Table of contents for Every teacher's guide to working with parents / Gwen L. Rudney.

Bibliographic record and links to related information available from the Library of Congress catalog.

Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.


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 Contents
Preface
Acknowledgments
About the Author
1. Understanding the Lives of Parents: Why Do They Do Those Things They Do?
 Scenario: ?If the Parents Would Just . . .?
 Demands and Decisions
 What Experts Have to Say
 Quick Tips on Important Issues
 Popular Literature
 A Theoretical Look at Parenting Styles
 So What?s the Problem?
 What?s a Parent to Do?
 Avoid Extremes
 Focus on the Target Goals of Parenting
 Try Hard . . . and Keep Trying
 The Kids Have a Role
 Children Grow and Change
 Parents Change and Develop Too
 Helping Parents Who Have Special Struggles
 Troubled Parents
 Parents With Troubled Kids
 Parents Love Their Kids
 Additional Resources
 Books
 Web Sites
2. Collaborating With Parents: How Can Teachers Build Relationships That Work?
 Scenario: ?Is It Going to Matter??
 Understanding Complementary Spheres of Knowledge and Influence
 What Do Teachers Mean When They Say They Want Support?
 What Do Parents Want From Teachers?
 What Qualities in a Teacher Are Most Important to Parents?
 What Positive and Negative Experiences With Their Child?s Teachers Do Parents Remember?
 What Do Parents Do When Their Child Dislikes the Teacher?
 What Do Parents Do When They Disagree With the Teacher?
 Professionalism . . . in a Personal Way
 Working With Parents: Key Strategies for Teachers
 Greet Parents With Respect and Interest in Their Child
 Solicit and Utilize Parent Questions, Advice, and Comments
 Think About Homework
 Develop ?We-ness?
 Be Prepared With Interesting, Meaningful Information
 Be Honest . . . and Patient
 Be Professional . . . in a Personal Way
 Ask Not What the Parents Can Do for You but What You Can Do for the Parents
 Coping With Difficult Parents . . . or Parents With Difficulties
 Sometimes It?s a Difficult Situation
 Sometimes It?s the Parent
 Sometimes It?s the Student
 And sometimes It?s the Teacher
 Conclusion
 Additional Resources
 Books
 Web Sites
3. Advocating for Parents: What Are Powerful Messages We Can Share?
 Scenario: ?I Didn?t Know How to Say It?
 Message One: All of Us Have Parents . . . and Most of Us Become Them
 The Problem With Ethnocentrism: Like Me/Not Like Me Thinking
 The Problem With Assumptions
 A Gentle Reminder
 Message Two: Many Powerful Factors Create Misconceptions About Parenting.
 Remembering the Past
 Media Influences
 Habits of Mind
 The Real Deal
 Message Three: Most Parents Are Good Enough
 Children?s Health and Happiness
 Time and Attention
 Encouraging Learning
 When There Are Problems
 Message Four: Successful Families Come in Different Shapes and Sizes
 Moms and Dads
 Single Parents
 Step Parents
 What the Children Want
 Message Five: It Really Does Take a Village to Raise a Child
 Members of the Village
 What the Village Can Do
 Message Six: Schools That Advocate for Families Reap Multiple Rewards
 Attitude and Atmosphere
 Buildings and Bridges
 Communication, Collaboration, and Competence
 Parting Words
 Additional Resources
 Books
 Web Sites
References
Index

Library of Congress Subject Headings for this publication:

Parent-teacher relationships -- Handbooks, manuals, etc.