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Communication

Site: ELPIDA Course
Cours: ELPIDA Course - Français
Livre: Communication
Imprimé par: Guest user
Date: mardi 3 décembre 2024, 19:52

Table des matières

1. Communication vs. information

Avant de commencer - Questions pour réflexion:

1. Vous sentez-vous à l'aise pour parler avec des professionnels impliqués avec votre enfant de problèmes autour de lui/elle?

2. Est-il arrivé que vous ne puissiez pas défendre votre enfant parce que vous sentiez que vous ne pouviez pas parler à d'autres parents ou à des professionnels?

3. Avez-vous déjà eu le sentiment d'être exclu des groupes de parents parce que vous avez un enfant handicapé intellectuel?

Faire ce sous-module vous aidera à être plus conscient de la diversité des canaux qui pourraient améliorer la communication et l'interaction famille / cadre, afin de pouvoir identifier le (s) canal (s) qui pourraient être plus utiles pour atteindre vos objectifs spécifiques lors de la communication avec les enseignants et les professionnels, pour comprendre que l’interaction milieu-famille peut être fluide et enrichissante lorsqu’on utilise une diversité de canaux. Cela vous permettra également de mieux aider votre enfant à prendre conscience que la communication entre ses parents et les milieux est attendue et pourquoi ils doivent toujours y participer, et vous pourrez également aider votre enfant à identifier le diversité des canaux disponibles pour soutenir la communication école / milieu/ famille.
Que sais-je des canaux de communication?

1.1. Qu'est-ce que je sais des canaux de communication?

ACTIVITÉ

 		 30 minutes
     

Devrais-je faire l'activité seul?

Si vous êtes dans une famille biparentale, essayez de faire l’activité ensemble. Invitez également votre enfant.

Après avoir terminé l'activité…

Je devrais être capable de:
• Etre conscient de la diversité des canaux susceptibles d'améliorer la communication et l'interaction école / milieu / familles.
• Identifiez les canaux qui pourraient être plus utiles pour atteindre des objectifs spécifiques lors de la communication avec les enseignants.
• Réalisez que l'interaction école / environnement / famille peut être fluide et enrichissante lorsque vous utilisez une diversité de canaux.
• Aidez mon enfant à prendre conscience du fait que la communication entre ses parents et l’école / le milieu est attendu et pourquoi ils doivent toujours y participer.
• Aidez mon enfant à identifier la diversité des canaux disponibles pour soutenir la communication école / milieu/ famille.
X

 Avant de commencer, de quoi aurai-je besoin pour faire cette activité?

Rien de spécial.

Que dois-je faire?


Dans ce document Word, vous trouverez des déclarations contenant des informations sur les canaux de communication entre écoles / milieu et familles.
Pour chaque énoncé, vous devez cocher «Oui» ou «non» en fonction de vos connaissances ou de votre expérience de chaque canal utilisé dans l’école / le cadre de votre enfant (cela pourrait être avec vous ou avec d’autres parents dans leur ensemble).
Après cela, discutez avec votre enfant des avantages des parents et de la communication entre l’école et le milieu en mettant l’accent sur le rôle actif que votre enfant pourrait jouer à cet égard.
    

Que faire ensuite?

Nous nous entraiderons si nous partageons quelques idées clés sur le forum.
• Avez-vous appris quelque chose de l'activité? Était-ce utile?
• Vous sentez-vous particulièrement heureux ou inquiet à propos de quelque chose ayant un rapport avec?
• Appliquerez-vous cela dans votre routine quotidienne?
•…?

1.2. Que sais-je des styles de communications?


ACTIVITÉ
 30 minutes
 

Devrais-je faire l'activité seul?

Essayez de faire l'activité avec votre enfant.

Après avoir terminé
l'activité…

 Je devrais être capable de:
• Reconnaître les traits associés aux différents styles de communication.
• Aider mon enfant à reconnaître ces traits aussi.
• Identifiez des mots spécifiques sur les sentiments, les attitudes et les comportements associés aux styles de communication.
• Être conscient des effets émotionnels qu'un style de communication particulier peut avoir sur d'autres personnes.
• Guider mon enfant pour qu'il adopte un style de communication assuré.

Avant de commencer, de quoi aurai-je besoin pour faire cette activité?
Rien de spécial.

Rien de special


Que dois-je faire?

Vous trouverez quatre déclarations décrivant les quatre principaux styles de communication: passive, assertive, passive-agressive et agressive. Vous trouverez également une liste de mots associés à ces quatre styles.
1. Avec votre enfant, vous devez classer ces mots en quatre groupes en fonction du style auquel vous pensez qu'ils appartiennent. Vous voudrez peut-être faire correspondre certains mots à plus d'un style de communication; c'est possible.
2. Pensez au style de communication que vous et l’enseignant / accompagnateur de votre enfant utilisez habituellement pour communiquer (si votre enfant a plus d’un enseignant / gardien, choisissez l’un d’eux). Ecrivez quelques mots qui pourraient vous aider à imaginer ce style.
3. Enfin, essayez de dessiner votre visage et celui de l'enseignant / du soignantlorsque vous communique l’un avec l’autre.


Declarartion 1: Style de comunication passive: 

La personne a du mal à communiquer ce qu'elle pense, ressent, a besoin ou désire de quelque chose directement. Souvent, cette personne accorde la priorité aux besoins des autres par rapport à ses propres besoins, ce qui peut la laisser penser qu’elle ne peut pas faire connaître ses besoins. Ce style de communication peut également faire de l’autre partie un gagnant.

 

 

Déclaration 2: Style de communication assertive:  

La personne est capable de communiquer ce qu'elle pense, ressent, a besoin, ou désire à propos de quelque chose clairement et directement. La personne le fait d’une manière qui respecte les opinions, les sentiments, les besoins et les désirs des autres. Ce faisant, les deux parties en communication se sentent généralement satisfaites de d’eux-mêmes et l'une de l'autre. Il n'y a pas de perdants.

 

 

Déclaration 3: Style de communication passive agressive:  

La personne essaie de faire comprendre aux autres ce qu'elle pense, ressent, a besoin ou désire de quelque chose non pas en le communiquant clairement et directement, mais plutôt indirectement. Cette personne ne se soucie pas beaucoup de ce que l'autre partie désire. Cela amène souvent la personne à sentir qu’elle a gagné alors que l’autre partie a tendance à penser qu’elle a perdu.

 

 

Déclaration 4: Style de communication agressive:  

La personne communique ce qu’elle pense, ressent, a besoin ou désire à propos de quelque chose clairement et directement, d’une manière qui ne soit pas respectueuse des opinions, des sentiments, des besoins ou des désirs des autres. Ce faisant, la personne se sent généralement gagnante et l’autre partie comme un perdant.

 

 




Que faire ensuite?

Nous nous entraiderons si nous partageons quelques idées clés sur le forum.
• Avez-vous appris quelque chose? Était-ce utile?
• Vous sentez-vous particulièrement heureux ou inquiet à propos de quelque chose ayant un rapport avec?
• Appliquerez-vous cela dans votre routine quotidienne?We will help each other if we share some key ideas to the forum.…?

•…?

2. Mes canaux pour communiquer avec l’enseignant / le gardien de mon enfant?

ACTTIVITÉ

 30 minutes
     

Devrais-je faire l'activité seul?


Vous aimerez peut-être le partager avec votre partenaire, si vous êtes une famille biparentale. Vous pouvez également y réfléchir avec votre enfant, changer de rôle et jouer des situations de communication.

