Workshops/How To Work With Families

• Child Focus
• Fetal Alcohol Syndrome
• Foster Parent Training - Options For Youth
• Inclusion in Schools: Real and Perceived Views of Full Inclusion - Dark Ages? Bright Futures
• Infants and Toddlers in Your Care: How to Nurture 0-3 Year-Olds in Group Care and at Home
• Learning and Teaching Styles
• Preparing Personnel to Work With Parents and Families
• Reducing Stress in the Lives of Young Chlldren
• Sample Forms for Teachers
• Ask Dr. Susan

Arrival Day Meetings

CENTER-BASED OUTCOMES OF

COLLABORATIVE SKILLS TRAINING

1. Through training, both teachers and administrators are “strengthened” in their view of themselves, as partners.  Children are encouraged to view school as a search for new knowledge and as a safe and interesting place. 
    
2. Administrators view teachers’ role in classroom management as one in which children help (do for themselves) and fully participate in a cooperative manner as the primary model of discipline.
    
3. Teachers feel competent to model cooperation and provide cooperative meaningful learning, which leads to more useful ways to address remediation and discipline.
    
4. Teachers continually model writing and reading, directly, in addition to guiding these processes through instruction.  Teachers understand how to observe naturally and routinely.
    
5. Administrators understand and promote the concepts of self-study, self-evaluation, and assessment-based outcomes for both teaching and non-teaching staff.
    
6. Teachers learn to exchange teaching duties and collaborate with colleagues so that they can better observe and report on what children are doing and watch one another “in action”.
    
7. Administrators support training that focuses on child study and principles of observation and assessment as models for effective classroom teaching.
    
8. Administrators encourage teachers to use environmental approaches to organizing and structuring classrooms, essential to effective child learning.
    
9. Teachers and administrators consult with each other to develop the concepts of smallness, flexible time schedules, inclusion, and diversity as effective teaching-learning strategies.