SIX TIPS TO MAKE A GREAT SCHOOL YEAR

Here we go again! It’s time for shiny new shoes, logoed backpacks and bright-eyed kids excited to meet their new teacher and re-acquaint with schoolmates. Back to school optimism is contagious and we want to keep that positive momentum going beyond the first week of school. Here are six sure-fire ways to keep the school year successful and keep motivation high.

1.              Get the kids to school on time. Students who are consistently late miss curriculum. They often interrupt instruction and that can be embarrassing. It may even be punitive. The making of a pleasant morning starts the night before. Bedtime routine is as important in junior high as it is in kindergarten. According to The American Academy of Sleep Medicine, school-age kids need 10 to 11 hours of sleep a day.

2.              After school time must be supervised. Lollygagging in the playground after school is not time well spent; it can be dangerous for your child and a liability for the school. If your schedule does not allow a pick up by 3pm, arrange for an after school activity or program. Check to see if your school has after school care. Often the local library offers a homework club.

3.              Help with Homework. As a former teacher, I’m a firm believer that homework should be based on review curriculum and should be able to be completed unassisted. All teachers do not have this philosophy. Many times kids need parental involvement. Don’t hesitate to explain directions, read aloud information and solve math problems together. Ask your child’s teacher how much time should be spent on homework and discuss modifications if need be.

4.              Communicate often with teachers. No need to wait for the teacher to contact you. Be proactive. Many important announcements, permission slips, assignments, flyers and graded papers do not make it from the classroom to your kitchen table. This is especially true in middle school. A weekly or biweekly chat or email with the teacher will alleviate this potential problem.

5.              Share family news. No needs to get super personal but if something is affecting your child’s behavior, attitude or work habits, share it with his teacher. The more informed the teacher, the better able she is to empathize with your child and modify curriculum and/or class time and activities to ensure your child’s success and security.

6.              Get and keep your child organized. Checking backpacks at least once a week may reveal important papers and even half-eaten lunches. Keep a neat, well-supplied homework space and talk to your child about upcoming family and school events. A conspicuous calendar with relevant dates and the family agenda can be a lifesaver.

The stress and strain of helping the kids with homework, perusing mounds of paperwork and preparing clothes and lunches can be overwhelming but is well worth the time and energy. We all know that learning is not confined to the four walls of a classroom. Be kind and congratulatory to you kids and yourself. As parents we want to role model competence and hard work, but we also want to acknowledge that hard work leads to sweet rewards.

Contact Margaret Lavin at elementarydays@gmail.com.

INSTRUCTIONAL SUMMER

It may seem that summer has just started, however, most kids have been away from academic instruction for over a month. And, in just a few weeks you will be sending them back to new classrooms, teachers, books, and academic exercises. No doubt they will be excited about all the new curricula and a bit anxious about performing well.

It's important they are prepared and confident when starting the new school year. If children feel educationally empowered, they will do better both academically and socially.

Spending about thirty minutes a day on math and language arts skills will ready kids for the coming school year. Thirty minutes is a rule of thumb and it is perfectly understandable that sometimes other obligations take precedence. However, if you undertake some review at least a few times a week, your efforts will pay off. Come September, your child will be ahead of the game with sharpened academic skills and higher morale.

They are also learning an invaluable life lesson - practice equals preparedness and really does make perfect.

When or where your kids rev up their educational muscle isn't important - in the car, at the park or on the couch is fine. The value comes from progressing at the appropriate grade level and keeping the review stimulating. To choose the proper material, take another look at your child's last report card. There should be ample information on proficiency levels and what skills need improvement.

There are numerous grade-leveled workbooks and enrichment material at your local bookstore. Or you can go online. San Mateo County Library has special events and sites just for kids and teens. Check out http://kids.smcl.org.

A quick way to figure out if your child is able to read a book independently is to have them read about 20 words out loud. If they miss more than a few, it may be a bit too difficult. In that case, take turns reading the book together, making predictions, summarizing and discussing favorite characters and passages.

