Because parents of upper elementary school students are less likely to attend school conferences, reading teachers at this level must find unique ways to communicate with the home. Techniques for improving communication include the following: (1) holding workshops at the start of the school year to explain classroom goals and procedures, (2)…

This pamphlet provides an overview of current research on home-school collaboration and strategies that schools can use to develop partnerships with their students' parents or guardians. An introduction lists the benefits of increasing parent involvement (higher grades and test scores, long-term academic achievement, positive attitudes and…

This handbook addresses the concerns and needs of beginning teachers in the sequence in which they often arise. The first two sections offer a checklist of things to attend to before the beginning of school, tips on the physical and visual classroom environment, a supplies checklist, and suggestions ranging from organizing the classroom and making…

Twenty-one questions parents may ask about kindergarten are answered in this booklet. Generally, the content aims to clarify the purpose and scope of kindergarten. Several questions have to do with entering a child in kindergarten: the required age, necessary information, attendance regulations, length of school day and screening tests. Questions…

Describes the benefit of parent volunteer programs in schools, including maximizing teacher effectiveness and broadening parents' knowledge and appreciation of the educational process. Provides parent and teacher testimony and helpful hints for starting a successful volunteer program. The key is the principal's involvement. (MLH)

Offers three guidelines to aid teachers in selecting effective contingency management programs, based on degree of positiveness, effectiveness, and costs to teachers and parents. Describes how to use a simple home-based program, which resulted in successful reduction of mild classroom disruptive behavior. (JAC)

This guide is intended for teachers and administrators of programs for gifted students. Following an introductory chapter, six chapters present six survival strategies (sample subtopics in parentheses): (1) set a solid foundation for your program (stating your mission and philosophy, conducting a needs assessment); (2) cast a wide net to identify…

Through interaction with their children and experiences they provide for them, parents can influence and guide children's growth, development, and learning process. This paper, in English- and Spanish-language versions, lists several ways parents can support their children's learning. The paper first notes that parents can establish a support…

Suggestions are offered for developing positive relationships among teachers and parents and the community in general. (Author/MLF)

Discusses seven guidelines for programs to teach functional reading skills and meet minimum competency standards. (AEA)

Presents 80 quick activities that elementary teachers can use to get to know their students, reward good work, communicate with parents, brush up on basic skills, spruce up the classroom, pamper themselves, or publicize the school. (SJL)

The first portion of this paper focuses upon the historical significance of Black parent-school relationships; the latter centers upon strategies for improving communications between Catholic school educators and Black parents of exceptional children. It is part of a theme issue on disabilities. (Author/SJL)

Describes the Gilles de la Tourette Syndrome, a little-known disorder of the central nervous system whose symptoms include involuntary movements, such as facial tics, and the production of involuntary sounds, such as grunts and obscenities. Suggests ways teachers can help a child afflicted with this disorder. (SJL)

Discusses parent-teacher communication problems, factors that contribute to homework-communication problems, and strategies that the whole school community can use to ensure parent involvement in the homework assignments of children with high-incidence disabilities. Focus-group recommended strategies are provided for teachers, parents,…

Discusses the importance of communication between preschool providers and parents of children with disabilities who are transitioning from early intervention programs to preschool programs. Communication needs before, during, and after the transition are addressed. A sample questionnaire for families of new students and a communication schedule…