Refilling Your Pitchers & Recharging Your Batteries by Mrs. Dorothy Barron

         

    

Refilling Your Pitchers & Recharging Your Batteries by Mrs. Dorothy Barron

“It does not matter how large a problem one has; nature is much larger and has a way of allowing one to put things in proper perspective”(Mrs. Dorothy Barron).

Have you ever served others pouring from a pitcher? Pitcher this: you pour and pour from it, but when the liquid within is substantially reduced or the pitcher empties, it must be refilled in order to continue serving. How about battery operated devices? At some point in time those devices that “run” must recharge or they will fail to run at all and such is why we recharge battery operated products. Perhaps, you are asking, what does refilling pitchers and recharging batteries have in connection with a Blog about Parents and Parenting?

Parents, your bodies are equivalent to the aforementioned; you run here, there and everywhere; you give and give and give until many “run down” and/or there is nothing left (empty- complete exhaustion). Unless you set aside a little time for self on a regular basis in order to refill your energies and recharge your bodies, you will find that you no longer have anything of self left to give anyone else.

Parents, Spring has sprung; spend some time in and with nature. Go out and refill your pitchers or recharge your batteries by enjoying some of the simple pleasures of life- take a walk in the woods or along a walking trail; sit beside a body of water; visit a botanical garden; sit on the top of a mountain, take your lunch to the park or simply take a blanket outside, sit or lie on it and watch a bird soar or the sun set. These are some of the simple outdoor activities that provide some quiet time and allow you to reflect or meditate; such can enable you to refill your pitchers and recharge your batteries and thus, assist you with becoming a more relaxed person and a more productive parent. Another advantage of being out in Nature; because it is much larger than we, it can allow us to put our own problems, regardless of how large, in proper perspective.

Carving out time for self does not come easy with most Parents. Perhaps, such can be accomplished with a little organizing, prioritizing, putting things in proper perspective and making some adjustments; let me share an illustration which includes all four. I have always realized the importance of exercise; when the health spa in the community closed, my husband suggested we play tennis. My husband and I organized our schedules. After one of us dropped the kids off at school, we would go to or meet at the tennis court. If our schedules conflicted, we reorganized and played in the late afternoons. There were/are a number of advantages of being outside and in nature; but back to the illustration involving tennis. 

For a long time, I had trouble winning any games at tennis against my husband; he was extremely good at it and he served a “curve ball.” I would be all over the tennis court trying to determine the direction of the curve ball once it hit the court on my side. My having complained, whined and decried, “no fair” did not help me win any games; a proper perspective and an adjustment were needed. After constant observance, I finally realized that the key to the “curve ball dilemma” was to insure that the ball not land on my side of the tennis court; I had to return the ball while it was in mid-air. Having made that adjustment, enabled me to hold my own as his tennis opponent. I finally won some tennis matches against and while partnering with my (former) husband.

Parents, what are you waiting for? Refill your pitchers and recharge your batteries; make time for yourselves and learn to take life one step and one day at a time.

Note: Special thanks to Mr. Patrick Barron who has granted use of and permission of his photos in this blog. Retain within and do not use or copy outside this blog without written permission. 

Mrs. Dorothy Barron, Author & Founder

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

E-mail: barron.Dorothy@yahoo.com

 

Getting Involved in my Child’s Education and School- Is there a Difference? By Mrs. Dorothy Barron

Getting Involved in my Child’s Education and School- Is there a Difference? By Mrs. Dorothy Barron

Yes, there is a difference; a Parent who has a child that attends school can be involved in his/her child’s education without being involved at and/or with his/her school. Not being clear or understanding the differences between the two or what each encompasses often adds to the conflict of schools and others’ expectations of Parental Involvement in Education and with schools.

A Parent being involved in his/her child’s education can entail overseeing, assisting and providing learning experiences outside the classroom and can preclude direct involvement, contact or interaction with the child’s school. Such can encompass helping the child with his/her homework; teaching the child a subject or skill; taking the child to the zoo to learn about animals; planting a flower garden and teaching the child various aspects of planting and growing things; fishing, or the art of researching and collecting information via the Internet. Education takes place through exposure, observation and practice, not to mention the attainment of the many virtues and attributes which are necessary in life. The Parent does not directly interact or involve him/herself with the child’s school; nevertheless, he/she provides an Education to and educational experiences for the child.