   

Après avoir terminé l'activité…


Je devrais être capable de:
• Identifier les sujets spécifiques dont je discute avec le (s) professeur (s) de mon enfant ou le (s) professionnel (s) travaillant avec lui / elle.
• Reconnaître le style de communication que je montre habituellement lorsque je parle de sujets spécifiques avec le (s) professeur (s) de mon enfant ou le (s) professionnel (s) travaillant avec lui / elle.
• Identifiez certains indicateurs de mon langage verbal (mots) et de mon langage corporal associés à ce style de communication, ainsi que certains de mes sentiments.
• Réfléchir à certains changements positifs que je pourrais introduire dans mon style de communication avec le ou les professeurs ou le ou les professionnels qui travaillent avec lui.



      

Avant de commencer, de quoi aurai-je besoin pour faire cette activité?

Des feuilles de papier et des crayons. Vous voudrez peut-être ajouter des images ou des émoticônes.


Que dois-je faire?

Tenant compte des caractéristiques des styles de communication décrits dans l'activité 1:
1. Pensez à un sujet spécifique dont vous avez discuté avec l’enseignant de votre enfant ou avec un / des professionnel (s) travaillant avec lui / elle. Si votre enfant a plus d'un enseignant / assistant, pensez à l'un d'entre eux.
2. Essayez de reconnaître le style de communication que vous et le professeur / accompagnateur utilisiez entre vous pour communiquer lorsque vous parlez de ce sujet spécifique.
3. Essayez de dessiner votre visage et votre corps, ainsi que ceux de l'enseignant / du soignant, lorsque vous communiquez entre vous sur ce sujet particulier. Vous aimerez peut-être aussi inclure des émoticônes! X
4. Enfin, écrivez ce que vous avez ressenti lorsque vous avez parlé de ce sujet avec l’enseignant / l’assistant de votre enfant.
5. Si c'est le cas, suggérez tout changement positif que vous pourriez souhaiter introduire dans votre style de communication pour améliorer encore plus votre relation avec l'enseignant / accompagnateur.
Dans le lien, vous trouverez un exemple de modèle d'écriture.

   

Que faire ensuite?


Nous nous entraiderons si nous partageons quelques idées clés sur le forum.
• Avez-vous appris quelque chose? Était-ce utile?
•Êtes-vous particulièrement heureux ou inquiet à propos de quelque chose qui y est lié?
• Appliquerez-vous cela dans votre routine quotidienne?
•…?


3. Déségrégation de vous-même et par les autres

Ce module vous sensibilisera à la nécessité d’être autant que possible intégrée à la communauté et à la société locales. Pour cela, la formation essaie de vous aider à comprendre la notion d'inclusion par rapport à l'intégration, à sensibiliser à la mentalité et aux approches particulières des parents d'enfants ayant déficience intellectuelle. En complétant le sous-module, vous serez en mesure d'identifier et de vaincre l'auto-ségrégation, d'identifier vos limites (le cas échéant) en matière d'accueil de la diversité. Sur cette base, vous aurez une meilleure communication avec les enseignants de votre enfant, les professionnels qui l’aident, ainsi que d’autres parents, au sujet de questions relatives à la coexistence positive à l’école, dans son milieu et dans la communauté. Vous pourrez suggérer des activités possibles dans lesquelles vous pourriez être impliqué pour augmenter l'inclusion à l'école et encourager votre enfant à être impliqué dans le soutien à l'inclusion à l'école et dans la communauté.

3.1. Onion d'identité

ACTIVITÉ

 		 20 minutes
     

Dois-je faire l'activité seul?


Le mieux est de le faire en petit groupe. Si vous êtes dans une famille biparentale, essayez de faire l’activité ensemble. Invitez également votre enfant.
x Après avoir terminé l'activité… je devrais être capable de:
• comprendre que tout le monde a de multiples identités, à la fois abstraites et concrètes, et qu'elles se sont mutuellement affectées
• comprendre que l’identité des personnes peut créer des synergies, mais aussi des controverses

Après avoir terminé l'activité…

je devrais être capable de:
• comprendre que tout le monde a de multiples identités, à la fois abstraites et concrètes, et qu'elles se sont mutuellement affectées
• comprendre que l’identité des personnes peut créer des synergies, mais aussi des controverses

Avant de commencer, de quoi aurai-je besoin pour faire cette activité?

  

Imprimez une copie d’ « Oignon » d'identité pour chaque participant. Si vous travaillez en groupe, ayez également une copie de grande taille que vous pourrez mettre au mur.

Que dois-je faire?

  •  en plénière, une brève introduction au modèle d'identité culturelle de l'oignon sera présenté aux participants
    • en petits groupes, ils sont invités à trouver deux ou trois éléments communs pour le groupe et à identifier le bon calque pour chacun, puis de les placer chacun sur un post-it
    • en séance plénière, ils placent leur caractéristique commune identifiée au bon endroit du gros oignon sur le tableau à feuilles mobile
    • le formateur distribue le deuxième modèle et tout le monde est invité à trouver ses calques individuellement
    • cet exercice est suivi d’une discussion en pair sur les similitudes et les différences
    • à la fin de l'exercice, les participants sont invités à partager les résultats qu'ils ont trouvés surprenants et choquants, le cas échéant.
    

Que faire ensuite?

  • Réfléchissez à votre compréhension des similitudes et des différences
    • Cette activité vous a-t-elle aidé à comprendre comment des valeurs cachées affectent les caractéristiques et le comportement visibles?
    •…?





3.2. 10 choses à faire et à ne pas faire

ACTIVITÉ  5 minutes
        

Devrais-je faire l'activité seul?

Le mieux est de le faire en petit groupe. Si vous êtes dans une famille biparentale, essayez de faire l’activité ensemble. Invitez également votre enfant.

Après avoir terminé l'activité…

Je devrais être capable de:
• Être d’accord avec une compréhension commune qui définisse clairement les bases et les moyens de travailler ensemble, ainsi que de créer le respect et la compréhension mutuels.
• Le point de départ de toutes les activités et discussions est le suivant: Tous les participants sont égaux, indépendamment de l'âge, du sexe, de la profession, de la culture, etc.

 Avant de commencer, de quoi aurai-je besoin pour faire cette activité?    

Imprimez une copie des « 10 choses à faire et à ne pas faire » pour chaque participant

Que dois-je faire?

  • Tous les participants sont invités à lire attentivement les choses à faire et à ne pas faire.
    • Ensuite, ils devraient marquer jusqu’à trois dans chaque catégorie dans les quatre couleurs:
    • Couleur 1 pour les problèmes faciles à suivre
    • Couleur 2 pour les problèmes difficiles à suivre
    • Couleur 3 pour les problèmes que le participant n'est pas du tout d'accord
    • Couleur 4 + espace supplémentaire sur les papiers pour ce qui manque
    • Concernant les résultats, discutez de ce qui doit être changé de toute urgence dans tous les cas.
    

Que faire ensuite?

  • Réfléchissez à votre compréhension du respect mutuel et à la reconnaissance des antécédents, de l'expérience et des compétences divers. Que pouvez-vous faire pour que cela devienne une réalité?
    • Que pouvez-vous faire pour augmenter la sensibilisation et la compréhension mutuelle?

  • Téléchargez ce document pdf

    Premiers souvenirs de diversité


Download this pdf document

3.3. Premiers souvenirs de diversité

ACTIVITÉ

 		 30 minutes
     

Devrais-je faire l'activité seul?

Si vous êtes dans une famille biparentale, essayez de faire l’activité ensemble. Invitez également votre enfant.

