3.3.1 - Involve Parents

Transkript

Involve Parents – Improve School
3.3
Case studies
3.3.1 Shoulder to shoulder
TAKEV Schools, including preschool, primary,
secondary and high school provides an education
to students between 3-18 ages. In such a
continuous institution, educational workshops
and trainings are needed for every teacher in all
levels. The most important one is behavioural
training that is implemented regularly from lower
to higher levels. The feeling of belonging and the
spirit of teamwork gain importance from very
early age with the synergy of togetherness of
parents, students and school members. Every year
before the academic year starts various kind of
teacher training is started. A few of samples are
mentioned below.
The name of the project is called “Shoulder to
Shoulder”.
It should be emphasised that the process should
be successful with the effective participation of
each person and each level.
Philosophy of TAKEV Schools –
“Knowledge is universal”
TAKEV Schools which have a vital role in social
constructions should show the tendency to meet
the basic needs of the individual or the families.
When a child first meets the school, from kinder
garden on, the whole dynamics of the family
changes or reconstructs itself because of this
situation. What is important from the point of
TAKEV Schools is to make the working groupswhich first include the child then the family- a part
of daily life by the help of overall and conceptual
applications.
With the understanding of a team-mate feeling
rather then questioning or judging, appliances
which involve parents and make them say “my
school” may help the families to create their own
Positive approach may not always result positively
in academic performance. For that reason,
elimination means ignoring the personal
differences. The children with all they can do and
cannot do are and will be the actors of that social
structure.
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Concepts and Materials
space in that social unit and may help the child to
stimulate the urge to learn.
When the family becomes a part of the activities
in TAKEV School, they will give more importance
to the process concerning their own child who
will have a social bond with the society in the
future.
We are a social but also an emotional
organization.
In order to involve all the parents-from kinder
garden to high school- into this process you
should make them organize and take part in the
activities where their children perform their skills
and achievements and give them the feeling of
unity.
The support of the parents is essential for the
positive improvement of this process and this
may only be done by the involvement of the
parents. The management of this involvement,
making it compatible to the target can be
achieved by team spirit.
The most effective way to bring the parents to
school and to make them active participants is to
have more activities and shows for the children.
Parents would surely come to see the work that
their children has worked on and performed at
school.
If you want the rabbit run, you have to put
a carrot …
In order to have the participation of the parents
TAKEV Schools have been using many of the
effective activities and methods in accordance
with the values and targets mentioned above.
Path to success
TAKEV goals
TAKEV principles
• Turning the school into the sincere family
atmosphere
• Making the school a reliable place.
• Making the school an open meeting place for
the society
• Making the family and communication
sustainable and a part of a school culture
• Turning the school into the place that the
families are also welcome for education.
• Using it as an office for getting in touch with
other institutions.
• Making the school-family-society work in
cooperation
• Setting up a showroom that reflects school
programme and activities.
• Connecting the school and the house
environment.
• Dragging the parent and the school into a
sharing place.
• Parents are the parts and partners of the school
whilst educating the students.
• Helping the parents means helping the
students as well.
• Gaining the parents’ trust and being respectful
should be cared of.
• The house is the most significant education
place.
• The needs and conditions of the families
should be known and taken into consideration.
• No matter what is their job, income and
education, every family cares about their
children.
• The collaboration of the parents should be
constant and sustainable
• Participation of parents is not just to bring them
to school. Without coming to school they can
also take part in process.
• The parent should be emulated.
• Patience is important in variation. After all it
takes time.
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TAKEV strategies
Strategy 1:
Preparing a parent friendly
environment
• Social activities for the families.
• Defining the cooperation policies of schoolfamily-society.
• Searching the delicacy of policies.
• Opening school doors to families.
• Suitable timing apt to parents.