Reading aloud the classics can be entertaining and enlightening for the whole family. Discussing the stories and clarifying difficult words increases comprehension.

A summer journal and/or writing letters to friends and relatives strengthens printing, cursive, grammar and vocabulary development.

Coordinating and supervising these educational adventures takes time. If your schedule is too tight, you may consider procuring a tutor. Kids often respond better to those outside the family. Ask a local teenager if they would be willing to practice with your child or go to your local library and inquire there.

It's not difficult to conclude that children prepared for school will have more success and students who are successful in school are offered more opportunities. So purchase the new backpacks and school clothes, but also continue to give the gift of education throughout the summer months.

Contact Margaret Lavin at elementarydays@gmail.com.

EARLY EDUCATION TEACHERS UNDERVALUED THEN AND NOW

Early Education Teachers Undervalued Then and Now

The Center for the Study of Child Care Employment at UC Berkeley issued a report, titled, “Worthy Work, Still Unlivable Wages.” Written by researchers Marcy Whitebook, Deborah Phillips, and Carollee Howes, the report examines the working conditions of early childhood educators in the years following the 1989 National Child Care Staffing Study (NCCSS).”

The NCCSS study brought national attention for the first time to poverty-level wages and high turnover among early childhood teaching staff, and to the negative impact on children. Unfortunately, 25 years later, early educators are still under valued. According to the U.S. Bureau of Labor Statistics, childcare workers have experienced no increase in real earnings.  And, as was true in 1989, childcare workers still earn less than adults who take care of animals, and barely more than fast food cooks.

In California, the average hourly wage of childcare workers, who are responsible for babies and toddlers, was $11.86 in 2013, barely budging from an hourly wage of $11.26 in 1997 when controlled for inflation. California preschool teachers, tasked with preparing 3- to 5-year-olds for a strong start in school, earned an hourly wage of $16.46 in 2013 compared with $14.02 in 1997 when controlled for inflation.

This doesn’t just affect childcare workers and families with young children. We all pay the price. Despite childcare costs increasing two-fold since 1989, in 2012, nearly one-half (46 percent) of childcare workers resided in families enrolled in one or more public support programs such as Medicaid and Food Stamps. The skyrocketing cost to families is going somewhere other than to their children’s teachers and instead of for-profit childcare companies paying their employees a decent wage, they increase their profit on the backs of the public.

There is at least one exception. According to the “Worthy Work” report, The Department of Defense (DOD) sets teachers’ salaries in their early care and education programs at a rate of pay equivalent to those of other DOD employees with similar training, education, seniority, and experience. Over the twenty-five years this policy has been in place, the base pay of new hires among early childhood teaching staff in military child development centers has increased by 76 percent and turnover has drastically decreased. Those with bachelor’s degrees earn on par with other comparably educated military workers.

Armed with this new evidence, childcare workers should organize and demand livable, equitable, and dependable wages. They are one of the fastest growing industries in the nation and they have more power than their employees give them credit for. There needs to be major restructuring, but there is no need to reinvent the wheel - just follow the example of the Department of Defense, or almost any other industrialized nation.

For more information about the report, visit, http://www.irle.berkeley.edu/cscce.

Contact Margaret Lavin at elementarydays@gmail.com.

TEACHER SHORTAGE WILL LEAD TO GREATER INEQUITIES

The California Department of Education estimates the need for new teachers is approximately twice the current graduation rate in teacher preparation programs.

Enrollment in California teacher preparation programs fell from 719,000 in 2008-09 to 499,800 in 2012-13. The number of teaching credentials issued in special education dropped by 21 percent between 2011-12 and 2013-14. Over the past four years, the number of credentials issued to new math teachers dropped by 32 percent. As a result, districts have resorted to hiring teachers with less than full credentials. 

According to a new report by the nonprofit Learning Policy Institute, California school districts are grappling with teacher shortages. Credentials issued to new teachers are at an historic low at the very time districts have increased their hiring to expand programs and restore teaching positions eliminated during the Recession.