Après avoir terminé l'activité…

Je devrais être capable de:

Etre conscient de la diversité des canaux susceptibles d'améliorer la communication et l'interaction école / environnement / familles.
• Identifier les canaux qui pourraient être plus utiles pour atteindre des objectifs spécifiques lors de la communication avec les enseignants.
• Réalisez que l'interaction école / milieu / famille peut être fluide et enrichissante lorsque vous utilisez une diversité de canaux.
• Aider mon enfant à prendre conscience que la communication entre ses parents et l'école est attendue et pourquoi ils doivent toujours y participer.
• Aider mon enfant à identifier la diversité des canaux disponibles pour soutenir la communication école / milieu/ famille.

 Avant de commencer, de quoi aurai-je besoin pour faire cette activité?

Rien de spécial

Que dois-je faire?

1. Regarder cette vidéo sur les préjugés implicites:

Le beurre d'arachide, la gelée et le racisme  [source | Matériel didactique gratuit du New York Times]


2.  Lire la liste de contrôle des privilèges culturels suivante (de McIntosh):

Je peux vivre où je veux vivre.
• Je peux adorer où je veux adorer et près de là où je vis.
• Je peux faire des achats sans me faire suivre ni me harceler là où mon mode de paiement est accepté.
• Je peux trouver le type de nourriture que je préfère, les vêtements, les salons de coiffure, les produits pour les cheveux, la musique, etc.
• Je peux trouver des personnes comme moi décrites positivement à la télévision, au cinéma, dans des chansons, etc.
• Je peux trouver des affiches, des jouets, des poupées, des cartes de vœux, etc., qui montrent des gens comme moi.
• Je peux trouver des personnes comme moi décrites positivement dans des livres, etc., sur notre pays et notre histoire.
• Je peux trouver des personnes comme moi dans la plupart des manuels et du matériel pédagogique.
• Je peux dire ce que je veux des gens et être accepté par les gens autour de moi.
• Je peux être avec des gens comme moi.
Pensez à votre vie et énumérez l’une de ces affirmations qui, à votre avis, ne s’appliquent pas à vous. Pensez à votre premier souvenir d’être différent des autres à cet égard.

3.  Pensez-vous que votre propre communauté est diverse?

Faites le point sur la diversité dans votre propre environnement en remplissant le tableau:

Tableau téléchargeable

    

Que faire ensuite?

  • Réfléchissez à votre compréhension des similitudes et des différences
  •  Cette activité vous a-t-elle aidé à comprendre l'impact de la différence sur votre enfant?
  • …?

4. Niveaux et formes de participation parentale

Ce sous-module vous permettra de mieux comprendre l’engagement des parents dans l’apprentissage, la vie, à l’école ou dans leur environnement, des droits et devoirs des parents et des droits de l’enfant. Vous aurez une compréhension plus approfondie des différents niveaux et formes d'implication parentale et serez capable de mettre en œuvre des actions réussies pour de meilleurs résultats d'implication. Vous serez plus conscient des différences de pratiques dans le domaine de la participation parentale et de votre capacité à évaluer la situation actuelle et vous serez en mesure de suggérer des améliorations et de participer à des activités visant à l’atteindre avec un état d’esprit inclusif.


4.1. Styles parentaux

 

ACTIVITÉ 60 minutes

Devrais-je faire l'activité seul?


Essayez d'impliquer votre partenaire si vous êtes dans une famille biparentale ainsi que vos enfants.

 

Après avoir terminé l'activité…


Je / nous devrions pouvoir:
• Identifier quatre types de styles parentaux principaux.
• Être conscient des réactions des parents associées à chaque style parental et de leurs conséquences possibles sur le développement des enfants.
• Reconnaître mon / notre propre style parental, ses raisons possibles et son rôle dans le développement de mon / nos enfants.
• Identifier toutes les possibilités pour l’améliorer.

Avant de commencer, de quoi aurai-je besoin pour faire cette activité?


Feuilles de papier, crayons, ordinateur et connexion à Internet.


Que dois-je faire?

Pour faire cette activité, vous êtes invité à regarder la vidéo. 4 Types Styles parentaux (4.24 minutes). 

Dans cette vidéo, vous trouverez des informations sur les quatre principaux types de styles parentaux:
1. Permissive: les parents consentent trop de comportements et de souhaits de leurs enfants
2. Autoritaire: les parents aiment contrôler trop le comportement de leurs enfants
3. Autorité ou démocratique: les parents guident leurs enfants et fixent des limites et des conséquences claires à leur comportement
4. Non impliqué ou négligent: les parents sont passifs envers le comportement de leurs enfants

Après avoir regardé la vidéo, lisez les quatre cas de famille ci-dessous et identifiez pour chaque cas:
1. Le style parental qui, selon vous, leur correspond le mieux.
2. Les réactions parentales spécifiques au comportement de leurs enfants dans le cas de chaque famille
3. Les conséquences que vous pensez que le style parental dans chaque cas de famille pourrait avoir sur l'enfant.
4. Comment les parents pourraient-ils améliorer leur style parental? Qu'est-ce qu'ils pourraient faire?

De plus, pensez à:
1. Quel style de parentalité vous rappelez-vous que vos parents ont généralement montré lorsque vous étiez enfant?
2. Si votre style parental actuel avec vos enfants ressemble à celui de vos parents. Que pensez-vous de votre style parental?

Téléchargez ce document Word pour continuer l'activité.


Que faire ensuite?


Nous nous entraiderons si nous partageons quelques idées clés sur le forum.
• Avez-vous appris quelque chose? Était-ce utile?
• Vous sentez-vous particulièrement heureux ou inquiet à propos de quelque chose ayant un rapport avec?
• Appliquerez-vous cela dans votre routine quotidienne?
•…?


4.2. Évaluez votre style parental

 

ACTIVITÉ45 minutes

Dois-je faire l'activité seul?


Oui, mais cela peut être discuté en groupes plus tard.

 

Après avoir terminé l'activité…


Vous devriez être capable de comprendre votre style parental, de comprendre pourquoi vous vous comportez comme vous le faites dans certaines situations et d'essayer d'améliorer votre style dans le meilleur intérêt de votre enfant.

Avant de commencer, de quoi aurai-je besoin pour faire cette activité?

Lire un texte sur les styles parentaux.


Que dois-je faire?



Lisez cet article sur les styles parentaux (vous pouvez également regarder la vidéo).

Après avoir lu le résumé des différents styles parentaux et de leurs effets sur la vie des enfants, commencez par deviner quel est votre style parental, puis faites le test suivant pour vérifier ou remettre en question votre propre évaluation.
Copiez les résultats pour référence future et répondez à la question suivante:

Que devrais-je changer dans ma pratique parentale pour mieux soutenir et éduquer mon enfant, pour le rendre sûr et heureux?

Que faire ensuite?


Nous nous entraiderons si nous partageons quelques idées clés sur le forum.
• Avez-vous appris quelque chose? Était-ce utile?
• Vous sentez-vous particulièrement heureux ou inquiet à propos de quelque chose ayant un rapport avec?
• Appliquerez-vous cela dans votre routine quotidienne?
•…?


4.3. Contenu que je souhaite communiquer avec l’enseignant / le responsable de mon enfant


ACTIVITÉ 45 minutes 

Devrais-je faire l'activité seul?


Si vous êtes dans une famille biparentale, essayez de faire l’activité ensemble. Invitez également votre enfant.

Après avoir terminé l'activité…


Je devrais être capable de:
• Identifier les sujets spécifiques pertinents pour moi / nous en tant que parent (s) et pour en discuter avec le (s) professeur (s) / accompagnant (s) de mon enfant concernant lui / elle et d'autres problèmes de l'école ou du cadre de travail.
• Etre conscient de mes / nos propres besoins en matière de communication avec l'école / le cadre.
• Réfléchir du moment et à la manière de discuter de ces problèmes avec le (s) professeur (s) / accompagnateur (s).

 Avant de commencer, de quoi aurai-je besoin pour faire cette activité?   

Des feuilles de papier et des crayons.