• Orientation programs
• Temporary child care arrangements during
meetings and activities
• Sensitivity education for teachers
• Active listening education for teachers
• Parents office
• The appearance and the entrance of the
building
• A family coordinator
• Special car park for parents
• “Welcoming the Visitors” education for the
school members
• Welcoming bulletin boards
• Info booklets and leaflets
• Activities for fathers
Strategy 2: A Building that enables attendance
• Curator center
• Curator coordinator
• The stationary materials for curator activities
• Support in official materials and appointment
in activities
• Providing a staff for definite times
• Fund and income
Strategy 3: Promoting Volunteer work
• Planning with parents
• Analysis of needs.
• Questionnaires.
• Identifying parents’ contributions and
specialties
• Identifying obstacles
• Identifying volunteer work areas
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• Identifying the type and contents of invitations
• Listing the volunteers according to their skills
and effectiveness
• Determining the times of activities
• Identifying the content of explanatory material
and forms.
• Forming the registration system.
• Identifying the decision limits where parents
take part in.
• Identifying the times of making decision
Strategy 4: Warm and regular communication
• Regular news bulletin
• Home visits
• Seminars
• Phone calls
• Special days
• Picnics
• Headmaster and parent meetings
• Parent and teacher meetings with the
participation of students
• Parent-student training courses
• Briefings
• Interactive web pages
• Consultation line
Strategy 5: Supporting parents awareness
at home
• The activities to improve the attitudes of
parents at home
• Improving student - parent communication
• Helping parents to identify their attitudes and
mistakes
• Consultation line
• Parent - student crisis consultation line
• Information and strategy booklets
• Improving reading habits
Strategy 6: Planning parent training
• Analysis of the needs of parent training
• Planning eventually and together
• Learning with the student
• Activities for working parents
• Workshops
• Seminars
• Courses
• Parent as a leader
• Parent supporting teams
• Adolescence consultancy groups
• Anger Management
• Television education
• Fatherhood courses
• Usage of computer
Strategy 7: Using parents in social cooperation
• Recognition of social surroundings of the
parents
• Inviting important people to school
• Introduction of the school
• Turning the school to a learning center for
everybody
• Neighbor institution visits with the students
• Cooperative works
• Demand services
• Offering services
The goal of the project
• Making the parents apprehend the fact that
they are an indispensable part of the education.
(shoulder to shoulder – Activity 4)
• Informing the parents about the adaptation
and developmental problems of the students,
as well as students’ concerns, necessities and
talents. (shoulder to shoulder – Activity 1)
• Enhancing the interests and support of parents
and other participants towards the school.
• Turning the school into a place where the
families are also educated and providing
increase in the participation of parental
information meetings.
(shoulder to shoulder – Activity 3)
• Leading the school-parent-society cooperation
in a coordinated and planned way by making a
sustainable school parent relationship
(shoulder to shoulder - Activity 2)
• Enabling the parents to observe the needs of
the school so that they can offer solutions to
them.
Strategy 8: Special training and creating
awareness on the personnel
• Courses
• Workshops
• Mixed teams
• Co-decisions
| 193
Sample questionnaire
Finding out about the characteristics of family
life and parents attitude:
• "Explain what parents should do for the
education of their children?"
• "Do you support the education of your child
at home? On what subjects?"
• "What type of punishment should be used if
the child shows a negative behavior?"
• "Are there any qualities about your child that
you found difficult to cope with and what are
they?"
• "What kind of qualities should the teachers
have who take part in the education of your
children?”
Implementation
As it is pointed in our presentation, every
month/year our activities and workshops are
regularly announced with the bulletins and
information letters. Moreover, workshops which
harden and firm the concept of education and
teamwork are executed by external experts or
our school own PR service through the needs of
the parents or our staff.
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Activity 1
Activity 2
Target group:
Preschool teachers
Target group:
Primary school teachers
Aims:
Behavioural training
Recognising the student
Aims:
First start
Series of meetings about education that concern
teachers and families on striking behaviours
which were resulted through the questionnaires
are used by primary school teachers.
