Mrs. Dorothy Barron and Parents Taking Charge in Education Encourages and Celebrates Reading in its 3Pt.Series“When You Give Me a Book” Pt. 3 Featuring Author; Elaine Marlier

Mrs. Dorothy Barron and Parents Taking Charge in Education Encourages and Celebrates Reading in its 3Pt.Series“When You Give Me a Book” Pt. 3 Featuring Author; Elaine Marlier, Without A Home - Inspiring and heartfelt tales of small animal adoptions

Hello and welcome to Pt. 3 of Parents Taking Charge in Education 3Pt. Series “When You Give Me a Book.” On today, as we conclude our 3Pt. Series, we excitedly feature our second Author; Elaine Marlier’s and her book, Without A Home - Inspiring and heartfelt tales of small animal adoptions. Today’s video presentation can be found at our Parents Taking Charge in Education Channel at YouTube. You may be asking how I discovered Author; Elaine Marlier and the reason(s) we are featuring her book on today.

I met Author Marlier through her books. As a Book Reviewer, I had the privilege of reading and writing a book review not only on the book listed above, which is part of a Series, but all three of Author; Elaine Marlier’s books in her Without a Home Series Animal Adoptions.  One book in the series features dog adoption stories; another cat adoptions and the third which we are featuring on today is about small animal adoptions. We feature her book on today because the stories within are so engaging; can be beneficial especially to children and enjoyed by those of all ages. Her stories are heartwarming, heartfelt and emotion-filled; they can make you laugh; shed tears; root for, empathize and sympathize with each animal and its predicament. Author Elaine Marlier’s book(s) can serve to assist with helping children change negative behavior’ build self-esteem and confidence.  Each book consists of a number of stories and animals; each animal has a name and shares its adoption story from its perspective.

Without further ado, let us go to Parents Taking Charge in Education Channel at YouTube for Part 3 of our 3 Pt. Series, which features Author; Elaine Marlier and her book, Without A Home - Inspiring and heartfelt tales of small animal adoptions. To access the Video, please click the link:

 http://youtu.be/ktYYu-1KTIA

Parents Taking Charge in Education wishes to thank both Authors; Lois Lowry (Book – THE GIVER) and Elaine Marlier (Book - Without A Home - Inspiring and heartfelt tales of small animal adoptions) for being our featured Authors, along with their books during Parents Taking Charge in Education’s 3Pt. Series “When You Give Me a Book,” which we have presented to Encourage and Celebrate Reading. 

Thank you; the reader and viewer for having joined us.

Mrs. Dorothy Barron, Founder

Parents Taking Charge in Education   http://mrsdbarron.blogspot.com

Twitter: http://twitter.com/PTCnEducation

YouTube: http://www.youtube.com/user/MrsDBarronPTCnEd

E-mail: barron.dorothy@yahoo.com

Common or Uncommon as Milk by Mrs. Dorothy Barron

Common or Uncommon as Milk by Mrs. Dorothy Barron

Parents, how unique or uncommon are each of your children? What would your response be if I were to ask you that question? If I were to ask you to name some products of which the common, plain, white substance, Milk, can be utilized and/or turned into, I imagine you could name quite a few.

Perhaps, you would suggest:

·        Butter

·        Cheese

·        Milkshakes

·        Smoothies

·        Buttermilk

·        Yogurt

·        Puddings

·        Ice Cream

·        Hot chocolate

·        Gravies

That common, plain, white substance, Milk, can be utilized and turned into many different flavors, colors, textures, tastes and substances. Sometimes we can get so caught up in our commonalities or human likeness we diminish or fail to see the uncommon or uniqueness that each possesses. Those things we all have in common, similar to milk make up our foundation, yet, like each product listed above, each is unique. Therefore, it is equally important that we not only recognize the uniqueness, but nurture it.

Each child within a family is different. Let me illustrate; take one item above – for instance “cheese.” Think of all the different types - Cottage, Cheddar, Swiss, Blue, Baby Gouda, Colby, Pepper Jack, etc., etc.; of various shapes and textures, yet, classified under and labeled as cheese. You get the picture.

How uncommon or unique is your child?

