving no room for original thought.  No one asked a question as the period dragged on. The teacher indoctrinated us with his ideas on the book. Everyone was responding in a robotic fashion if they managed to look up from their screens.

As I sat there in the hot classroom waiting for class to end, a thought entered my mind. I couldn’t record it anywhere as the essay only allowed for certain words or phrases to be filled in. As I sat there reading the book, filling in the mandated phrases, my thoughts wanted to desperately escape and join the other words on the paper. I thought of my big brothers and how they were able to consume everyone’s thoughts and time and energy; it was slightly genius. 

Even though there were predictions of a robotic society controlled by Big Brother and the jokes that Big Brother was “always watching,” there were never predictions that people would buy the cameras themselves. It was creative and genius. The idea that Instagram, Facebook, Twitter, and Snapchat were able to control society and get people to buy cameras and photograph every aspect of their lives was brilliant.

As that thought came to fruition, the wall in the back of the classroom crumbled. The crumbled wall showed smoke in the distance; almost like a bomb had gone off. There had been recent whisperings of a conflict that could lead to World War Three. No one else seemed to notice the wall crumbling. In fact, no one looked up from their devices. A whole part of the wall had crumbled and everyone was still writing frantically. 

As the bell rang, everyone got up (almost in unison). The massive zipping of backpacks could be heard as it was almost deafening. Pencils were dropped into empty backpacks. There was a mass rush as everyone had somewhere to be or something to do. Papers were quickly picked up in a flurry and tossed into the direction of the basket. It was like a well-oiled machine and there was no part out of place.

How odd that no one questioned the hole in the wall. Once the papers had been flung towards the basket; people turned toward their devices, not speaking; posting to social media platforms and adding emoticons to others’ posts. The classroom was suddenly eerie as part of the wall crumbled a little bit more as the preceding stampede of students vacated the room. Facebook being the oldest, had some dark secrets under his name. I mean who else could harbor the guilt of the infamous “like” button that was created to create and maintain addiction. These bright dings of pseudo-pleasure have caused and fueled social media addiction. Even though my big brothers have been documented as having the worst effect on young people’s mental health, their hold on the world continues, like the curse of the grim reaper.

 

My big brothers have made users addicted resulting in negative effects on their mental health and adding idiocy and stupidity among the masses.  That pseudo-ding and the partial attention that goes along with social media use scares me; my big brothers have dumbed down users, decreased their ability to focus, and potentially lowered their intelligence. My big brothers have caused a distraction and this distraction with every “ding” occurs all the time. 

As I joined my classmates in the hall, there was no talk of the smoke or the crumbled classroom wall- as if it didn’t exist at all.  Instead, it was about how many followers so and so had or how many likes, retweets or forwards a post or picture had received. 

Snapchat, a glorified version of his older brother, except that it only captures videos or pictures for ten seconds. So, Snapchat requires that you look at the picture or you miss the chance to see it and be part of the buzz that everyone is consumed by. My big brothers have allowed people to send messages to each other while breaking the rules of conversation. This is why the school dance was quiet as everyone was glued to the screen of their phone. 

School has become a regurgitation of others’ ideas. It is not a place for free thought. It is decorated the same, scripted the same and even responses are the same. There is no room for creativity or beauty. There is no room for something different without being teased mercilessly. There is no room for different anymore, to question the material is considered offensive and rebellious. However, this is all part of the script that my big brothers have wanted;  part of a bigger script that has been written and the scariest part of the script is that there is no room for questions.  The reality is that this is not the narrative that can exist through creativity and safe environments.

