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Archive I – Character

Character building is the footprint for good citizenship. The family values manual was created for http://www.whyiam.info and is available to assist parents, teachers, children, and youth to examine what is involved in character building. Today the cover, preface, and expected outcomes are made available for you to copy and share. 

 

 

PREFACE 

I AM is based on the premise that there are three key players within the education process, the parent, the teacher, and the student. It is I AM’s goal to open up a dialogue between the three which identifies perceived roles/boundaries and clarifies how each player relates to the other. A visual button with an attached message board provides the platform from which each player starts role identification and all act as a jumping off point for discussion. 

The intent of the button is to encourage empowerment and the message board reinforces that message, and the “how to” manual suggests strategies and methods of empowerment. 

The parent says I AM THE LINCHPIN FOR MY CHILD’S EDUCATION.within the educational process. Yes, because almost everyone agrees that the parent(s) are their children’s first and most important teacher. The parent has important knowledge about what the child likes, dislikes, needs and problems of which the school may not be aware. So early childhood education, infancy included, comes at the hems of the mother’s garments. Formal education follows not too long after. 

The teacher says “I AM ESSENTIAL TO MY STUDENT’S EDUCATION.” Defining essential is huge, for the teacher may be the second most important person to children and youth outside of the family. They along with the parents hold the shaping of the child’s life in their hands. What they bring to the educational experience can help a child fail or succeed 

Depending on the grade level the student says “I AM RESPONSIBLE FOR MY OWN EDUCATION- (DUH.”), (YO), or (ME). The child/student is the common denominator for both the parent and the teacher. What the student is willing to bring to the table is one of the deciding factors of success. 

If the student truly recognizes his/her role in the education process and is willing to perform to full capacity, this is the real indicator of success. 

Significant in the child/student message board is the discussion around Erik Erickson’s eight stages of man. Although heady, conceptualization that there are phases in life that exists from birth to death can be truncated down so that children through early teaching/training learn that there are jobs or tasks that occur every year of life. Other theorists or psycho social scientists can supplement Erickson and support the notion that all behavior has meaning and occurs developmentally and sequentially building on both of one’s strengths and weaknesses. 

Certainly, by middle school, children know that there is cause and effect, which summarily can lead to a discussion around roles and tasks that come with role definitions. 

Underpinning for all three is a level of esteem that begs the challenge of one’s self-engaging with the concept that says ” I AM.” 

I AM CONCEPT (S) ARE PRESENTED 

Within a set of I AM buttons designed for the parent, the teacher, the elementary school student, the middle school student, and the high school student. 

Within a Message Board that lays out responsibilities in a rhyme time clip art presentation, each member of the educational process has his/her own message board. The parent has one, the teacher, and each of the school categories have one. 

Through logos on T-shirts for each category i.e. for the parents is “I AM THE LINCHPIN FOR MY CHILD’S EDUCATION. 

Through Key Chain Buttons that reinforces the logo for each category and accompanies the message board, both kick off the I AM message. 

In the Family Values Policies and Procedures Manual is lodged the parent pledge, the teacher pledge, and the student pledge, each located in the Appendix. 

In Circle Buttons, a bakers’ dozen (thirteen) in each category, the concept continues to be reinforced. 

OVERALL EXPECTED OUTCOMES 

Development of a dialogue between, parents, students, and teachers/educators that will improve: 

Student performance within daily school instruction 

Teacher/parent relationships as it affects the aforementioned student performance 

Building self-esteem capacity to impact student performance within the school setting and homework area. 

Enhancement of continuity for parents and students that support building on student strengths and what they know when they come into new settings, i.e. the school experience overall including transitions from elementary to middle and middle to high school experiences 

Sharing of power and resources by cutting through attitudes, relationships and policies between parents, students, and teachers/educators. 

Elimination of traditional barriers to parent involvement 

Commitment to an inclusive education model versus the current system of one size fitting all students. 

Meeting standardization while placing emphasis on individual student plans/needs within each classroom setting 

Development of a family friendly homework system that is supported and committed to by parents and students to enhance classroom learning 

Prevision of experiences that encourage student exposure to diversity in disabilities and multi cultural learning contributing to a sharing and acceptance of these differences 

Collaboration between values taught in school with those that are expressed and demonstrated within the home. 

The initiation and formation of partnerships between parents and teachers/educators. 

From hereon, policies will be available on each day of the new publication through e mail. If you are interested in having them leave your e mail address and they will be sent to you. Meanwhile feel free to visit http://www.whyiam.info to see samples of the policies and more as to how to empower yourself and your family while going through the process of educating your children.

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