Mrs. Dorothy Barron, Founder

Parents Taking Charge in Education http://mrsdbarron.blogspot.com

E-mail: barron.dorothy@yahoo.com

Exercising Choice in Education by Mrs. Dorothy Barron

Exercising Choice in Education by Mrs. Dorothy Barron

The purpose of the above visual chart is to show that funding to make it possible to accommodate Parents’ Choices in Education for their children is possible.

Parent: I hear much about Choice in Education, but what does or should it mean to me as a Parent?

Mrs. D. Barron: Yes, more and more parents seem to be involved in exercising Choice in Education. In a nutshell, Choice in Education should enable you, the Parent to decide the Education setting and method in which your child is to be taught.

Parent: Where do I begin or how do I go about making an informed decision about Choice in Education?

Mrs. D. Barron: Let us first look at the Choices in Education- the two major categories in Education are public and private. Under the public education setting are public schools and charter schools; the private education setting consists of private schools and home school. Secondly, respond to the following questions and utilize the preliminary actions, if applicable.

1.      Why is a different education setting desired by you and/or your child?

2.      As the parent you are responsible for the final decision should you exercise choice in education; however it is best to discuss what constitutes a major change with your child. Sometimes what the parent desires for the child is not always what is best for the child. Also, be careful of too many changes, such could adversely affect the child and your child may come to believe that he/she is the problem and become discouraged, despondent and guilt ridden.

3.      What do you know about the education setting of which you and/or your child are interested? Research before you initiate contact.

4.      Are you conferring with the person(s) that can best answer your questions?

5.      If your child has special needs discuss how and if those needs can be realistically met.

6.      Keep well documented notes and records of conversations with whom you speak noting dates, times, telephone numbers and other forms of contact.

7.      Make sure you clearly understand the education process of your designated choice and what is expected of all parties involved including you, the parent and your child. Often the more selective the education setting becomes, the greater the expectations will be for both you, the parent and your child.

8.      Obtain printed materials about the school setting in which you and/or your child have an interest. Obtain history about the organization, its present state of existence, financial solvency state. Obtain information about its board members, governing body and staff.

9.      At some point visit the institution or school prior to making a final decision

10.  Locate state and national organizations for you selected choice(s) in Education; they are instrumental in providing resources, often assistance and resource information.

In summation, take time to become educated about your specific or the various choices in Education; doing so will assist you in making informed decisions. You and your child do not want to jump from the proverbial “frying pan into the fire;” likewise, should there be a need to exercise your choice in Education, you do not want to refrain from taking action because of the uncertainty as to what to do or where to start? Choices and decisions you make now will affect and impact your child now and in the future.

Mrs. Dorothy Barron, Author

Parents Taking Charge in Education at http://mrsdbarron.blogspot.com

E-mail: barron.dorothy@yahoo.com

Seven Things Parents Desire and Expect from their Children's Schools by Mrs. Dorothy Barron

Seven Things Parents Desire and Expect from their Children’s Schools by Mrs. Dorothy Barron

Parents who are effectively involved in their children’s education have certain expectations of their children’s schools. Following are at least seven things most Parents desire and expect:

Ÿ  Their children to be taught by qualified educators and that their children learn – a qualified educator is one that knows his/her curriculum subject (s), can teach the subject and students can learn from the educator. He/she challenges students, but do not overwhelm them. It is better for students to obtain a foundation in which to build upon than to cram and pass rote standardized test with little to nothing to show for after 12 to 13 or more years.

Ÿ  Rich and enriching learning experiences for their children - learning can be fun and engaging; there are a plethora of materials and resources now available from many sources.

Ÿ  Their children to feel good and confident about their learning experiences within the classroom - there should be at least one subject or activity that excites and energizes each and every child so that he/she is eager to come to school.

Ÿ  A Return on their investment (ROI) - after investing in a child’s education and sending a child to school for 12-13 years, students should exit school with skills to enable them to financially support themselves and proceed with more formal learning should they desire.

Ÿ  Safe and secure school environments - both are imperative; without either learning is adversely affected.

Ÿ  A staff and faculty that genuinely care about their children, their well-being and education – one becomes most effective with students when you show and they know that you genuinely care about them, their well-being and education.

Ÿ  A staff and faculty that welcome Parents – there are numerous ways to welcome and involve Parents within your school and the education process. When they get there, make it a pleasant experience.