I felt liberated as I turned in my paper and knew that my teacher embraced creativity through the creation of a safe environment through play, taking risks and exercised autonomy. They created a supportive environment and wanted to pass these tips along:

  • Create a compassionate, accepting environment. Since being creative requires going out on a limb, students need to trust that they can make a mistake in front of you.
  • Be present with students’ ideas. Have more off-the-cuff conversations with students. Find out what their passion areas are and build those into your approach.
  • Encourage autonomy. Don’t let yourself be the arbiter of what “good” work is. Instead, give feedback that encourages self-assessment and independence.
  • Re-word assignments to promote creative thinking. Try adding words like “create,” “design,” “invent,” “imagine,” “suppose” to your assignments. Adding instructions such as “Come up with as many solutions as possible” or “Be creative!” can increase creative performance.
  • Give students direct feedback on their creativity. Lots of students don’t realize how creative they are or get feedback to help them incorporate “creative” into their self-concept. Explore the idea of “creative competence” alongside the traditional academic competencies in literacy and mathematics. When we evaluate something, we value it! Creating a self-concept that includes creativity.
  • Help students know when it’s appropriate to be creative. For example, help them see the contexts when creativity is more or less helpful—in a low-stakes group project versus a standardized state assessment.
  • Use creative instructional strategies, models, and methods as much as possible in a variety of domains. Model creativity for students in the way you speak and the way you act. For example, you could say “I thought about 3 ways to introduce this lesson. I’m going to show you 2, then you come up with a third,” or show them a personal project you’ve been working on.
  • Channel the creative impulses in “misbehavior.” For students who cause disturbances, see if you notice any creativity in their behavior. Perhaps that originality could be channeled in other ways?
  • Protect and support your students’ intrinsic motivation. Intrinsic motivation fuels creativity.  It is suggested that educators try to limit competition and comparison with others, focusing instead on self-improvement. Experiment with monitoring students less as they work, and provide opportunities for them to pursue their passion when you can.
  • Make it clear to students that creativity requires effort. The creative process is not a simple “aha” that strikes without warning. Tell students that truly creative people must imagine, and struggle, and re-imagine while working on a project.
  • Explicitly discuss creativity myths and stereotypes with your students. Help them understand what creativity is and is not, and how to recognize it in the world around them.
  • Experiment with activities where students can practice creative thinking. “Droodles,” or visual riddles, are simple line drawings that can have a wide range of different interpretations and can stimulate divergent thinking. “Quickwrites” and “free-writes” can help students to let go of their internal censor. As part of reviewing material, you could have kids use concept cartooning or draw/design/paint visual metaphors to capture the essence of complex academic information.

The best thing about my teacher is that they practiced what they preached! In other words, they believed that we can approach any situation in life with a creative spirit. Teachers who can model creative ways of thinking, playfully engage with content, and express their ideas, will beget creative students. Students need to see teachers who have passions, whether it’s drawing, mathematics, painting, biology, music, politics, or theater. That contagion of passion and positive emotion is a hotbed for creative thought. Creatively fulfilled teachers may also be happier teachers.

Teaching is, through and through, a creative profession and so is learning!

 

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Guest Post 

Katy Garvey, @Katy_Garvey, Social Learning Manager, The Source for Learning Inc., Former MS Principal, Reston, VA

Promoting Healthy Self-Esteem in Schools

Adolescent mental health and the social-emotional well-being of our students is something educators face daily. More frequently (thank goodness!), this topic is being brought to the forefront of many school districts. In my near 15 years in the public school system, I witnessed a transition to more mental health awareness practices as well as preventative and proactive care. The “middle years” can often be the most challenging, as our children are trying to figure out who they are, establish independence, all the while amidst changes in their bodies and minds. Oh, and we still expect them to demonstrate academic and social competencies in school! That is A LOT!

 

As educators, we know that when students feel good about themselves; in turn, they are much more likely to be more successful in the classroom. But, how do we set up our teen students for success? It takes a continuously committed focus on daily routines and practices that help build self-esteem. I will share some basic ideas and teaching strategies to consider when working to promote a healthy sense of worth and belonging in our students.