When schools refer to Parental Involvement; such are two-fold and their expectations of Parental involvement encompasses the following:

Ÿ  The child should be presented to the school in a position to learn. Such entails a child arriving at school disciplined, properly fed, clothed and with the necessary tools/supplies ready to learn. However, there is often a “far cry” or vast difference between (what the school wants) expectations v. reality (what it gets).

Ÿ  Parental Involvement in the form of support of and/or to the school. Such usually entails: 

            A. Support of the child- the Parent’s support is first and foremost to the child and secondary to the school. The Parent may attend special school events, school functions, Parent-Teacher Conferences, etc.

            B. Support of the school- the Parent may assist with fundraising efforts on behalf of the school, accompany students on field trips, etc.; he or she provides limited support and generally only at the request of the school.

            C. Volunteerism on behalf of the school- the Parent may coach a school team, serve as liaison between the school and an outside entity, head up a Parent-School organization, etc.

            D. Volunteerism inside the school- the Parent actually spends time on a regular basis inside the school, interacts with various sectors within the education setting and perform a host of volunteer duties in and around the school.

If the goal is to get Parents involved in their children’s Education and/or Schools, should not all concerned and involved individuals and sectors understand the difference between a Parent’s involvement in his/her child’s education and involvement in or with his/her child’s school, as well as what each entails or encompasses?

Mrs. Dorothy Barron, Author & Founder

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

E-mail: barron.Dorothy@yahoo.com

Dealing with the Problem Child- Part 2 by Mrs. Dorothy Barron

Dealing with the Problem Child- Part 2 by Mrs. Dorothy Barron

In Parents Taking Charge in Education Blog Post: Dealing with the Problem Child, Part 1, I concluded with the mention that in Part 2 of this article two examples, which would emphasize children’s replications of the actions of adults, as well as what you may want to consider as a remedy in dealing with the problem child would be forthcoming. Now, let us begin Part 2 with my sharing those examples:

1.      A couple of my classes under my BUS Pre-law Degree Program consisted of Criminal Justice Classes; it was there that I learned what was/is known as the “blue veil.” Actually these veils exist within each profession along with a representative color. They allow those within the profession to protect each other, cover and hide the misdeeds and unlawful actions of some within the profession. For instance, the “blue veil”- indicative of law enforcement (police) and their uniforms of “blue.” Would you not agree that youth gangs operate similarly?

2.      Bullying has become or is becoming a more serious problem among youth; are we not submerged in a society filled with bullying adults?

If the present world in which we now live can become at times unbearable for some adults, how do you think children feel; more importantly, how do they cope? Many do not and thereby receive the label of “Problem Child.” In essence, many children are floundering; they feel rudderless, helpless and hopeless.

When you have done all you can and the problem(s) is not resolved with your child, what you may want to consider as a remedy- offer you child the opportunity to become acquainted with the CREATOR (GOD) of the Universe and The Holy Scriptures (Bible). Why consider such as a remedy? Such can ground and provide stability, continuity and purpose in one’s life. 

Now, as a Parent, you may be expressing concern, disapproval and/or even opposition over or of the aforementioned consideration as a remedy. Good; such means that you are entertaining the thought. I would like to address briefly a few concerns or opposing views of some parents and respond:

Ÿ  Some do not believe in The CREATOR (GOD) or The Holy Scriptures and do not want to force or influence their child/ren from a religious standpoint - you have exercised and take pride in being able to exercise your choice, but as a Parent, have you provided your child with the same opportunity or choice in this matter?

Ÿ  Some must now contend with their children asking what appears to some Parents uncomfortable questions about the Creator and The Holy Scriptures - talk to your child and be honest; if your views differ, explain them and how you arrived at them.

Ÿ  The CREATOR (GOD) belongs to or is one race or nation’s GOD - the CREATOR is a spirit and is not a respecter of persons. The CREATOR (GOD) is CREATOR (GOD) of all; failure to understand such depicts a lack of understanding of The Holy Scriptures.

Ÿ  Fear or risk of the child becoming involved in or influenced by a Cult - life itself is a risk; there is no guarantee that your child will not become involved in a gang, the object of some predator or worse.

Be available to your child, listen attentively and look for opportunities to engage with your child in a non-confrontational manner. As to the aforementioned remedy, consider:

·    Providing a copy of The Holy Scriptures (Bible) and simply leaving it on the desk, bed or in some other personal space of the child. Without forcing or influencing the child, you have provided access and the Child can make a choice as to when or whether to utilize the provided copy of The Holy Scriptures (Bible). One can also find a wide and great variety of various books and materials on a plethora of subject topics for all ages in a Christian Bookstore. Many authors write on various subject topics which are informative and helpful without being judgmental.

