Season 1: Episode 3 - Sara Lawrence-Lightfoot: One of the most important relationships... that gets no love
"The essential conversation: What parents and teachers can learn from each other" by Sara Lawrence-Lightfoot (2003) (https://bit.ly/3qIWw6I)
“Across the country, and in a wide variety of educational settings, teachers receive almost no training or support in developing relationships with the families of their students. Graduate and undergraduate teacher training courses do not help students anticipate or prepare for — conceptually or pragmatically — their work with parents. And once new teachers are hired, they receive almost no guidance, support, or supervision from their administrators or colleagues in this area. They make it up as they go along, usually relying on perspectives and practices that they learned as children watching their own parents and teachers. Those who have good memories tend to want to reproduce and incorporate those values and behaviors into their adult repertoire. Likewise, many teachers with childhood memories of unease and conflict on the family-school borders try to do the opposite of what they observed and experienced as youngsters” (p. 229).
References:
Erin Raab (https://twitter.com/erinlynnraab)
ParentCamp (www.parentcamp.org)
Laura Gilchrist (https://twitter.com/LauraGilchrist4)
Michael Lipset of PassTell Stories (http://www.michaellipset.com/)
Connect:
Twitter (twitter.com/mjcraw)
Website (mjcraw.com)
Music from Digi G'Alessio CC BY-NC-ND 3.0 (https://bit.ly/2IyV71i)
“Across the country, and in a wide variety of educational settings, teachers receive almost no training or support in developing relationships with the families of their students. Graduate and undergraduate teacher training courses do not help students anticipate or prepare for — conceptually or pragmatically — their work with parents. And once new teachers are hired, they receive almost no guidance, support, or supervision from their administrators or colleagues in this area. They make it up as they go along, usually relying on perspectives and practices that they learned as children watching their own parents and teachers. Those who have good memories tend to want to reproduce and incorporate those values and behaviors into their adult repertoire. Likewise, many teachers with childhood memories of unease and conflict on the family-school borders try to do the opposite of what they observed and experienced as youngsters” (p. 229).
References:
Erin Raab (https://twitter.com/erinlynnraab)
ParentCamp (www.parentcamp.org)
Laura Gilchrist (https://twitter.com/LauraGilchrist4)
Michael Lipset of PassTell Stories (http://www.michaellipset.com/)
Connect:
Twitter (twitter.com/mjcraw)
Website (mjcraw.com)
Music from Digi G'Alessio CC BY-NC-ND 3.0 (https://bit.ly/2IyV71i)
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