 

  1. Ask a “question of the day.”

We know that building and maintaining relationships are key and creating connections with students can go a long way in promoting their self-confidence. Try starting each class period with an open-ended question. Students can use an e-journal or blog (see some ideas HERE for blogs or e-journals) to record their thoughts. You could even move toward “circling up” and having students share their responses. Remember if you do this, always give the “pass” option. Read more about circle practice in the classroom HERE. In my time as a high school classroom teacher, I had the unique opportunity to teach a section of a class called Peer Helping, where the focus was to create meaningful relationships and mentorships between secondary and elementary school students. The first quarter of the year, the students were with me in the classroom, and we began each day in this way. As the year progressed, it was amazing to see how the students opened up, sharing beliefs and feelings. Additionally, an uncanny sense of community was established in my classroom as a result- it was something I’ll never forget! 

  1. Have students set goals, monitor progress toward them, and celebrate successes.

These could be behavioral goals, academic goals, extracurricular goals, or all of these. Ensure that the goals are attainable and always find something to celebrate…no matter how big or small. Also, make sure to work with students to create opportunities for them to succeed based on their strengths and interests. Lastly, remember, this will also vary student to student- we are striving for equity, not equality.

  1. Provide ongoing, genuine praise and feedback.

Talk to students frequently and provide consistent, specific feedback on learning and goals. It is important for students to know not only that you care, but that you are an active participant in their academic and social success. Written feedback is also impactful, but strive to be specific—instead of saying (or writing) “great job,” how about something like “I love the way you analyzed that text with such specific details”! This way, students know what the desired outcomes are and also when they meet expectations for success.

Well, that’s certainly a whole lot, but hopefully, it gets you started on the road to shaping our students’ self-esteem and creating those classroom routines and practices that foster a positive learning environment. I would love to know what you do in your daily practice to promote teen self-esteem. Drop a comment and let us all know!

 

Communication is Key

One of the things that I enjoy the most about the summer is having more time to reflect on the different tools and resources that I am using in my classroom and to explore new ones. Summer is also the perfect time to participate in professional learning, whether by attending conferences, taking classes, or meeting with other educators. This summer, I have been involved in several presentations and conversations that are focused on finding a way to enhance better communication between home and school. It is critical for classrooms today that we find a way to increase family engagement in the learning experiences of their children and make sure that everyone has access to the school information and resources, especially those that are time-sensitive.

Finding the right tools

There is no shortage of tools that we can use to form a connection between home and school, whether we want simply to send messages and class updates to students, or we want to focus more on including parents. Because teachers have so many different responsibilities, finding the time to explore tools can be a little challenging at times. This is why it’s beneficial to share what we are doing in our classrooms to help other teachers get started and to make those connections that we know are so important for student success today.

Several years ago I noticed a disconnect and I resolved that by finding a digital tool (Celly, then Remind) to connect with my students so I could share resources and class updates with them. But I soon realized that I needed to go beyond simply connecting my students with the class, I needed to include parents. That’s when I moved to using an LMS, Edmodo, which enabled students to get the materials that they needed, and also keep parents informed about our class.

The benefits of one platform

Although these tools worked just fine, the concern was that teachers were using multiple tools. This meant that parents had to keep up with multiple apps, some of which may not have been accessible on their devices. When I was using the messaging app and the LMS, I had to keep a good routine of posting on both platforms and keep reminding myself that I needed to do so for each class that I was teaching. After a short period of time, I realized that there were too many being used. Being able to effectively communicate and collaborate is easier when everyone uses the same platform. There is consistency and parents won’t have to worry about which teacher uses which app, or whether or not their device is compatible with the apps being used.

Making the shift

Thinking about the different communication tools available to teachers, moving to something that offers more than two-way communication and the sharing of photos, videos, and files, makes sense. We have many responsibilities that could require multiple apps or forms of communication. However, notifying parents about student attendance, scheduling conferences, asking for volunteer sign-ups, or coordinating class fundraisers, are a few added benefits when teachers use a platform that provides all of these options housed within one.

Enter ParentSquare

As teachers adopt free communication tools, districts are looking at alternatives. One such tool is ParentSquare. What does it have to offer for teachers and how does it compare to Remind and other teacher-adopted tools?