As a parent, are there other things that you desire of your child/ren’s school(s)?

Mrs. Dorothy Barron, Author

Parents Taking Charge in Education: http://mrsdbarron.blogspot.com

E-mail: barron.dorothy@yahoo.com 

Parents Taking Charge in Education: Part IV. - School Educators: Your Stake in Society’s Most Precious Resource- Our Children by Mrs. Dorothy Barron

Parents Taking Charge in Education: Part IV. - School Educators: Your Stake in Society’s Most Precious Resource- Our Children by Mrs. Dorothy Barron

“Be careful that your role as a leader does not have you following, instead“(Mrs. Dorothy Barron).

During my sixteen year career as a school advocate and volunteer, I have had the privilege of having served beside some of the best educators- school administrators and teachers in the field. I observed administrators who spent twelve to fourteen hours a day at their schools, took on responsibilities over and beyond their job requirements. Some of these individuals and some volunteers spent their personal funds to insure that many children had what was needed, as well as exposure to unique experiences outside the classroom. Unfortunately, I have served for a short period of time beside some educators whom I would not have allowed to have walked my dog around the block had I had one.

In my opinion and from observation, the one thing that has been most damaging to those in the field of Education is the depth or extremes to which many went in an effort to cover up the problems in education; some of which were tied to job performance and some due to job protection and security. 

Even though many educators are to blame for certain actions, other sectors must accept some blame for failure to take responsibility and/or proper action(s) as well. I will now briefly list six (6) problems in Education applicable to Educators.

1.      Here we go round in circles- a short while ago, the media had a field day with a school system whose teachers were responsible for having tampered with students’ tests; sadly, this is nothing new. If the media’s information is correct, this is the same school system during the latter 1980’s or early 1990’s who had a retired military official take the helm as its School Superintendent. In an effort to accurately determine student performance, the superintendent had students’ tests placed under lock and key and monitors inside and outside the classrooms each day during the testing period. When the results came back, let me just say, it was one school board meeting I will not forget; the superintendent rebuked the school system and teachers publicly. The results- The School Superintendent lost his job. Sadly, such is pretty much how we operate; society punishes the person who does the right thing. The media, school system and city quietly buried the incident and now, over twenty years later you expect people to get excited over a situation that should have been handled differently over twenty years, ago.

2.      The loss of some of the best teachers- I watched one of the best Science Teachers in the field of Education quit; she was not allowed to do her job and was not interested in the game of politics inside the school.

3.      The various ways we learn are ever-changing, yet, too many Educators- teachers are not open to changes, which impede students’ academic growth and ability to be competitive. Let me give you an example: In the early 1990s, computers arrived in the schools for the general student population and produced much excitement. However, computers sat for months because most teachers refused to use them; they did not have the necessary skills and according to many, it was not in their job description to learn. The school’s budget did not allot for a computer specialist. To curtail a long story, by the time students were allowed to turn on the computers and/or fumble with them, they had lost interest. Let me be clear; this is not an endorsement to hop on every educational bandwagon that emerges or comes along; such can be just as damaging as doing nothing when change is imminent. 

4.      What our schools are actually filled with are too many immature, petty-minded, and vindictive educators. What we fail to see or choose to ignore is the harm to student(s), as well as these individuals’ negative influence upon the remaining faculty and school environment.

5.      The chief administrator of the local school, usually the Principal, sets the tone for the school. Job promotions for principals can and often include an increase in pay and oversight of students at a higher educational level. Some administrators function very well at one level, but when promoted and transferred to a higher level simply do not function well.

6.      Concerned about the academic performance level of students in general, I visited the State Department of Education and met with one of its chief officials. His parting advice was and according to him, a need to return to the basics in education. It was disheartening to hear, but years later, his advice and logic attest to the fact. Many students have and continue to pass through our schools, but cannot read or write, have graduated, but not prepared for the future. It does indeed appear that we need to return to the basics or rudiments of Education.

In the 1980s, Educators informed the public at large that they could not along with teaching students handle the additional and undue responsibility of raising students; they allowed themselves to be silenced and ignored. Instead of standing firm, many caved in and sold out, not only losing their credibility, but the public’s respect for the field of Education in general. Now that the façade is continually being ripped away and some educators’ and/or their authority continually being removed or replaced, they have no bargaining chips. Your stake or role in Education, the most clearly defined of all sectors involved was and continues to be - educate and prepare students academically for the future. You should have stood your ground and remained steadfast; you were the experts in your field- “Educators, not babysitters.”

