Make sure those parents are in line with the program! "Parents and teachers must understand and deliver common messages of excellence and integrity." Otherwise, cracking down on the kid is liable to be less effective.
The problem is, when kids get abuse at home, in addition to abuse through their school environment, they are hardly predisposed towards lives as "robustly engaged adults in the 21st century!"
Where's the accountability and integrity on the part of Hyde School? Hyde tolerates and even sanctions
all kinds of abuse, as long as the perpetrator drinks their Kool-Aid. You could even call them a "character cult," lol!
Think you can take the message without being affected by the messenger? Think again; that's never as easy as it sounds. There's all sorts of tricks to rope you in, e.g., creating a false sense of community that you don't want to be left out of, making you feel like a loser for not even "trying," raising the holy mantra of "your kid's best interests"...
all LGAT methodologies.
'Cause when all is said and done, that's precisely what this is:
Large Group Awareness Training. They may not charge the public sector for "taster sessions" in the beginning ... but "free info" is
NOT where they are headed.
Much of the source material towards the end is from
The Biggest Job®. Note the "Consulting Services" section at the very end.
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Developing a Personalized Parent Program with Hyde FoundationThe Hyde Foundation parenting program is designed to unite families and schools to support and challenge our children to reach their potential. Parents and teachers must understand and deliver common messages of excellence and integrity. Hyde Schools have included family in the education of students since the early 1970s. The Hyde Foundation works with schools to develop individualized programs using proven strategies to support the conversation between home and school in order to prepare children for lives as robustly engaged adults in the 21st century.
Children will need to have the life skills identified by the Partnership for 21st Century Skills (
http://www.21stcenturyskills.org) of leadership, ethics and personal responsibility, among others. It has become a well-researched understanding that parent involvement in schools, as well as the home environment itself, has a strong impact on student success. (
http://www.csos.jhu.edu/P2000/research.htm) In 2007, ETS published a report titled "The Family: America's Smallest School." In this document, the authors pull together the current research regarding the affect of family resources on a child’s learning. From their conclusion,
Long before schools begin their jobs, however, teaching and learning take place in the family. The quality of that home and family teaching makes a large difference in how much children know and how ready they are to learn when they get to school. Home and family experiences and conditions continue to influence learning, too, once children start school.[/list]
Parents need to know not only to tell their children to turn off the television, but also why this is important. They need support from the school and other parents in order to build a strong, positive family culture that withstands tantrums, parent fatigue, and stresses of the environment and economy. Through the 10 Priorities of Parenting of Hyde Schools
1, parents will learn to establish a vision for their parenting that is grounded in the reality of what children face and in the dreams they support their children to achieve. Parent meetings at the school will provide the supportive and challenging community that parents need to do the best job they are able. The home is the critical connecting point for children between their multiple communities.
Intuitively, we know that we need support and challenge from our peers to maximize our use of our innate abilities. Great athletic teams model the importance of teamwork in creating synergy that surpasses the abilities of any single player. There is an increasing amount of research that puts proof behind this intuition ("In Good Company," Cohen and Prusak, 2007. "Making Democracy Work," Putnam, 1993). By creating a dependable link between school and home, we strengthen the lessons of each. With this program, we implement a dependable model to connect home and family, in order to clearly communicate their shared messages of the importance of social responsibility, self-direction, accountability and other life skills.
Nation-wide the trend of separation between school and home is changing as school districts recognize the importance of the research on the impact of family situation on student-learning. In order to best help our students, to prepare them to contribute to a 21st century economy; we must integrate the school-home connection into our school priorities. Not only is there research that illuminates the current deficit in connecting parents into student learning, there is also research on programs that effectively address this issue.
Our intent is to connect schools and parents in a collaborative partnership to strengthen the learning of our children. We understand that this is an investment in individual children, but also in our state and country as we educate children to be productive 21st century citizens.
FRAMEWORKS1 The 10 Priorities of Parenting from The Biggest Job We'll Ever Have: The Hyde School Program for Character-Based Education and Parenting (Gauld & Gauld, 2002)3. Attitude over Aptitude
4. Set High Expectations and Let Go of Outcomes
5. Value Success and Failure
6. Allow Obstacles to Become Opportunities
8. Create a Character Culture
9. Humility to Ask for and Accept Help
The 6 types of parent involvement from National Network of Partnership Schools:TYPE 1--PARENTING: Assist families with parenting and child-rearing skills, understanding child and adolescent development, and setting home conditions that support children as students at each age and grade level. Assist schools in understanding families.
TYPE 2--COMMUNICATING: Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications.
TYPE 3--VOLUNTEERING: Improve recruitment, training, work, and schedules to involve families as volunteers and audiences at the school or in other locations to support students and school programs.
TYPE 4--LEARNING AT HOME: Involve families with their children in learning activities at home, including homework and other curriculum-linked activities and decisions.
TYPE 5--DECISION MAKING: Include families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, and other parent organizations.
TYPE 6--COLLABORATING WITH THE COMMUNITY: Coordinate resources and services
for families, students, and the school with businesses, agencies, and other groups, and provide services to the community.
SCOPE OF CONSULTING SERVICES1. Leadership Consultation: Work with the school leadership to establish specific goals and timeline unique to the school.
2. Parent Presentations: Our presenters are available to deliver programs using the 10 Priorities.
3. Training to use the 10 Priorities: Parents, teachers and facilitator training for flexible use of the 10 Priorities to guide parents.
4. Sample schedules and activities for Family Days at the school.
5. Sample schedules and activities for parent/student weekend retreats.
6. Teacher training on communication with parents: specific tools as well as well as intention to partnership.
7. Parent Leadership Group: Guidance to development of parent leadership group to support home/school communication, program delivery and parent participation.
RECOMMENDED PROGRAMS1. Parent Program at school every 4 – 6 weeks.
2. Family Days twice a year to include parents and students.
3. Parents as classroom volunteers and presenters.
4. Weekly communication between classroom and home.
5. Student-led conferences.
6. Family homework to facilitate communication.