Teachers use ParentSquare for:

  • Communicating with families and students
  • sharing pictures
  • scheduling conferences
  • sharing class calendar
  • asking for class and project supplies/class party items and food
  • requesting chaperones and volunteers
  • collecting payments for field trips
  • Providing/Collecting forms and permission slips

In addition to the teacher uses, there are many other benefits for school- and district-based usage such as attendance and lunch balance notifications, bus delays, sharing grades and assignments, delivering progress reports securely, and emergency notifications. Having these capabilities makes ParentSquare a single hub for all school-home related communication for parents.

I have had the opportunity to explore ParentSquare over the last six months, to get feedback from other educators and to compare the ways that I used other messaging tools and apps in my own classroom. Besides the time factor, sometimes educators get pushback because there is just too much technology. Too many things to worry about, too big of a learning curve, and too much to figure out to get started, so it’s easier to stay with the tools that have been used for years and that are more comfortable.

Easy to join

When using a platform like ParentSquare, teachers have a lot less to worry about when it comes to sending messages and inviting parents to become part of the group. ParentSquare automatically integrates with the SIS, making it easy for parents to join because it’s done automatically for them, without the need for a join code like with Remind. Parents who don’t register will still receive messages because their information is pulled from within the school rostering system.

Comprehensive and consolidated

Parents will feel more connected to the school by having one consolidated platform, which resolves the problem of knowing where to find information or keeping up with multiple apps for different classes and yet more apps and tools used by the school and the PTA. ParentSquare combines all into one. With tools like Remind, the options are limited as to the types of information that can be shared.

Privacy

It is important to first guarantee that any tool or platform used is in compliance with COPPA and FERPA. Compliant with both, ParentSquare takes all precautions when it comes to the safety and security of students and their families. ParentSquare is a signatory of the Student Privacy Pledge and the company signs a contract with the district to ensure student privacy. While Remind is also compliant with COPPA and FERPA, it has not signed contracts with the district or school in most cases.

Delivery of messages

At times I also heard that some parents were not receiving my messages. When I used Remind, I could see that messages were delivered, however, the students or parents were not necessarily reading them, which presented another problem. Perhaps because of the use of multiple tools, which is why it makes more sense to have one comprehensive platform. ParentSquare automatically delivers messages using the right modality – email, text or app notification and the right language as is in the school records. Reports show reach and deliverability of messages, making it easy to identify who has or has not been contacted.

Consistency is important

Personally, I have used anywhere between four and six different apps and websites to complete these tasks. However, with ParentSquare, you can facilitate faster and better communication and collaboration between home and school. ParentSquare enables schools and families to engage more in conversations by providing multiple options for communicating in less time through direct messages, polls, and the option to post comments all in one platform. It offers a consistent and reliable way to communicate within the school and school district, fostering and building the relationships that promote better communication, student success, and family engagement.

In many schools, administrators are potentially asking teachers to use platforms that are a paid platform rather than selecting the tools that they feel most comfortable with or prefer to use based on their role or content area. Making the transition from a tool like Remind to that of ParentSquare does not require any extra time, in fact, it is very user-friendly and easy to navigate. And if there are any questions there are many resources available including online self-paced training modules, extensive knowledge base, 24*7 support for teachers and parents.

Sign up for a demo today

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Key features: Also check out the video here.

Key Features  
Privacy Available, updated 2018
District Level Oversight
Messaging to and between parents
Messaging between teachers and staff
Individual/Group Messaging
Notifications as text, email, app
Send/Schedule reminders
Language Translation 100+ with Real-time translation
Class/School Calendar 2-way Sync with Google and iCal
File and Photo Sharing
Conference & Volunteer Signups
Single Sign-on
Unlimited Message Length
Coordinate Events/RSVP
Permission Slips
Devices: iOs, Android, Web
Attendance Notifications
Grades and Assignments
Report Card Delivery
Attendance Delivery and Excuse Notes
Truancy Letters
Cafeteria Balance
Payments and Invoices Recurring & one time
Polls and Surveys