– questionnaire
– statistics
– information about behavioural training
Series of meetings that develop institutional
mission, vision and rules for our new beginner
teachers are held. Sharing information about the
background of the students and their families
which are gathered by guidance department is a
welcoming ritual. Giving information about
academic curriculum, social activities comforts
everybody and serves an pen and safe
environment. Sample practices/seminars:
Life begins at home
Coffee is just a cover
| 195
Activity 3
Activity 4
Target group:
Secondary school branch
teachers
Aims:
Academic success and
integration
After primary school, students face a different
kind of academic process and assessments. The
effectiveness of outstanding supervision,
communication and sharing of the teachers
become important. The role of the family
determines the process during this period. In
order to develop responsibility seminars and
workshops are done regularly with the
coordination of our parents and school members.
196 |
Target group:
High school teachers
Aims: Being a member in the society
Determining objectives
Living with a teenager
During this period while students are getting
ready to put a target for their future, parents can
be efficient to give information about their
professions and experiences in different areas so
as to improve teamwork.
– Career Day
Parents’ council
Student council
It is an organization which is elected by the
participation of all parents, teachers and
administrators of the school in order to support
and perform social activities. It works with the
school administration.
It is a group which is constituted after an
election.The students vote at each level after
campaigne and speeches. It works for and with
the students.
| 197
Evaluation
Schools are the most important social
organization in a system. Schools are the
constructions which shelter children, families,
teachers and all the staff in it. They manage to
educate and guide the individuals who will point
out the future and shape social dynamics
professionals. Whilst doing this an intensive and
delicate endeavour which absorbs each and every
component actively and voluntarily is needed in
the process.
All the workshops which are done and developed
each and every year are the signs and the
evidence of the achievement of TAKEV Schools.
Pi Day
198 |
In order to inform parents regularly this organisation chart should be followed from below to the top.
Communication procedures
| 199
Communication ways
• Parent-teacher meetings
• Informative parents meetings/seminars
* Administrators, teachers, experts (institutional
or guest)
• Social activities/gatherings
* Tea parties, brunches, sports tournaments,
concerts, stage shows…
• Feasts, festivals, Special days and weeks
• Press and publications
* Magazines, bulletins, handouts, leaflets, …
(see the attachment)
• Website
• Individual / family interviews…
In order to inform the parents regularly and
clearly the notifications above are followed
accordingly;
• Each department determines the information
that is going to be sent to the parents in its
coordination meetings.
• Deputy principal, principal or the general
manager (due to the importance/concept)
confirms the information.
• Approved information is given to the data
processing department.
• Information is sent to the parents via mail, SMS
and letter or placed in our web site.
(Â www.takevokullari.k12.tr)
Example from the bulletin;
“The PI Day” – It is an Activity of the Maths
Department. On the second week of February,the
Math Department should take the decision of the
Activity, point out other departments that are
going to cooperate and fill every related form
properly and give the report of the meeting and
decisions to the head deputy to be approved (on
the 20th of February at the latest).
200 |
All the upper level administrators share this in
their weekly meeting and give the approved
version to the data processing department.
Responsibles
• Head of the departments,
• Administrators (vice principal, principals,
general manager),
• Data processing department
• Computing services
• Web and Graphic Designer
• Student affairs
| 201
• Students weekly follow up forms that are filled in and sent to parents according to the chart above
• Study halls are planned, students are invited and parents are informed by invitation letters
Evaluation: Teaching Tolerance
Target group
How tolerant are the teachers/students/parents?
How tolerant should the TAKEV teachers/
students/parents be?
Trainee teachers (10 participants) and teachers
(about 80 participants)
Students (52 participants)
Parents
A school that has a 9-year-old history should teach
the teachers to fulfil the mission, the vision and
the system of the school and should provide them
with the means to internalize and sense that
mission in order to teach it to the students.
Tolerance is a relative concept that should be
standardized in an institutional perspective.
However, the teacher should also be openminded, aware of the material (student) and upto-date and of course know the culture of the
social group.
By outlining this frame, we are aiming to create
individuals (teachers) that are going to show their
tolerance in their careers in the most effective and
accepted point of view.