Mrs. Dorothy Barron, Author

Parents Taking Charge in Education at http://mrsdbarron.blogspot.com

E-mail: barron.Dorothy@yahoo.com    

Part II. Philanthropist and Businesses: Your Stake in Society's Most Precious Resource- Our Children by Mrs. Dorothy Barron

Part II. - Philanthropists and Businesses: Your Stake in Society’s Most Precious Resource- Our Children by Mrs. Dorothy Barron

As we continue our topic, Your Stake in Society’s Most Precious Resource- Our Children, we will begin with the first sector’s role, which we have combined and consist of both Philanthropist and Businesses. Since Parents Taking Charge in Education Blog is geared to parents and their children’s education and schooling, those who serve parents and their children and parenting, we will examine each sector’s role predominantly from this standpoint.

Philanthropists and Businesses, your stake in children are utmost important, because both you and the future success of your business depend upon children; I did not say young adults, but “children.” Much of your future workforce’s habits, patterns and ethics under a number of disciplines and in a number of areas are formed in children at an early age with the controversy being, how early?

Before I continue with this discourse, I want to refer you to a two-part article written about Philanthropists’ Contributions with major emphasis on whether those contributions make a difference v. effective change? The articles with citations can be found at Slinging Stones Blog… by Mrs. Dorothy Barron under the Category, “Philanthropy” or by clicking on the following links here:

Part 1: How Much of It will Benefit those who Most Need It? Mrs. Dorothy Barron

http://www.dorothybarron.com/slingingstones/2009/02/how-much-of-it-will-benefit-those-who-most-need-it-.html

Part II. Ways to Tell When You are Really Making a Difference by Mrs. Dorothy Barron

http://www.dorothybarron.com/slingingstones/2009/02/how-much-of-it-will-benefit-those-who-most-need-it-part-ii-ways-to-tell-when-you-are-really-making-a.html

If you desire to acquire future success for you and/or your businesses, you will need to incorporate and bring about not only a difference, but effective change in the lives of children. Thus, my challenge to you in the form of a question becomes, what are you doing different to accomplish such? As a society, we all are very much aware that our schools and education system from an academic standpoint are not producing for the most part students qualified to meet today or tomorrow’s challenges.

After having spent at least sixteen years as an avid and often full-time volunteer in our schools and having Co-founded and served as former Director of the Organization, Parent Focused on Education, I have found that one of the major problems with our society is that it has through its actions decided that parents do not matter. It has taken it upon itself to usurp the role of parents and then questions, why parents are not involved in their children’s lives and education?

Parents have and will always influence a child more than you will ever know for there are certain bonds, genes and characteristics that will forever live within a child connecting the child to the parent(s). A thought for consideration- Children, as babies or infants could have been born or provided to parents in various forms and fashions- under a cabbage patch, from huge external incubators, a stork, etc., instead, the human fetus connected by an umbilical cord grows as a little human fetus, rests and bonds for nine months within its mama or mother’s womb.

Philanthropists and businessmen/women, money has been thrown at all kinds of projects and programs for children, why not invest in the needs of Parents, too? As I close and in addition to the aforementioned posts, may I leave for your consideration, the following:

Create jobs for Parents (form joint ventures, partnerships, be they temp or permanent)- Very often and in spite of what you hear, jobs, which parents need in order to care for them and their children are sparse, non-existent  or traditional ones often without flexibility. Let us get creative and yes, risks will occur and some may see failure, but I see the creation of opportunity. You have the opportunity to assist Parents with learning to fish (becoming financially independent). Through such ventures, partnerships, or teaching others to fish, you may also find some rare jewels (talents) or treasure troves (unique skills) in which you both may benefit.

 Parents need time to parent and raise their own children. Working 12 to 16 hour days are neither good for parents, children or society. There are those who insist that one needs quality of time as opposed to quantity of time with children. While I do not disagree that quality of time is needed, I do contend that one must have a quantity of time in order to provide quality time.