Parents Taking Charge in Education’s Blog Post, Dealing with the Problem Child, Parts 1 and 2 have not been written to offer legal, medical or spiritual advice; Parts 1 and 2 consists of information you may want to consider as you and/or your child work toward resolving his/her unresolved issues or problems. Parents, when the day is spent and after all is said and done, the responsibility of your child/ren rests with you, the Parent (s).

Mrs. Dorothy Barron, Author & Founder

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

E-mail: barron.dorothy@yahoo.com 

Dealing with the Problem Child- Part 1 of 2 by Mrs. Dorothy Barron

Dealing with the Problem Child- Part 1 of 2 by Mrs. Dorothy Barron

“Children’s actions are those of adults revealed; adults are those of children’s concealed” (Mrs. Dorothy Barron).

Dealing with the problem child or a child that has unresolved issues can be challenging and taxing physically, emotionally and even financially. When you have done all you can and problems are not resolved, there is one other remedy you may want to try if you have not at this time. This blog post article does not offer legal or medical advice, it consists of information for you to consider as you and/or your child work toward resolving his/her unresolved issues or problems. At times, the remedy proffered here has been instrumental in assisting some young people when nothing else has worked.

Your child appears fine up to a certain point and then all of a sudden he/she becomes someone you, the Parent no longer knows, can not relate to and often cannot talk to.

As a child matures, a certain amount of distancing of a child from the parent(s) is normal; the child is trying to establish his/her own identity or become his/her own person. Hopefully, you have been nurturing, supporting and communicating with your child/ren on an ongoing basis; you  have set rules, guidelines and limitations as you have continued to exemplify good and acceptable behavior which your child/ren can adhere to. When your child becomes a problem child, you may want to consider the following:

Ÿ  Ensure that your child’s problem or unresolved issues are not due to medical and/or serious emotional health problems.

Ÿ  Recall and remember what it was like at that age-such will give you pause to consider things from your child’s point of view.

Ÿ  Become more observant- sometime your child cannot explain, does not understand the source of his/her problem(s) or resolve it on his/her own and therefore, cannot discuss or resolve that which he/she does not understand.

Ÿ  Shield and/or limit your child’s exposure to some of the harsher realities of life until they are emotionally able to withstand such. Do not misunderstand the point made here;  there is a difference in your talking to your own child about the harsher realities of life vs. he/she being introduced to and/or inundated to those harsher realities by strangers and others via various forms of communication. Some may not care about your child’s tolerance level for such; however, you should.

We live in a topsy-turvy, uncertain and unpredictable World. The problem child’s unresolved issues may stem from one or more of the following:

Ÿ  He/she does not know how to handle the problem or issue

Ÿ  Fear

Ÿ  Loss or inability to trust

Ÿ  Loss of or inability to find his/her own identity- constant search to define who they are; where they belong and his/her purpose

Ÿ  Uncertainty

Ÿ  High level of morality- a child often views right and wrong in terms of black and white until taught the shades of gray.

Ÿ  Impressionable and easily susceptible to others

Ÿ  Recipients of Abuse

Ÿ  Sensitive and very perceptive- some of the most hard-core problem children are the most sensitive and perceptive within. They often form hard outer shells to protect and prevent themselves from being destroyed within.

I will not go into the actions or extent of some actions of problem children, but I will emphasize that children replicate the actions of adults. I will offer two examples as well as what you may want to consider as a remedy on next week in Dealing with the Problem Child Part 2 of 2 by Mrs. Dorothy Barron.

Mrs. Dorothy Barron, Author

Parents Taking Charge in Education

http://mrsdbarron.blogspot.com

E-mail: barron.Dorothy@yahoo.com 

Choice in Education - A look at Charter Schools and 12 Questions You May Wish to Consider by Mrs. Dorothy Barron

Choice in Education - A look at Charter Schools and 12 Questions You May Wish to Consider by Mrs. Dorothy Barron

On last week, Parents Taking Charge in Education Blog Post Topic introduced and listed various school setting categories in reference to Choice in Education. Today, we will continue with Choice in Education as we look at Charter Schools in particular and twelve questions you may want to ask if you and/or your child has an interest in exploring this form of Education further. Twelve (12) questions have been listed below for your perusal and of which you may wish to consider.