Que dois-je faire?

  1. Vous (et si possible avec votre enfant) devriez rédiger une liste de sujets pertinents que vous aimeriez aborder avec votre (vos) enseignant (s) / tuteur (s) en gardant à l'esprit les raisons qui vous ont poussé à le faire. Par exemple, des conseils pour aider les enfants à faire leurs devoirs, les sentiments de votre enfant à propos de l’école / du milieu, des exemples d’activités possibles entre parents / enfants en relation avec ce qui est appris à l’école / en milieu, quel type d’activités / méthodologie l’aide le plus à savoir quel type d’école / de menu il aimerait avoir, quelles règles de comportement il aimerait présenter et observer, etc.
  2. Discutez de ces sujets avec votre enfant et classez-les en fonction de la priorité que vous pensez avoir tous les deux pour vous, en précisant les raisons.
  3. Rédiger une proposition pour traiter les premiers sujets de l’arbre que vous avez choisis à l’étape 2 en tenant compte des points suivants: 1) Quand cela se produira-t-il, 2) Où cela se produira-t-il? 3) qui sera impliqué et 4) ce que vous allez faire.
  4. Essayer de mettre vos propositions en pratique pour chaque sujet et voyez ce qui se passe! Ensuite, vous pouvez essayer des sujets nouveaux et différents ......

Dans le lien, vous trouverez  un exemple d'une liste de modèles de sujets.

Que faire ensuite?


Nous nous entraiderons si nous partageons quelques idées clés sur le forum.
• Avez-vous appris quelque chose? Était-ce utile?
• Vous sentez-vous particulièrement heureux ou inquiet à propos de quelque chose ayant un rapport avec?
• Appliquerez-vous cela dans votre routine quotidienne?
•…?


4.4. Which type of parents’ profile

ACTIVITY 45 minutes

Should I do the activity alone?

Yes. You may also invite your child and your partner discuss the activity with you.

After completing the activity…

I/we should be able to:

  • Be aware of different typologies of parents according to their kind of involvement at schools/settings.
  • Reflect on the different effects these typologies might have on the children and on the school/setting.
  • Identify my tendency to act according to some typologies.
  • Describe what I could do to approach the typology(/ies) I like the most.

Before I start, what will I need to do this activity?      

Sheets of paper and pencils. You might like to use a computer and the internet to find  the suggested document.


What do I have to do?

You should read the six statements below about six types of parents according to their kind of involvement at schools (Smith,2007). This is applicable to other types of settings you child attends.

You may like to visit Types of parents and school strategies aimed at the creation of effective partnerships to find out more from the original document describing this typology.

Think about which typology(/ies) you like the most because of its/their positive effects on the children and on the school/setting.

Probably there aren't any parents who suit any typology perfectly all the time and under all circumstances, but there can be a tendency to act according to one or two typologies.

For each typology you should rate the frequency you perceive yourself acting as described in the statements, choosing from: 1-Never; 2-Sometimes; 3-Frequently and 4-Always/Nearly always.

After that think about:

  1. the descriptions you think YOU COINCIDE with for each typology,
  2. the descriptions you think YOU DO NOT COINCIDE with for each typology.

Check whether the typology(/ies) you like the most is/are the one(s) you coincide the most too. If this is not the case, try to describe what could you do to approach that typology(/ies).

In the link you will find an example of a writing template.

What to do next?

We will help each other if we share some key ideas to the forum.

  • Any insight you learned from? Was it helpful?
  • Are you feeling especially happy or worried about something related?
  • Will you apply  it in your daily routine?
  • …?


5. Understanding the ‚other side’ – be it professionals, ‚mainstream’ parents and other minorities

By doing this sub-module you will have a deeper understanding of the main characteristics of living together at schools, settings and other community venues, a raised awareness of the diversity of possible actions to promote living together. It will help you understand that all community parties (stakeholders) must be involved in supporting living together. You will be able to support your child to identify how living together at school/setting might be supported by positive behaviour. You will have a higher level of awareness of different typologies of parents according to their level of involvement and identify your tendency to act according to different types.


5.1. Family diversity

ACTIVITY 45 minutes without interviews

Should I do the activity alone?

If you are a two-parent family, try to do it with your partner. 

 

After completing the activity…

I /we should be able to:

  • Identify strengths and possible limitations different families might have when raising and educating their children.
  • Understand those families' circumstances and respect them.
  • Identify some possible suggestions to enhance social understanding of family diversity.

Before start, what I will need to do this activity?      

Sheets of paper, pencils and maybe an audio recorder.


What do I have to do?

From the following list of diversity criteria choose two of them to think about:

  • Two families who differ according their structure: a two-parent family and a one-parent family (you may know these families). One family could be heterosexual and the other one homosexual (two dads or two moms). Also, one of the families could be a reconstructed family (stepfamily: two-parent family having children for former partners). Or maybe one of the families could be an adoptive family. You might want to choose two families from this diversity, or maybe you could think about of all of them.
  • Two families who differ according the geographical area they are living in: rural and urban (you may know these families).
  • Two families with parents having different levels of education, having different employment status: one where both parents are unemployed, one where somebody is employed and works. (you may know these families).
  • Two families with different ethnicity backgrounds, one of them being a Roma family and the other being a family from another ethnicity group you might think of (you may know these families).
  • Two families with children having special health or development needs: one having a child at hospital and another one having a child with a special need you think of (you may know these families).

Once you have chosen those two diversity criteria and their related four families, try to find out for these four families their strengths and possible limitations when raising and educating their children. If you know families with these four characteristics who are close to you, talk to them to collect direct information to complete the activity. You may record their information. Then you can check your own ideas on this matter.

Finally, add some suggestions on how those limitations could be faced, who can help, which measures should be taken into account.

You may like to complete this activity considering other additional diversity criteria. For example: Bicultural families, families having children of different ages, etc.

In the link you will find an example of a writing template to fill in your information. 

What to do next?

We will help each other if we share some key ideas to the forum.

  • Any insight you learned from? Was it helpful?
  • Are you feeling especially happy or worried about something related?
  • Will you apply it in your daily routine?
  • …?



5.2. Identifying my/our family diversity profile

 

ACTIVITY 30 minutes

Should I do the activity alone?

If possible do this activity together with your child and your partner, if you are in a two-parent family.

 

After completing the activity…

I/we should be able to:

  • Identify our own family diversity profile according to different criteria.
  • Be aware of our family strengths and possible limitations according to our diversity profile and accept them.

Before I start, what will I need to do this activity?      

Sheets of paper, pencils and, if possible, family pictures.


What do I have to do?

  • Together with your child and your partner if you are in a two-parent family, try to identify the characteristics in your family that matches the following family diversity criteria better (you may like to collect some family pictures):
  1. Demographic: Ethnicity, level of parents’ education, socioeconomic status (high, average, low), living environment (rural/urban families), working circumstances of the parents (working/not working mother and/or father), size, number of children in the family, etc. 
  2. Age and educational level of each child in the family
  3. Family members with special needs: No / Yes (if yes, who)
  4. Risks factors for family functioning: No / Yes.  Which risks factors are affecting the family? (For example: drug consumption, children’s systematic school absenteeism and failure, delinquency, poverty, adolescent pregnancy, children living abandoned in extended or in other families, others….)
  • Identify your family strengths and possible limitations for raising and educating your children according to your diversity profile. 
  • Write down one or two cases when you faced some issues associated with your family diversity profile (for example, facing how to look after your small children while you are at work; the same regarding  involvement in your children’s school and education, any difficulty regarding your ethnicity  or your financial circumstances, etc.)
  • Add some tips for families regarding diversity issues.

    •  

In the link you will find an example of a writing template to fill in your information.