“When California last experienced severe teacher shortages in the late 1990s, it took a wide array of programs to begin to stabilize the teaching force,” wrote the authors of the report. “Most of these have, unfortunately, been discontinued or sharply reduced since then, leaving the state with few existing tools to use to address the current situation.”

Suggestions to assuage the shortage include recruiting new teachers from colleges, other states, and other careers. It also recommends offering teachers in high-shortage subject areas incentives, such as funds to cover tuition and living expenses or loan forgiveness.

Linda Darling-Hammond, president of the Learning Policy Institute, said in a statement that if California does not address its teacher shortage, it will only get worse and lead to “greater inequities among students in different communities.” This can clearly be predicted in the Bay Area where teacher salaries are much higher in affluent areas. Living in one of the most expensive places in the United States does not bode well for those considering a career in education, especially those passionate about educating children in low-income areas where teacher salaries are less and the work much more demanding.

As important as recruiting new teachers, is retaining the ones we have. Teaching may be one of the most fulfilling professions, but it is also one of the most undervalued. American teachers have been historically paid far less than other professions with comparable education requirements. Couple that with constant criticism. Politicians, parents, and pundits have been demonizing teachers for decades, blaming them for any number of societal struggles.

We need to start offering teachers and those passionate about becoming teachers both internal and external incentives. We need to show them financial and professional respect. We must stop scapegoating them for unsatisfactory test scores, unruly children, or any other blot on society. If we don’t, we won’t attract or retain worthy candidates. If you’re not convinced this is true, ask yourself this. Would you encourage your child to become a teacher?

For more information on The Leaning Policy Institute, visit, http://www.learningpolicyinstitute.org.

Contact Margaret Lavin at elementarydays@gmail.com.

PRIVATIZING THE PUBLIC SCHOOL SYSTEM - LESSONS FROM THE FRENCH

I am by no means a Francofile. I reluctantly admit I know very little about French culture outside of what I read in “A Tale of Two Cities” (great read by the way), and their food - croissants, brie cheese and frogs’ legs, (And yes, they do taste like chicken).  However, I am very interested in their public education system. 

France has over 50 years’ experience with privatizing their public school system. The Debre Act of 1959 made it possible to subcontract educational services to accredited private school, the equivalent of our charter schools. Like our charter schools, France’s reforms revolve around the importance of setting high educational standards through a national curriculum and the enforcement of rigorous testing. Also like our charter schools, France’s attempts at school reform have caused many financial and political-accountability problems. 

So how has France’s children faired? Not well. According to a report by Time Magazine, “One-fifth of 11-year-olds finishing primary school still have serious difficulty with reading and writing. By the age of 16, almost as many — about 18% — leave school with no formal qualifications whatsoever.” In a 2010 report by the Cour des Comptes, the French equivalent of the U.S. Government Accountability Office, French officials stated that although the annual budget for education is the single largest area of government spending, ahead even of defense, the system is failing as many of the 10 million children in its care. The report also stated, "The large number of young people with major problems at school shows that the educational system as it's constituted today isn't capable of responding to their needs. 

After more than a half century of privatizing public schools, France’s school system has not become the great societal leveler, but tragically, a place where children from poor backgrounds do far worse than kids from better-off backgrounds. It turns out that race and class are the major determining factor in student scores. Sound familiar?

So what lessons should take from France’s long standing educational experiment? Privatization of public schools is not the systemic reform that will ensure equitable and efficient public schools. Since the late 1980’s we have implemented similar tactics in the form of charter schools and have had the same results as France, often exacerbating existing inequalities in our schools.

Let’s not waste another 25 years. It is time – past time – to admit that charter school exemptions from public school accountability measures only increase inequality and stratification. We need to improve our existing public schools. Educators and policymakers need to develop future policies that will be more responsive to the needs of all children.

This is not a new message. Historian and Research Professor of Education at New York University Diane Ravitch is a passionate supporter of public schools and prolific opponent of charters, stating, “Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools.” I couldn’t have said it better.