It is time to take the labels off- All parents, rich and poor alike require assistance with their children. Remove the labels- poor, impoverish, minority, etc. Do not give yourselves, the child or anyone else an excuse not to succeed.

Between late January - February 2011, I will be presenting and explaining to you how you and/or your business can promote, encourage and support parents and positive parenting.

Philanthropists and businesses, thank you for all you do in your endeavors to make a difference in the lives of others. Finally, I want to briefly acknowledge and publicly thank a foundation and two businesses that continued to make a difference through their contributions to both society and community during the span of my volunteer years in Education; they were 1) The Kellogg Foundation- provided community grants that reached small and struggling worthwhile community endeavors and ventures(which other grantors turned down because a track record did not exist); 2&3) Kroger and Winn Dixie Grocery Stores-made sure all community schools that requested fundraising contributions received a small contribution (in order to assist all); to my knowledge, no school went away empty-handed.

Mrs. Dorothy Barron, Author

Parents Taking Charge in Education at http://mrsdbarron.blogspot.com

The Four (4) Levels of Parental - School Involvement by Mrs. Dorothy Barron

      The Four (4) Levels of Parental - School Involvement by Mrs. Dorothy Barron

There is a distinct difference between being involved in a child’s education and being involved within his/her school. Although, and if you have a child in school, it is in the best interest of and beneficial to the child that you, the parent(s) get involved within the school. Today, we will look at and provide a brief overview of four levels of parental - school involvement and often the attitudes of parents at each level. The various levels of Parental involvement are as following:

Ø  Non-involvement Level- (Parents’ attitude- Don’t Call Me!) perhaps, the term appears contradictory in terms of being listed as one of four levels of parental - school involvement. Generally parents at this level do not visit or interact with their children’s school(s). For the most part, they show little to no interest in their children’s education. Repeated calls or notes are ignored and scheduled conferences unattended. There are two important facts to keep in mind; 1) even though non-involved, that parent or guardian was responsible for having enrolled the child in school and by law, he/she has certain rights of which the school must comply. So, even though viewed as non-involved, the parent remains involved, if from solely a legal standpoint. 2) You make a grave mistake dismissing or “writing a parent off” without attempting to obtain his/her reason(s) for non-involvement and/or fail to find a solution. Such is in the school’s best interest, because you will oversee and educate the child of that parent(s) for five to six years. I have personally witnessed parents who have gone from non-involved parents to supporters of the school and dedicated advocates for their children.

Ø  Involvement as it relates to the Child, but not necessarily the School- (Parents’ attitude- Call me only and when necessary). Parents at this level support their children, but may or may not be involved in their children’s education or school(s). They have clearly defined lines between parental responsibilities vs. those of the school and educators. They generally either have high expectations of the school or very little to none. Their role as they view it in education is to prepare and equip their children for school; they expect the school to educate their children. Under no terms, do parents at this level plan to do the educators’ jobs for them. They decide how, when and if necessary to involve themselves with the school. A parent at this level can become a staunch supporter of the school if involvement occurs on his/her terms.

Ø  Limited School Involvement- (Parents’ attitude- I will lend some support, BUT…) Parents at this level support their children, their children’s education and their schools. However, their volunteerism in and support of schools are limited. Precaution should be taken to insure that you respect their limitations of time and service in order to avoid the loss of their good will and support.

Ø  Fully Committed and Involved - (Parents’ attitude- I can help; I am willing, ready and able) Parents at this level are in for the long haul, generally from K-12; they get and remain involved. Schools count on these parents because they volunteer regularly and assist in numerous ways. They serve in various capacities within the schools and often become leaders of various school related organizations. Some sit school committees, attend school board meetings and keep abreast of legislation and policies that affect schools, education and children.

 I have shared with you on today what has led in my 16+ years of experience as a volunteer in our schools to view parental - school involvement at four levels; attitudes of parents at each level and generally what each level entails have been shared. Some may remain enmeshed in their perception(s) of what they think parents should be doing or face and accept the reality of what parents are actually saying and doing. I hope today’s post has shed some light on the subject of Parental-School Involvement.

Schools that are successful or most successful are those who have parental support within their schools.