What to do next?

We will help each other if we share some key ideas to the forum.

  • Any insight you learned from? Was it helpful?
  • Are you feeling especially happy or worried about something related?
  • Will you apply it in your daily routine?
  • …?


5.3. What do I know about living together in school/institutions?

 

ACTIVITY 10 minutes

Should I do the activity alone?

Yes. You can also share it with your partner and your child if you'd like.

After completing the activity…

I should be able to:

  • Identify some main characteristics of living together at schools/settings.
  • Be aware of the diversity of possible actions to promote living together at school/setting.
  • Recognize that all community school/setting parties must be involved in supporting living together at school/setting.
  • Help my child to identify how living together at school/setting might be supported by positive behaviour.

Before I start, what will I need to do this activity?      

Nothing special.


What do I have to do?

You will find some statements below with information about ways through which schools/settings can promote inclusion.

For each statement you should mark T (True) of F (False) if you think the information given is true or false. Once you finish, you will be able to check your answers. 

What to do next?

We will help each other if we share some key ideas to the forum.

  • Any insight you learned from? Was it helpful?
  • Are you feeling especially happy or worried about something related?
  • Will you apply it in your daily routine?
  • …?



Attempt quiz now


5.4. What my child's school/institution is doing to promote living together and how can I contribute to it

 

ACTIVITY 90 minutes

Should I do the activity alone?

Try to complete the activity with your child.

After completing the activity…

I should be able to:

  • Identify the activities my child’s school/setting is doing to reach a positive social atmosphere.
  • Identify my boundaries (if any) in welcoming diversity.
  • Communicate with my child's teachers/carers and other parents about issues regarding positive coexistence at school/setting.
  • Suggest some possible activities you might be involved in to increase inclusion at school/setting.
  • Encourage my child to be involved in supporting inclusion at school/setting.

Before I start, what will I need to do this activity?      

Sheets of papers and pencils. Optional: audio recorder.


What do I have to do?

Together with your child or another parent you should think about and write down the actions you actually know your child's school/setting is taking to enhance positive relationships among all parties. You should also list ‘otherness’ you are not confidently familiar with or feel uncomfortable/hostile against.

After that, you should ask some teachers/carers or the director of the school/setting about these actions. You may also ask some representative of the parents from the Parents' Association at school/setting, or other parents. When talking to them take some notes or (better) ask them whether you can record the conversation in order to collect valuable information.

You may like to ask about actions to keep peace in the classrooms/groups or in the corridors, to manage conflicts between children, between parents and teachers/carers, issues regarding integration of minority ethnic groups or immigrant people, students with special characteristics and needs, participatory democracy, norms and duties of students, teachers, carers and parents, mediation experiences, and so on.

Finally, write a short paragraph with your conclusions about what your child's school/setting is doing, adding your suggestions to increase the frequency of those actions and your possible contribution to them.

In the link you will find an example of a writing template.

What to do next?

We will help each other if we share some key ideas to the forum.

  • Any insight you learned from? Was it helpful?
  • Are you feeling especially happy or worried about something related?
  • Will you apply it in your daily routine?
  • …?


6. Parental involvement as active citizenship

Doing this subsection will help you to have a deeper understanding of elements of active citizenship and digital citizenship, so that you can support your child more in becoming an active citizen. You will also have an awareness of issues with school and settings today and have a deeper understanding of possibilities of change and the role of different stakeholders in it. You will also understand nomination and election processes and be aware of consequences of participation and opting out. You will have a higher level of awareness of actions that have an effect on all children and their consequences related to your own child.


6.1. Models of citizenship and levels of participation

 

ACTIVITY 1 hour
 

After completing the activity…

I should be able to:

  • Think about citizenship models and their consequences in participation
  • Identify your participation level in your child’s school/setting projects and life

Before start, what will I need to do this activity?

Maybe sheets of paper, pencils and a camera or a scanner


What do I have to do?

As you have seen there are multiples types of participation and you have to decide which way to participate you prefer. The level of participation is related to the model of citizenship. There are basically three models of citizenship: 

  • Individualistic model: based on individual rights. In order to defend them each citizen give the representation of their interests to their political representatives.
  • Informed citizen model: the relation between the citizen and the community is more important. The citizen has all the information about the affairs that affect them and participates actively in politics.
  • Communitarian model: the community is more important than the citizen. The power is in collective institutions, so citizens participate through this institutions



Which of these models of citizenship do you prefer?


There are several theories about levels of participation; one of them has been explained in the introduction of the module. Even so, there are other ones. And one of them presents a ladder of participation with eight levels see below (Arnstein, 1969). 



The citizen control level is when the level of participation is higher because the person really has power in the decision-making process. And for example, in the informing or the consultation level the person is only informed and maybe have a vote in a decision-making process but does not really have the power to decide on issues that concern them. So, the person has more power in decision-making processes at higher levels of the ladder. 


Choose one project of your child’s school/institution and write down/draw/make a photo that describes your level of participation in it.

Based on the ladder of citizen participation of Arnstein (1969) which one do you think is your level of participation at your child’s school/institution? Maybe your level of participation changes depending on the project/issue in which you participate, explain it as well.

Based on the model of citizenship you have chosen at the beginning of the activity, which of the levels of participation do you think you should achieve in the school/institution of your children? Is it the same that the one you have at that moment?

What can you do to reach the desired position?


What to do next?

We will help each other if we share some key ideas to the forum.

  • Any insight you learned from? Was it helpful?
  • Are you feeling especially happy or worried about something related?
  • Will you apply it in your daily routine?
  • …?


6.2. Digital citizenship activity

ACTIVITY

 		 30 minutes
     

Should I do the activity alone?

It can be done individually, but it is best discussed with other parents 

After completing the activity…

I should be able to:

  • become aware of issues around active digital citizenship 
  • apply have better practices as active digital citizens

Before I start, what will I need to do this activity?      

Nothing special.

What do I have to do?


1. Look at the infographics on active digital citizenship 

2. Think of an example for each slice of the above cake in your life


 


3. Read the following scenarios and answer the questions, preferably discussing it with other parents

Scenario 1

A new set of government regulations restrict the offer of officially recognised schoolbooks, but teachers are given total freedom of school material they want to use, including books that are not officially recognised, and thus cost much more than recognised ones.  The majority of books your school’s teachers used in previous years are off the list. The teachers come together and decide that they want to keep using the books they have good teaching experiences with. They commit themselves to ask parents to buy less books than in previous years, but the full package chosen will still cost parents twice as much as it would have cost the year before and triple the price of a pack of subsidised books would.

There is an enrolment issue at the school, so teachers are afraid the demand to pay more for books will trigger an exodus from the school.

How would you as a parent at the school would like to be approached by teachers to be persuaded to keep your child(ren) in the school and to pay for the more expensive books? What do you think the role of elected parents’ representatives and teaching staff is in this situation? What happens if you don’t participate in the discussion? How your child(ren) should be involved in these discussions? How could digital tools be part of the solution?

Scenario 2

The food on offer in the school/setting cafeteria, while meeting the requirements of a so-called Healthy Eating Lifestyle Plan does not meet the taste of children. Most children bring in sandwich and chips instead of eating at the canteen. Some parents buy microwave ovens for the (class)rooms and the children heat up home-made food in them, eating by their desk or in the corridors. There is a strong demand to provide a longer lunch break so that children can go to a nearby restaurant outside of school for their meals. The age group is 6-10 year olds. Some members of the teaching staff/carers don’t feel comfortable with letting the children out of school during the (school) day regardless the wish of parents and the rights of children to do so. While they understand that they must let the children out of the building anytime, they invite the parents and children to try and find a solution that satisfies most families and also satisfies those teachers who have safety concern, so that they keep as many children in the school building as possible. 