Contact Margaret Lavin at elementarydays@gmail.com.

TO GO TO COLLEGE, OR TO NOT GO TO COLLEGE - THAT IS THE SIX FIGURE QUESTION

Graduations at every level have taken place throughout the Bay Area and the country. From completion of preschool to post graduate degrees, proud family and friends get together to offer congratulations and best wishes. Then comes the stark reality of moving on to the next chapter. Okay, maybe not so overwhelming for preschoolers, but many young adults are concerned about career opportunities and many parents are stressed about becoming encumbered with large sums of financial debt. The truth is, not every high school graduate wants or needs to go to a very expensive, very exclusive university. There are still many careers that afford very comfortable life styles and don’t require a 4-year college degree and do not necessitate encumbering mounds of financial obligations.

So how does one decide what career path is right? You can check out the Bureau of Labor Statistics, www.bls.gov, to see what occupations have the largest job growth. You can also look for appealing internship opportunities, which expose you to the day-to-day ups and downs of a profession. Also, think about how your part-time job or summer job enhances your work skills and might further your goals.

Whatever you decide, don’t leave your career options to luck or fate. Professional success is about putting yourself in the most advantageous position for numerous and varied opportunities.  

Last, but certainly not least, if you’re actively job-hunting, clean up your social media portfolios! Employers can conduct social media background checks going back seven years. Do you remember what you posted 7 years ago? 7 days ago? Review your photos, videos, and other posts and remove any that can be misconstrued or damaging to your reputation.

Contact Margaret Lavin at elementarydays@gmail.com.

BULLY FREE SUMMER

For most kids, summer is filled with fun and adventure. Most parents, however, still have to work, which means their children will have a lot more free time on their hands. Whether kids are at summer camps, babysitters, or home with siblings, there tends to be less supervision which can be concerning in regards to the potential for bully behavior. It’s never a fun subject, but one that needs to be addressed at least a few times a year.

First, kids need to know what bullying is. It’s not always clearly defined. Dan Olweus, creator of the Olweus Bullying Prevention Program, defines bullying in his book, Bullying at School: What We Know and What We Can Do, "A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more persons, and he or she has difficulty defending himself or herself."

Direct bullying is the easiest to detect. It includes hitting, kicking, shoving, name-calling, and using threatening or obscene gestures. Indirect bullying is much more surreptitious. Often bullies will get someone else to do the bullying for them. Rumor spreading, ostracizing, and Cyber-bullying (using email, social media sites, and text messaging) can be particularly difficult for adults to monitor.

Like most things in life, signs of bullying and the roles people play are rarely clear-cut and when kids are involved in bullying, they often play more than one role. Kids can bully others, they can be bullied, or they may witness bullying. However your child is involved, it’s important to encourage them to speak to a supervising adult if they are bullied or see others being bullied. If the adult doesn’t help, find another grownup and keep telling until the bullying stops. Ideally, adults at camps or at home will give comfort, support, and advice even if they can’t solve the problem directly.

Although parents may not be with their children during the day, they can still help prevent bullying. 

Checking in often, talking with the kids, and asking about friends and any concerns is proactive and preventative. If they child seem reluctant to open up to you, encourage them to talk to another responsible person that you, as a parent, trust. Get your kids involved in things they like such as sports, hobbies, and community activities. Also, instruct your kids to stay away from places where bullying happens. Most bullying happens when adults aren’t around.

If there is no adult around, children of all ages need to know how to stand up for themselves. Advise your kids to look at the kid bullying and tell him or her assertively to stop in a calm, clear voice. If speaking up seems too hard or not safe, the best thing for anyone being victimized to do is to walk away and stay away.

There is no silver bullet to eradicate bullying but we can reduce existing bullying problems, prevent the development of new bullying, and foster better relationships at school, at home, and in summer camps by being well informed and involved.

For more information on the Olweus Bullying Prevention Programs, visit, www.violencepreventionworks.org.  

Other resources include, http://www.stopbullying.gov.

Contact Margaret Lavin at elementarydays@gmail.com.