Mrs. Dorothy Barron, Author

http://mrsdbarron.blogspot.com

Why Many Students Drop Out of School? By Mrs. Dorothy Barron

Why Many Students Drop Out of School? By Mrs. Dorothy Barron

“Education is Big Business and so is failure in education; albeit, a business we can no longer afford to fail in or at” (Mrs. Dorothy Barron).

Ever been on a job that was so unbearable to go to each and every day that you felt like screaming and knew you had to get out of there, leave immediately? In your case, you had choices; you could remain at your job or leave.

Imagine for a moment that same unbearable situation, only this time as a student. Many students are forced to go everyday to an unbearable place(school). They do not have a choice or at least, until sixteen(16) years of age and by that time a good part of the young person’s energy and potential has been wasted.

When a student begins to protests in the way(s) that he/she knows and rebels, his/her actions start a process within schools that puts the student on a fast track to and into the criminal justice system along with a constant reminder of a jail cell with his/her name written on it. Is there any wonder students are dropping out of school in droves; is there any wonder they bolt before or at sixteen(16) years of age? They can end up in jail on their own without schools channeling them there.

Too many adults do not realize that schools have changed even though many aspects exist of which most can identify. Society has come to rely on schools as a place to house students and look to educators to provide a babysitting service at least five days a week. For too many students:

·         By law, most must go to a place(school) wherein the environment and conditions seriously impede and are not conducive to learning. If animals were subjected to some of these same environments and conditions, widespread protests would occur.

·         They came eager with the wonder of learning; but such has long gone up in smoke and only ashes of dreams exist.

·         There was so much pressure to learn that unable to keep up, they only fall farther and farther behind. They will never catch up because they never got the rudiments/basics.

·         The education system is bent on the majority of students conforming to a certain hole or mold in spite of the fact that students learn in different ways, through different methods and at different times.

·         Our schools have not kept pace with society and in many ways students are more advanced and could actually teach us much. If in doubt, begin discussing internet technology/software, iphone applications, newest technology, and its use, etc., etc. Such gives some adults a headache, simply thinking about it( smile).

·         Their teachers are often overwhelmed and overburden; they must jump through “merit” hoops for pay instead of being paid a salary commensurate for the job.

·         They, nor their schools or classrooms have been provided or furnished with pertinent and necessary tools to enable a quality education. Often teachers, administrators and others have reached into their own pockets to fund what should have been forthcoming and provided by the education system and through school budgets.

·         Many carry burdens and responsibilities that are much too heavy for any child; then, he/she comes to school and incur more frustrations. Such would be too much for many adults. 

Many students understand the travesty of what continues to occur in education; they are simply tired of jumping through the hoops and reaching for the dangling carrot that is never within reach for the greater majority of students; thus, many have and will continue to leave, be forced and/or drop out of school by the droves.

Mrs. Dorothy Barron, Author

http://mrsdbarron.blogspot.com

Bullying and What You, the Parent can do about it! by Mrs. Dorothy Barron

Bullying and What You, the Parent can do about it! by Mrs. Dorothy Barron      

Bullying- it happens; it is a part of life and may I suggest 10 things you, the Parent can do about it!

Bullying defined in simplistic terms - To pick on another individual(s) verbally or physically in a negative or derogatory manner, often repeatedly.

On today, I want to briefly discuss bullying and leave tips for you, the Parent, to consider as a means of counteracting this destructive behavior among our young people. It often starts and/or occurs within our schools because it is the place where most young people congregate at the same time. The repercussion, retaliation of bullying or a score can be settled at any time; at school, after school, by chance or at a predetermined meeting place.

Parents, there are things that you will not know that are occurring with your child and/or within your child’s school; there are things that your child will not tell you for a number of reasons. Some children know their parents very well, as well as their manner of handling things, which unfortunately and at times can actually make matters worse for the child.

1.      Bullying occurs; understand that it is a part of life and learn ways to counteract such.

2.      Understand that bullying occurs as a result of mainly two things- some person(s) have been made to feel inferior by others and/or an individual who appears weaker is perceived as an easy target by another or others.

3.      Ask school administrators- what is the school’s policy on bullying?

4.      Ask school administrators- how does the school (actually) handle situations that fall within this purview?

5.      Talk to your child and discuss bullying from both perspectives (being a bully and being bullied)

6.      Open a door or line of communication with your child- even if they do not use it as often as you, the parent would like; they need to feel comfortable knowing that that line of communication is there, they can use it and you will be on the other end as and when needed.