What is the role of parents in finding the best solutions, possibly a range of different offers? Think of catering for different tastes and eating habits, probably coming from cultural differences, and at the same time make your staff understand that a satisfactory solution is necessary, since you are not allowed to forbid children from leaving the building at any time or bringing their own food. What would you propose the school leaders as a parent representative? What are the consequences of your not participating in these discussions? 


    

What to do next?

  • Did this activity help you to understand how being an active citizen in your child’s life helps him/her?
  • Will you become more active using the tools offered?
  • …?

6.3. Am I good leader?

ACTIVITY

 		 20 minutes
     

Should I do the activity alone?

It can be done individually, but it is best discussed with other parents

After completing the activity…

I should be able to:

  • identify my leadership style, the drawbacks and the benefits, as well the areas to improve. 
  • identify which style of leadership I should have to participate in different projects of my community 

Before I start, what will I need to do this activity?      


   Nothing special.

What do I have to do?

1. Assess your leadership style using this tool LINK!

2. Once you know which style of leadership, answer the questions below:

  • Which is your leadership style? Which are its main characteristics?
  • Write three drawbacks and three benefits of your leadership style.
  • In which areas of your leadership style do you think you need to improve?
    

What to do next?

  • Did this activity help you to understand what role do you play as a leader?
  • Will you adjust your leadership style using the tools offered?
  • …?


6.4. Portuguese camp example activity

ACTIVITY

60 minutes

Should I do the activity alone?

Try to complete the activity with your partner

After completing the activity…

I should be able to:

Recognize the importance of Family-School/Setting-Community work.

Assume my own needs and the importance of quality of life

Recognize the importance of helping and be helped

Be able to connect more easily with other families with the same issues

 

Before I start, what will I need to do this activity?

Sheets of papers and pencils.

 

What do I have to do?

Read the text bellow:

It takes a village to raise a child - essential responsibility of the village to educate the young in the community that will allow successful continuity into the future.

Our “village” has never been more necessary than it is today.

Parents and concerned community residents have a right and an obligation to be meaningfully involved in the affairs of schools and settings. This a fundamental right embedded in society, not something bestowed by governments. The underpinning for this idea is a classic democratic theory.

Joyce Epstein describes the institutional connections of the school/setting, family, and community as a set of overlapping spheres of influence on children’s learning and development.  

Research show and it is also common sense that when the separate parts of the child’s worlds are connected appropriately and in some harmony, the child benefits and so does the school/setting, the family and the community. Schools can strengthen families’ links with community organizations and resources.

When parents receive the support they need, they’re likely to be more relaxed and healthier, set an example for their children that it is okay to ask for help, and show their kids the value in both helping and being helped.

Community-based parent support programs and initiatives can have a direct impact on child behaviour outcomes in that they enhance parents’ capabilities and efficacy, particularly when they are family-centred as opposed to professional-centred.

See this example of Good Practice: Olivais in Holidays+ (Power Point Presentation)

Now Think about it:

  • How important is this good practice? 
  • What is the goal?
  • Who will benefit from the fulfilment of this practice?
  • What is the benefit? 
  • Should families of children with disabilities have the right to have time for themselves?

 

What to do next?

We will help each other if we share some key ideas to the forum.

Any insight you learned from? Was it helpful?

Are you feeling especially happy or worried about something related?

Will you apply it in your daily routine?

…?



7. Understanding the legal and institutional contexts

This submodule will help you to understand ways your country's educational regulations stimulate parental involvement more. You will be able to identify the key stages or educational levels by which the educational system is structured in your country and their basic characteristics and be more aware of the correspondence between educational levels and children's ages. It will also help you to be aware of differences and similarities of educational system and their European context. It will help you to adjust your expectations better to the educational path your child is expected to follow in further years and thus devise strategies to support your child's learning at his/her particular educational level at present and his/her progression through the educational levels in the future.

7.1. Changing roles to better understand rights and duties

 

ACTIVITY40 minutes/80 minutes including activity with grandparents

Should I do the activity alone?

Try to do the activity together with your child.

If you are in a two-parent family, involve your partner too.

You might also like to involve grandparents.

 

After completing the activity…

I/we should be able to:

  • Identify typical parenting behaviours, which are not respectful to children's rights and lead to family conflicts.
  • Be aware of the possible parents' rights and responsibilities associated with parenting behaviours that aren’t respectful of children's rights and the reasons for that.
  • Identify my/our own parenting behaviours which are not respectful of children's rights and some alternatives to change them.
  • Encourage my/our children to cooperate and respect each other’s rights to prevent conflicts in the family.
  • (If grandparents are involved) Be aware of how the roles in the family changed with time and social evolution. Identify their advantages and disadvantages and the possible ways to face the latter

Before I start, what will I need to do this activity?       

Sheets of papers, pencils, computer and connection to the Internet.


What do I have to do?

To perform this activity you are invited to watch the video Parenting-Changing roles (2.10 minutes). 

In this video you will find children of different ages playing typical parenting roles associated with family conflicts.

After watching the video, you should:  

1.       Identify those parenting behaviours you consider non-respectful of children's rights and which lead to conflicts.

2.       Comment on the possible reasons parents have for behaving that way with their children (for example: fear their children get into risk, lack of time, etc.).

3.      Identify your own parenting behaviours similar to that shown in the video and some ideas to change them if you wish to do so. 

4.      If grandparents are involved, discuss with them:

  • how the parents' and the children's roles changed in the family in the past 30 years (for example), or when the grandparents were children themselves,
  • which are the main differences, its advantages and disadvantages
  • how to cope with the disadvantages.
  • try to figure out why /how these changes happened (for example, because of social evolution as mothers entered the job market, etc.)

In the link you will find an example of a writing template.

What to do next?

We will help each other if we share some key ideas to the forum.

  • Any insight you learned from? Was it helpful?
  • Are you feeling especially happy or worried about something related?
  • Will you apply it in your daily routine?
  • ...?

7.2. Parents’ rights and duties

 

We will help each other if we share some key ideas to the forum.

  • Any insight you learned from? Was it helpful?
  • Are you feeling especially happy or worried about something related?
  • Will you apply it in your daily routine?
  • …?
ACTIVITY

1-2 hours

Should I do the activity alone?

Yes, but you can also do it in a discussion group.

 

After completing the activity…

I/we should be able to:

  • Understand your rights and duties as a parent.
  • Be aware of rights, duties and responsibilities.

What do I have to do?

Read the article about German parenting.

Use the Parents’ Rights Charter as a reference text to explore your own rights and responsibilities.

Please answer the questions if you think each statement is true (T) or false (F) (be aware of the rights of the child, too).

After completing the activity make a list of topics you have or would have seeked guidance on from professionals or fellow parents (peer):

  • What support would you need to defend your rights as a parent in school/setting?
  • What support would you need to defend your rights as a parent in the community?
  • What support would you need to defend your rights as a parent at work?
  • What are the main obstacles that may prevent you from fulfilling your parental duties?

What to do next?


7.3. Understanding research and legal regulations on parental involvement

ACTIVITY

 		 60 minutes
     

Should I do the activity alone?

It is a group activity 

After completing the activity…

I should be able to:

  • understand a number of research areas and the UNCRC, and use these resources to reflect on the benefits of parental engagement in children’s education and development. 
  •  become an engaged parent from whichever perspective I approach education and development from, because I understand the benefits for the child. 

Before I start, what will I need to do this activity?      

   Nothing special

What do I have to do?

1. Brainstorm participants understanding of what parental involvement/engagement is

2. Play Charles Desforges’ video (3 mins)

3. Split into groups and disseminate Articles 5 and 18 of the UNCRC and summary of research in parental involvement / engagement 

4. Ask the groups to discuss the research and use it to manage effectively a particular scenario. 

5. Other scenarios should be developed to fit the contexts within which the training is taking place.
    

What to do next?