After each activity, the outcome and the
evaluation is shared with parents in a related
occasional meeting. Parents always love hearing
about the features of their children from
somebody else.
202 |
Aims
• creating awareness of how tolerant they are,
• developing and sharing the mission, the vision
and the rules of the institution,
Implementation
Teaching Methods and Students’ Activities
School is the next social environment that the
child faces after his/her family. Through the
developmental process, the most important
ability that is expected from a child is having
healthy communication skills in his/her social life.
However, busy and tiring life standards are
reducing the positive effects and tolerance limits
of the parents eventually. In these circumstances,
this duty is expected to be done and developed
byschools and educational institutions. Moreover,
schools where the problems occur are the places
where they have to be solved as well.
Annex 1
“Discovering differences …”
Workshop for students (2nd-3rd-7th grades)
Aim
• being aware of and agreeing on the harmony
and richness that is created by different
qualities and abilities
• creating useful communication skills
• creating a sense of belonging in a group
• developing self-confidence with the help of
listening and being listened to
Just before the first gathering with the parents of
the young learners, the Activity is completed; the
visual outcome (posters, photograph, video
record ...) is prepared and is shared later on with
parents. Through the year, with the help of the
activities, parents will have the opportunity to
observe the achievements of their children.
Activity 1 “Being a Fish”– 40 mins. x 4
Each student chooses a specific fish that he/she
wants to be, draws the picture of it on cardboard,
colours it, writes the characteristics of his/her own
in below and cuts the shape out. With the help of
the teacher students make a big aquarium full of
different kinds of fish that symbolise their
personalities. (a video record is in related)
Activity 2 “No Rules Village”– 40 mins.
Teacher reads a story named “No Rules Village”
and invites the students to imagine the chaos. By
finding the appropriate rule formulations, the
students make “a rule” chart for their own
classroom. The rules are discussed and evaluated
when it is needed.
Activity 3 “Magic Store”– 40 mins.
The teacher wants the students to go to the magic
store that sells positive characteristics. This
Activity develops the awareness of moral notions
that the students lack.
Activity 4 “Bert and Bernie”– 40 mins.
The teacher chooses two volunteers and wants
them to talk about something that is very
important to them. Meanwhile, other students are
told to go on chatting in between. This exercise
emphasises the importance of listening to the
others.
Activity 5 “Are We a Team?”– 20 mins. x 3
Teachers and students discuss about the effects of
their misbehaviour. Letting the students list them
on the board help them to face the problems. This
time, students are asked to find a solution for each
problem. At the end of the Activity the students
agree on the result that positive behaviours affect
academic performance in a positive way.
This is a classroom Activity and each student is
expected to be in the process.
| 203
04-09-2009
CUMA
03-09-2009
PERȘEMBE
02-09-2009
ÇARȘAMBA
01-09-2009
SALI
31-08-2009
PAZARTESİ
TAKEV PRIVATE PRIMARY SCHOOL
2009-2010 SUMMER TEACHER TRAINING SEMINAR PROGRAMME
204 |
10.00 – 13.00 (AULA)
GENERAL ASSEMBLY
(ALL THE TEACHERS OF PRIMARY SCHOOL)
09.00 – 10.30 (AULA)
– Derse giriș çıkıșlar
– Derslik düzenleri ve kullanımları
– Araç gereç kullanımı
– Fotokopi- Birimlerin kullanımı
(Gönül .KETENCİ/ Ali KORBA)
14.00 – 16.00
Zümre ve bölüm bașkanları ile
açılıș toplantılarının yapılması,
zümre defterlerinin
yazılmasıAlmanca Bölümü Aula’da
– Yıl içerisinde kullanılacak araç
gereçlerin tespiti, listelerin
hazırlanması ve okul
sekreteryasına dijital ortamda
teslim edilmesi.(Formlar
klasörünün içinde bulunan “Ders
İhtiyaç Listesini” doldurarak)
– - Kitap ve kaynak seçimleri
11.00 – 13.00 (AULA)
14.00 – 16.00 (AULA)
6 / 7 / 8 . Sınıfların yerleșim
Tüm Branș Öğretmenleri ile ișleyiș
düzenlemeleri ve listelerin öğrenci toplantısı.
