Tips are presented for teachers to write letters to parents to encourage their participation in their child's writing program, and suggestions are also listed for parents to help improve their child's writing skills. (CB)

This tear-out, ready reference folder presents facts and statistics about the importance of parent involvement in schools. The folder includes data on how often parents and teachers meet, teacher preparation for parent involvement, the public's confidence in teachers and parents, and model programs. Resources for further information and names of…

Presents suggestions for getting parents involved in schools, noting reasons why parents stay away. Suggestions include recruiting parent liaisons, collaborating with parents on problems, sharing a meal, sponsoring a parent-student project night, making a special effort to say thanks, and getting other teachers and administrators involved. (SM)

Discusses parent/school cooperation in keeping students from falling behind while on a family trip. The teacher crafts various generic assignments that students can complete while vacationing, explains the projects to the parents (noting any needed materials) before their vacation, then has the student present the assignment to the class upon…

Presents ideas for teachers who want to get parents involved: start reaching out to parents before school starts; make written contact with parents and students before school begins; follow up with a phone call inviting their participation; communicate expectations; show commitment all year; and walk in a parent's shoes. (SM)

Teachers can prepare themselves for angry confrontations with parents by learning how to cope with parent anger and channeling it into positive action. A five-step process, the I.D.E.A.L. system, is outlined and recommended as an effective technique for converting angry parents into collaborators. (IAH)

This article describes the concepts and activities of the Write Stuff Workshop, a joint venture that brings parents and children together as allies in writing. Topics include planning the workshop, workshop activities, and at-home follow-up activities for parents and students. Three reproducibles for parents are included. (IAH)

A teacher tells how she withstood physical threats by a 16- year-old student and verbal abuse from his parents. Another teacher and a school principal present their views on how she handled the situation, suggesting that teachers not overreact, avoid power struggles, and react calmly to students' bids for attention. (SM)

Students choose their own behavior, and teachers have the power to influence their choices. This article describes cooperative discipline and offers three strategies for positively influencing students' behavior: identifying the behavior, dealing with misbehavior immediately, and providing some encouragement. Resources for further information are…