  • Did this activity help you to understand what parental involvement?
  • Will you adjust your practices using the tools offered?
  • …?

8. Managing change

This submodule will help you to investigate challenges in communication with school, settings, other parents and community and also to be able to identify the necessary skills for managing challenges. It will help you to have a deeper understanding of diversity as a solution and the cultural context. You will be more able to plan and identify necessary resources for managing change and to reassess planning and goals.


8.1. Where do I stand?

ACTIVITY

 		15 minutes
     

Should I do the activity alone?

It can be done individually, but for the discussion at the end you should involve another parent or parents and/or your child

After completing the activity…

I should be able to:

  • reflect on prejudices and stereotypes towards certain groups
  • deepen my understanding of participation
  • improve listening skills and boost critical thinking

    		•

    Before I start, what will I need to do this activity?      

       Nothing special.

    What do I have to do?

    1. Read the following statements and mark on a scale of 1 to 10 how much you agree with them (1 being totally disagree and 10 being totally agree) 

    1. Children have no rights to get involved in family decision making. Parents know best what is best for children. 
    2. To participate at school means to talk a lot in class. 
    3. Every child is allowed to participate in the school parliament/school board/school council with equal rights. 
    4. There is well-proven evidence that parental involvement results in better academic outcomes for the children. 
    5. Parents are the primary educators. 
    6. It can be dangerous for children to express their views on school issues. 
    7. Children cannot teach parents, grandparents or teachers. This is the privilege of the adults. 
    8. Not all children have the same right to participate. Poor children, disabled children, children with deficits in the majority language or children with separated parents cannot participate as much as others. 
    9. Parental involvement is lifelong learning for themselves and essential part of active citizenship. 
    10. Teachers are always better educators than parents. 
    11. Children/parents who have been in trouble with the law lose their right to participate in any decision-making process. 
    12. Children/parents with another citizenship are not allowed to participate in school councils. 
    13. Girls are less good at computer games than boys. 
    14. Scientific studies have shown that Europeans have smaller brains than Asians. 
    15. Being gay is a disability which can be cured. 

    (adapted from COMPASITO, Manual on human rights education for children – Council of Europe 2009)

    2. Look at these answers based on the UN Convention on the Rights of Child, research evidence and experience, and compare with your own scores

    1, 2) 1, 3) 10, 4) 10, 5) 10, 6) 5-6, 7) 1, 8) 1, 9) 10, 10) 1, 11) 5-6 (court may rule to ban participation) 12) 1, 13) 1, 14) 1 15) 1

    3. Discuss the differences you see between your answers and the answers given above with other parents and/or your child


        

    What to do next?

    • Did this activity help you to understand prejudices and stereotypes?
    • Will you adjust your practices using the tools offered?
    • …?

    8.2. A critical approach to today’s school

    ACTIVITY

         		 15 minutes
         

    Should I do the activity alone?

    If you are in a two-parent family, try to do the activity together. Invite your child as well.

    After completing the activity…

    I should be able to:

    • understand of issues with school today
    • understand the possibilities of change and the role of different stakeholders in it
    • critically aware of the problems education is facing and formulate an active attitude towards it

    Before I start, what will I need to do this activity?      

    Nothing special.

    What do I have to do?

    1. Watch this video of Nikhil Goyal on Why kids hate school and take notes of the problems he mentions about school today 

     


    2. Write a short description of the following (you can use the following Q-tips: What objects, tools were used in school and at work when you were 10 and what are used today? What was and what is the most common teaching method? What has changed? What did you like most about school? What does your child like most about school? What did you hate most about school? What does your child hate most about school?)

    • A normal schoolday when you were 10 and a normal working day of your parents when you were 10 
    • A normal schoolday of your child now and a normal working day in your life now 


    3. Identify the issues in the current time description mentioned in the video and decide how much you agree with it


    4. Think about your answers to the following questions and try to discuss them with other parents or a professional:

    • What has changed since you were a child and what needs to be changed to make school liked more by children?  
    • What do you think you can do about it?  
    • What do you think your community (school board, parents’ association, student union, teachers’ professional association) can do about it in your opinion?  
    • What can the media do about it?  
    • What other stakeholders can be involved and how? (Think of policy, politics, economy, civil society organisations, etc.) 
        

    What to do next?

    • Did this activity help you to understand issues around education today?
    • Will you adjust your practices using the tools offered?
    • …?

    8.3. Assess parental involvement level in your school/setting

    ACTIVITY

         		 30 minutes
         

    Should I do the activity alone?

    It can be done individually, but for the discussion at the end you should involve another parent or parents and/or your child 

    After completing the activity…

    I should be able to:

    •  explore experiences of participants of parental involvement 
    • ï  explore new ways of involving all members of the school/setting community 
    • ï  reinforce the work that is being done and can be improved on with whole school/setting relations 
    • ï  assess the level and quality of parental involvement in their own local context and propose improvements 

    Before I start, what will I need to do this activity?      

       Nothing special

    What do I have to do?

    This tool was developed for the school context and used unmodified in this course. Some characteristics may not suit other institutional contexts.

    1. Read the instructions and fill the survey

    This instrument helps assess whether your school is involving parents, community members, and students in meaningful ways. The measure is based on the framework of six types of involvement and focuses on how well activities are meeting challenges to involve more – or all – families in their children’s education.  

    At this time, your school may conduct all, some, or none of the activities or approaches listed. Not every activity is appropriate at every grade level. Not every activity should be conducted often – some may be implemented once or twice each year. In a goal-oriented partnership program, activities will be selected and outlined in detail in your One Year Action Plan for Partnerships to help reach specific school improvement goals.  

    Your school may implement other activities for each type of involvement. These should be added on the blank lines and rated to account for the major partnership practices that your school conducts. 

    Directions

    Use the scoring rubric below to rate your school on the six types of involvement. As you review each item, circle the response that comes closest to describing how the activity is implemented at your school. 

    Scoring Rubric

    1–Never: Strategy does not happen at our school. 

    2–Rarely: Conducted in one or two classes or with a few families. Not emphasized in this school’s partnership program. 

    3–Sometimes: Conducted in a few classes or with some families. Receives minimal emphasis in this school’s partnership program across the grades. Quality of Implementation needs to improve. 

    4–Often: Conducted in many, but not all, classes, or with many, but not all, families. Given substantial emphasis in this school’s partnership program across the grades. Quality of implementation is high; only minor changes are needed. 

    5–Frequently: Occurs in most or all classes and grade levels, with most or all families. An important part of this school’s partnership program. Quality of implementation is excellent. 

    The Measure is designed to be discussed and completed annually or every other year by an Action Team for Partnerships (ATP) to assess program progress. The results not only indicate the scope and quality of involvement activities, but also suggest new directions and needed improvements for the next One Year Action Plan for Partnerships 

    2. Downloadable Table

    Measure of School, Family, and Community Partnerships 

    Karen Clark Salinas, Joyce L. Epstein, & Mavis G. Sanders, Johns Hopkins University. 

    Deborah Davi s& Inge Aldersbaes, Northwest Regional Educational Laboratory.


        

    What to do next?

    • Did this activity help you to understand issues around parental involvement?
    • Will you be able to use this tool in institutional contexts other than school?
    • …?

    8.4. Successful educational action plan

    ACTIVITY

         		 30-45 minutes
         

    Should I do the activity alone?


    It can be done individually, but the discussion should be done in groups

    After completing the activity…

    I should be able to:

    • understand a tried and tested methodology for collaborative action
    • to solve problems/address challenges linked to education in a democratic way

    Before I start, what will I need to do this activity?      