ișlerine teslimi
(Gönül KETENCİ – Ali KORBA)
(Tüm Branș Öğretmenleri ve geçen
yılın 5. sınıf Öğretmenleri PDR ve
Md.YRD.) (Nazım ERKAN)
09.00 – 10.30 (AULA)
– Öğrenci ve veli sorunları
– Takip- denetim-geri dönütler
– Görüșmelerin raporlanması
(Gönül KETENCİ-Ali KORBATamer ȘENYUVA)
11.00 – 12.30
Bölüm Bașkanları Toplantısı(Okul
Md., Bl. Bșk., Bș. Md. Yrd.)
(Gönül KETENCİ Ofis)
09.00 – 10.30 (AULA)
PanolarAula’nın kullanımı
Sarf malzemesi talepleri
TKY kriterleri doğrultusunda
yönergeler ve formların
kullanımı
(Duygu DEMİRÖRS- Nazım
ERKAN)
11.00 – 12.30 (AULA)
4 / 5 / 6 / 7 / 8. sınıf ve branș
öğretmenlerine SBS ile ilgili
çalıșmalar ve bilgilendirme
(Gönül KETENCİ –Ali KORBA –
Hale AYDIN)
13.30 – 16.00
– Zümreler tarafından program
inceleme ve planların yapılması
09.00 – 10.30 (AULA)
– Kulüp faaliyetleri
– Öneriler
– Görevlendirmeler
– Etkili Kulüp İșleyiși
(Gönül KETENCİ-Nazım ERKANDuygu DEMİRÖRS)
11.00 – 12.30
BRANCH TEACHERS –
ADMINISTRATOR – GUIDANCE
COUNCELORS) ( Kepler)
(Özlem GÜNGÖR-Tamer
ȘENYUVA)
CURRENT CHANGES AND
PROCEDURES
*******************
13.30 – 16.00
– Zümreler tarafından program
(sınıf öğretmenleri)
– TMSF Almanca ve İngilizce
ölçme ve değerlendirme sınav –
ödev-proje ve performans,
projeler.
(Hale AYDIN- Çiçek AKSAÇ)
–
–
–
–
13.30 – 16.00 (AULA)
Ölçme ve Değerlendirme ( 4-5-6-78.sınıflar) tüm Öğretmenler.
(Gönül KETENCİ – Hale AYDIN )
14.30-16.00 (Kepler)
1./2./3./4./5. sınıflar sınıf
öğretmenleri ile PDR toplantısı
09.00 – 10.30 (AULA)
Nöbetler ve uygulama çalıșması.
(Gönül KETENCİ- Ali KORBANazım ERKAN)
11.00 – 12.30
Md.Yrd. bașkanlığında zümreler
arası koordinasyonla sınav
takvimlerinin hazırlanması
4 / 5. sınıflar Osman GEDİK
6 / 7 / 8. sınıflar Özlem GÜNGÖR
1. sınıf Öğretmenleri ile toplantı
Zerrin Taç GÖKSAN
09.00 – 10.30 (AULA)
– Zümre toplantıları(zümre ve
dikey zümre, içerik)
– Duyurular (e-mail kontrolleri)
– - Bültende yer alacak konuların
bildirilmesi ve faaliyet sonu
raporu
– Not girișleri, kontroller ve
karneler
(Gönül KETENCİ – Nazım ERKAN)
11.00 – 12.00 (AULA)
13.30 – 16.00
Rehberlik, rehberlik bölümü ve
– İlk ay çalıșmalarının hazırlanması
ișleyișiBranș öğretmenleri ileTamer – Yıl içerisinde yapılacak gezilerin
ȘENYUVA
planlanması, idareye teslim
edilmesi.