To better assist you, I sought an interview with the National Alliance for Public Charter Schools and posed many of the same questions listed below, as well as others. The organization has agreed to respond to my Interview questions and once I receive their responses, I will post for your perusal. As you review the following questions and think of others, add them to your list: 

1.   Are Charter Schools Public schools? If in the affirmative, is there a difference and how are Charter Schools different from regular Public Schools?

2.   Why are Charter Schools needed in Education?

3.   What in your opinion are some advantages of Charter Schools?

4.   What would you consider to be some disadvantages of Charter Schools, if any?

5.   Provide us with some stats about Charter Schools- number of enrollees; how many states offer this particular Choice in Education; is there an increase in academic performance of students who attend Charter Schools?

6.   Would you briefly address the issues of oversight and accountability in relation to Charter Schools?

7.   How financially solvent is the Charter School of which you and/or your child have an interest?

8.   If a Parent is considering Charter School as an option or Choice in Education for his/her child, how should the Parent proceed; what is the process?

9.   What type information and resource material do you offer parents and their children? Is legal assistance provided to Parents to assist with transitioning from another education setting to Charter School; are vouchers, scholarships available and does such cover total enrollment fees, costs and tuition?

10. Are Parents expected to be more involved in their children’s education and schools in this particular education setting (Charter Schools) and are they?

11. What do you consider to be the most pressing challenge(s) for Charter Schools; how about education overall?

12. When we speak of the future of Education, what do you foresee as the prognosis for Charter Schools; will the need for Charter Schools increase or decrease?

I hope the above has provided you with some questions that can serve to assist you with gaining some insight into Charter Schools.

Note: Should you desire to visit the National Alliance for Public Charter Schools, the website’s URL: www.publiccharters.org .

Parents Taking Charge in Education neither endorses the aforementioned organization or any one particular Choice in Education. This blog post has been written for informational purposes only.

Mrs. Dorothy Barron, Author

Parents Taking Charge in Education at 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

Parents Taking Charge in Education Blog: Parents- Helping Your Children Achieve Outside the Classroom by Mrs. Dorothy Barron

Parents- Helping Your Children Achieve Outside the Classroom by Mrs. Dorothy Barron

Parents, there are a number of things you can do to assist your child or children with building self-esteem and confidence while teaching them to become more responsible.

Some of you would be pleasantly surprised at your child’s efficiency and proficiency when provided with certain opportunities and encouragement that challenge and test their skills and abilities of which you, the parent can provide outside the classroom.

The key is exposing your child to various experiences which allows him/her to find, develop, accomplish and achieve certain goals. There are a number of ways to accomplish such and may consist of activities in which your child is presently engaged.

Ÿ  Volunteerism - many children engage in this worthwhile endeavor. They may assist a neighbor, relative, church member, some organized entity or stranger on a regular basis. One way to expand this activity and give your child a sense of his/her importance and this important endeavor is to allow him/her to keep records - compute time, dates and hours, type of services rendered. Even though the child does not receive payment, have him/her assign a monetary value to each performed service.

Ÿ  Chores: assigning chores on a regular basis is necessary to assist the child with becoming responsible. If your child monopolizes the computer, utilize it as a teaching and chore tool. Examples: If, on a budget, assign the child the duty of locating food coupons each week and/or recipes to assist you or them with planning quick and easy menus/meals. Assign your child or children the chore of planning an excursion, whether it’s one day or the family vacation (try and limit your intervention by providing only the general and necessary guidelines such as the budget, number of days, dates).

Ÿ  Jobs- Introduce your child early to entrepreneurship and business skills. Your child may offer such services as babysitting, lawn care, or assistance to the elderly, etc. As baby boomers age, more assistance and services will be needed to accommodate them. Volunteerism to the elderly at some point may lead to you granting your child permission to provide services for hire to assist seniors or your child babysitting the young and advancing to sitting with the elderly. More seniors are opting to remain in their homes; some may not be able to afford a professional lawn care service, but with your permission, may be willing to hire your son/daughter to care for his/her yard. Your child’s earning of money can present a great opportunity for him/her to learn about budgeting, expenditures, spending and saving money.

During my experience in working with young people, I have found that most give you pretty much what you expect. Whatever activities or goals your child endeavors to accomplish, you, the parent want to ensure that they do their very best. Also, thank you, please and I am very proud of you are words that the young, as well as not so young enjoy hearing. Parents, do not underestimate the long term effects of positive endeavors and experiences of which you provide and expose your children to outside the classroom on today; they can and will definitely assist them in the future.

Mrs. Dorothy Barron, Author

E-mail: barron.dorothy@yahoo.com

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