    Nothing special

    What do I have to do?

    1. 16.Read the description of the methodology of Successful Educational Action (SEA) developed by Ramon Flecha and his team at CREA
    2. Identify 3-4 needs that could be addressed using this methodology in your school/setting or community context
    3. Use the template to develop your SEAs
    4. Introduce and discuss the detailed plans with other parents
        

    What to do next?

    • Did this activity help you to understand needs not addressed in your school/setting/community yet?
    • Will you be able to use this tool to address these needs?
    • …?

    9. Improving communication with your own child

    This sub-module is aiming at helping you to recognize the traits associated with different communication styles, to empower you to help your child to recognise, identify these traits, too. It will help you to identify and consciously use specific words on feelings, attitudes and behaviours associated with communication style and raise your awareness of the emotional effects that a particular communication style might have on other people. It can help you to support your child to show assertive communication style. It will help you recognise the communication style you usually show when talking about specific topics and identify some indicators of your verbal communication and body language associated with that communication style, as well as some of your feelings. It is also aiming at motivating you to introduce some positive changes in your communication style


    9.1. Connecting feeling with children’s rights

    ACTIVITY

    		 40 minutes

    Should I do the activity alone?

    Try to do the activity together with your child.

    If you are in a-two parent family, involve your partner too.

     

    After completing the activity…

    I/we should be able to:

    • Remember and be aware of children's rights.
    • Identify the consequences for children when respecting those rights and when not respecting them.
    • Identify the feelings associated with respecting and not respecting children's rights.
    • Think about what I/we can do to respect children's rights
    • Support our children to respect themselves and to respect other children's rights as well.

    Before I start, what will I need to do this activity?

    Sheets of paper, pencils, computer and connection to the Internet.


    What do I have to do?

    We all know children should be respected as children and as human beings. However, this does not always happen as expected.

    To perform this activity you are invited to watch two videos on children's rights, each of them focusing on different issues and connecting with different feelings:

      

       

    After watching both videos you should identify:

    1. What both videos have in common.
    2. Which children's rights each one is focusing on.
    3. The consequences for children -advantages and disadvantages-, when those rights are respected and when they are not.
    4. Your feelings and reactions. How do you feel about them, what would you like to do and what do you think you can do to respect children's rights better yourself and to help others to do so as well? You might want to share your ideas at school, in the neighbourhood or with friends to put them into practice!

    In the link you will find an example of a writing template to fill in your information.

    What to do next?

    We will help each other if we share some key ideas to the forum.

    • Any insight you learned from? Was it helpful?
    • Are you feeling especially happy or worried about something related?
    • Will you apply it in your daily routine?
    • …?


    9.2. Six Thinking Hats activity

    ACTIVITY

         		 30-45 minutes
         

    Should I do the activity alone?

    It can be done individually, but best be done in groups or in your family


    After completing the activity…

    I should be able to:

    • be aware of the different elements of critical thinking
    • become aware of different approaches to thinking and decision making
    • further develop my critical thinking skills and different layers of communication/decision making
    • raise the level of consciousness when communicating with my own children

    Before I start, what will I need to do this activity?      

    Nothing special.

    What do I have to do?

    1. Read the following background information about the Six Thinking Hats

    Six Thinking Hats – TM’d methodology by Dr. Edward de Bono

    Dr. de Bono’s Six Thinking Hats® is a tool that can empower teachers/trainers to motivate students to use critical thinking and problem-solving skills, while expressing inner creativity. Assigning each thinking style a colour serves as a visual cue to help participants recognise the thinking skill they are using.  


     


    The participants wearing the hats of a certain colour will be invited to do the following:

    • White Hat. Discuss the facts and other objective information about the problem. 
    • Red Hat. Share feelings and emotions about the issue. 
    • Black Hat. Present negative aspects, or worst case scenarios, regarding the situation. 
    • Yellow Hat. Consider positives, or advantages, of the situation. 
    • Green Hat. Consider creative ideas that come from looking at the problem in a new way. 
    • Blue Hat. Sum up all that is learned.

    2. Think of a communication issue – it can be a communication difficulty between you and your child, you and a professional, or your child as a professional. Write a short description of the issue for yourself.

    3. Brainstorm solutions using the Six Thinking Hats as follows: 


    4. Use the following storyboard to describe a solution:


     


        

    What to do next?

    • Did this activity help you to understand diverse perspectives of issues?
    • Will you be able to use this tool to address situations when critical thinking is necessary?
    • …?


    9.3. Communicating with people with intellectual disability

    ACTIVITY

     60 minutes

    Should I do the activity alone?

    Try to complete the activity with your partner.

    After completing the activity…

    I should be able to:

    • Identify rights related to communication.
    • Learn how to use them in your daily interactions
    • Use communication tools

     

    Before I start, what will I need to do this activity?

    Sheets of papers and pencils. 

     

    What do I have to do?

    How we write about and speak with people with disability can have a profound effect on the individual and on community attitudes. By their very nature, some words and interactions can degrade and diminish people with disability. Others perpetuate inaccurate stereotypes, entirely removing a person’s individuality and, in some cases, their dignity.

     Through positive and appropriate interactions with people with disability, we can help break down the barriers that they face in the community and in the physical environment. It is important to recognise people with disability for what they can do, rather than focusing on their limitations.

     When communicating with a person with disability, rely on your common sense, and interact with people the way you would want to be treated.

     The fundamental principle is to put the person before the disability.

     

    Communication tools

    Speak directly to the person with disability.

    Provide the person with a disability with all relevant information so they can make informed decisions.

    Ensure the person with a disability is involved in all stages of the decision-making process.

    Ask a person if and what assistance may be needed. Do not assume you know what assistance is required.

    Treat people with disability with the same respect and courtesy you would expect.

    People with disability are not invisible, do understand what is being said to them, and can speak for themselves. Do not attempt to speak, or finish a sentence, for the person you are speaking to.

     

    Communicating with people with intellectual disability - background reading

    In this template we want to provide you with some tools that help you to better understand your child with intellectual disability, thus allowing better communication and interaction between the two.

    Mental health issues, at various times, can cause changes to a person’s thinking, perception, feeling and emotional state. These changes can lead to behaviours that are out of context and do not match the situation as you would expect. People living with mental health issues usually manage these symptoms with medication and support. 

    Social interaction can often be difficult for a person experiencing an episode of mental illness. Be non-judgmental and allow time for interaction and decision making.


    If you are interacting with your child and you notice that he/she

    • Is disoriented and responding to events and perceptions that you do not share, this indicates that he/she may have lost touch with reality; 

    • Is becoming highly anxious and frightened to the extent that the belief of threat is governing their behaviour, this indicates paranoia; 

    • Is displaying unusual or inappropriate behaviour or emotion.

    • Be calm. 

    • Read their body language to assess the situation. Non-verbal communication can be very helpful in times of confusion. Allow your child to have enough space and initially avoid both direct eye contact and touching.

     • Show understanding and compassion. Empathise with their feelings without necessarily agreeing with what is being said eg.: “I understand that you are feeling frightened by your experiences...”

     • Ask how you can help. Your child may ask you to sit with him/her, he/she may be carrying a contact number that you could ring, or they may want to be left alone. Respect the person’s situation and do not pressure your assistance onto them.

     • Don’t take things personally. Remember that your child may not have insight into his/her behaviour and its impact on other people.

    (source; Communicating with people with disabilities by the Byron Shire Council)

    What to do next?

    We will help each other if we share some key ideas to the forum.

    Any insight you learned from? Was it helpful?

    Are you feeling especially happy or worried about something related?

    Will you apply it in your daily routine?

    …?