7.      Teach your child to show respect for each person and things (animals, the environment, etc)- making fun of others is NOT cool, fun or funny; in this era, such can lead to serious or even deadly consequences.

8.      Stop leaving it up to the schools to solve all problems that our children encounter.

9.      If bullying is a major problem at your child’s school, get involved. Volunteer; become a school hall monitor, cafeteria or after-school monitor. Such affords you the opportunity to observe and hear things that sometimes a busy teacher or educator may fail to see or hear.

10.  Parents, what is your individual plan for your child if, and when someone begins bullying him/her? Man has been prone to teach his son how to defend himself through fisticuffs. When fisticuffs and rolling around in the dirt was an acceptable form of settling a matter, it usually left two or more participants bruised and battered, but alive! Such is not the case on today. Make sure your plan does not entail your child being lawfully expelled from school, you, the parent, in violation of the law, or worse.

As I conclude, I will share one personal encounter. In one instance, my being a volunteer in one of our son’s classes (Kindergarten) enabled me to observe and counteract what could have easily led to a more serious case of bullying. Our sons were perceived to have been privileged and to have had everything a child could have wanted(note: I said, perceived -smile). Mindful, the oldest was just in kindergarten, but such did not sit well with a couple of little boys in his class. When his birthday occurred, with permission from the school, it was held with his classmates at school, his dad took pictures and the entire class was made to feel special. I created some additional opportunities and our son and these two little boys remained friends up to high school(I received personal invitations to both young men’s graduations).

Additional means utilized- having talked with parents of a bullying child in one case resulted in immediate cessation of bullying. As encouragement to our own children when bullied, we held some early morning, before school devotions and prayers.

There is too much going on in and out of our schools that children are not equipped to handle, nor should they; such are why they have parents. Common sense and wisdom must first prevail with the adults in order to resolve conflict, because when the chips are down, “our young people will remember most; not what was seen or heard, but the things done” (Mrs. Dorothy Barron).

From me, to you

Mrs. Dorothy Barron

E-mail: barron.dorothy@yahoo.com

http://mrsdbarron.blogspot.com/

Tips for Parents to Consider- Affirmation of and Conflict with the Child by Mrs. Dorothy Barron

Tips for Parents to Consider- Affirmation of and Conflict with the Child by Mrs. Dorothy Barron 

Some parents feel that to give their children affirmation takes away or reduces their position as a parent; not so. You will always be the parent and should be respected as the parent in the relationship.
Conflict between parent and child: have you given matter to the thought that the reason there is ongoing and constant exasperation and/or conflict between you and your child is that the child is much like you. In the past, I conducted parental workshops. When I first suggest such to parents, some parent did not believe such was the case until I gave a homework assignment. I will provide it here; it was a simple process of observation. Parents were to observe the child without the child's notice for at least an entire week. The results- speechless, dumbfound, sheepish and amazed parents. Most did not realize that one simple exercise "Observation" could/would provide so much information about both child and parent.
Having this knowledge can provide you with a tool for resolving conflict between you and your child. Start by asking yourself, what would I have wanted my parent (s) to have done, or how would I have wanted my parents to have treated me or responded in this particular situation? Such gives you the opportunity to view the situation from the child's perspective and remember how it was when you were actually a child. Remember the things you were going to do differently when you grew up and had your own child or children; well, here's your chance.
Sometimes both conflict and behavior problems can be drastically reduced simply by respecting and seeking your child's opinions as it involves situations and circumstances.
In addition, may I offer a few suggestions for dealing with children at each age level-
Very young children need lots of praise; complement them on things that they attempt, as well as things they accomplish.
The middle school age level child is at the stage of testing his/her wings and trying new things and experiences. Give guidance and supervision, but also realize that this is an important stage in their growth and development. This is an excellent stage to seek their opinion on situations and matters.
Finally, the teenager- One of the best ways to interact and engage young people at this age, as much as possible provide them with choices in matters and situations. Such builds responsibility and maturity in the young person. You control the situation, boundaries and limits, yet provide your teenager (s) with a certain amount of freedom through choice.
Parents, these are suggestions for you to consider; the ultimate decision and authority as a parent rests with you.