Log In
Or create an account ->
Imperial Library
Home
About
News
Upload
Forum
Help
Login/SignUp
Index
Cover
Half-title Page
Dedication Page
Series Page
Title Page
Contents
Introduction
How to use this book
Part 1: Background
1 Parental involvement vs parental engagement
2 Why this book will save you time
3 Purposeful picking and choosing
4 Assets are better than deficits
5 From achievement gap to educational debt
6 Home learning environments matter – even for teenagers
7 Partnership working with parents
8 A wish-list for partnership
9 Eyes on the prize: it’s all about learning
Part 2: A whole-school effort
10 What do we believe?
11 Learning across the school
12 Judge not…
13 Think beyond the classroom
14 The importance of school leadership
15 Ditch the school improvement plan
16 Support support staff
17 The perils of policy (borrowing)
18 Change the discourse
19 Model learning and let parents know
20 Beware the power-play
21 PTA, parent council, parent forum… use your groups
22 Old skills, new uses
Part 3: What’s special about secondary?
23 What’s different about this phase?
24 What does ‘parent’ mean for secondary students?
25 All parents, not just the usual few
26 The importance of parental self-efficacy
27 The importance of parent-to-parent work
28 Working together across subjects
29 Working with feeder schools
30 It’s not a matter of money
31 Reporting back to parents
32 Reporting to support
Part 4: Understanding the parents of teenagers
33 Parenting is different for teenagers – but still vital
34 Transitioning transition
35 Working parents = tired parents
36 Parents of young people with additional needs
37 Are teachers human?
38 Handbook for Year 7 families
39 Supporting family learning
40 Not every child is in a family
41 Parents are teenagers who grew up
42 Who are your parents?
43 Planning for parents
44 Watch your language
45 Find out what parents want
Part 5: Setting up to support – an iterative process
46 ROIDH – records or it didn’t happen
47 Did it work?
48 Getting governors on board
49 In the community or part of the community?
50 Opening the school gates
51 What does your website say about you?
52 Making the most of the website
53 Pictures tell a thousand words
54 Tracking communications
55 Policies in plain (language)
56 Keeping track of it all in a large school
57 Get out of school
58 Social media and phones in school
Part 6: Vault (or at least surmount) the barriers
59 (Re)building bridges
60 Beware when talking barriers
61 Language barriers: part one
62 Careful of the cost
63 World Book Day
64 Language barriers: part two
65 Summer needn’t mean no learning
66 Giving information vs dialogue
67 You said, we did
68 Having difficult conversations
Part 7: Helping parents to help
69 How was your day?
70 Worry not
71 Share red flags early on
72 Supporting resilience
73 What do parents want to know? What do they need to know?
74 Sleep matters
75 Don’t wait to support aspirations
76 ‘University’s too expensive for us!’
77 Don’t neglect the usual suspects
78 Not all bad all the time
79 Managing maths and learned helplessness in families
80 Supporting parents of the digital generation
81 Setting the course for coursework
82 Study skills – mind the gap!
83 It’s OK not to know the answer (helping parents towards mastery)
84 Parents and homework
85 Use effective praise with teenagers (and their parents!)
86 Who does what? (Teacher vs parent roles)
87 The parents you never see
88 Reflect then innovate
89 Keep talking
90 ‘Proud of you’ letters
91 Parent peer support
Part 8: Sustainable practice
92 It’s everyone’s job
93 Have a party!
94 Not my circus, not my monkeys
95 Every failure is an opportunity
96 Don’t start from scratch
97 Being a reflective practitioner
98 Utilise the expertise already around
99 Using the skills you have
100 Not quite finis…
Copyright Page
← Prev
Back
Next →
← Prev
Back
Next →