12.00 – 13.00 (AULA)
TEACHERS AND GUIDANCE
COUNCELORS
(informing teachers about the new
comers) Tamer ȘENYUVA
09.00 – 10.30 (AULA)
– Yemekhane kullanımı
– Sınıf dıșı faaliyete giderken
dikkat edilecek hususlar
– Portfolyo ve proje sunumları
– - Sınav kağıtlarının saklanması
(Gönül KETENCİ – Ali KORBA)
13.30 – 16.00
Zümreler tarafından program
Zümre odaları 6/7/8 sınıflar
eșgüdüm ve ön izleme toplantısı
(Kepler)
13.30 – 16.00
– Planların dijital ortamda
Md.Yrd.Nazım Erkan’a teslimi
09.00 – 10.30 (AULA)
11.00 – 12.30 (AULA)
TEACHERS – ADMINISTRATOR –
Ders içi ve ders dıșı etkinlikler
GUIDANCE COUNCELORS (Özlem
Geziler
GÜNGÖR- Tamer ȘENYUVA )
Telafi programları ve kurslar
TEACHERS-STUDENTS-PARENTS
Törenler (tören alanı yerleșimi ve
AND ADMINISTRATIVE
öğretmen görevleri)
COMMUNICATION & CLASSROOM
(Gönül KETENCİ – Bölüm Bșk.)
MANAGEMENT
13.30 – 16.00
– Proje konularının belirlenmesi,
formların hazırlanması
10-09-2009
PERȘEMBE
11.00 – 12.30 (AULA)
DDK yönetmeliği ve ișleyiși ( Tüm
Branșlar 6/7/8)
Tüm sınıf Öğretmenleri ile
toplantı. (Kepler)
Özlem GÜNGÖR
–
–
–
–
11-09-2009
CUMA
09-09-2009
ÇARȘAMBA
08-09-2009
SALI
07-09-2009
PAZARTESİ
09.00 – 10.30 (AULA)
– Açılıș günü programı
Gönül KETENCİ
ÖNEMLİ NOTLAR
13.30 – 16.00 (Kepler salonu)
5/6/7 sınıflar Almanca
öğretmenleri ve Alm.
Bilgisayar öğretmeni ile Minticity
çalıșması (DAS Akademie)
11.00 – 12.30 (Genel Müdür ofisi)
13.30 – 16.00
4 ve 5. sınıfların akademik ve SBS Sınıf/șube rehber öğretmenleri
ile ilgili yeniden yapılanma süreci paylașım çalıșması
Gönül KETENCİ – Ali KORBA –
Nazım ERKAN
1. Öğretmenlerimizin seminer çalıșma saatleri 09.00 –
16.00 saatleri arasındadır. Seminer programında
toplantısı görünmeyen öğretmenler o saatler
içerisinde zümre çalıșmalarına devam edecekler.
2. ALL TEACHERS SHOULD TAKE THE CD INVOLVING
“TEACHER’S HANDBOOK”, “JOB DESCRIPTION” AND
“YEARLY CALENDAR” from Duygu DEMİRÖRS on
31.08.09 from 14.00 pm.
3. Öğretmenlerimiz nöbet ve ders programlarını 09-092009 Çarșamba günü Nazım ERKAN’dan teslim
alacaklardır.
4. Yıl içerisinde kullanılacak ders malzeme listeleri 3108-2009 Pazartesi günü, Öğretmen görüșme gün ve
saatleri 09-09-2009 Çarșamba günü Gülseren
YARAR’a teslim edilecektir.
5. Programda olabilecek değișiklikler zümre ve bölüm
bașkanlarına bildirilecektir.
6. 10.09.09 Perșembe Almanca bölümü öğretmenleri,
Beden eğitimi ve Müzik bölümünde Külah hazırlanması.
7. Yeni Öğretmenlerimizin yaka kartları için 1 adet
vesikalık fotoğraflarını 2 Eylül Çarșamba gününe
kadar Halkla İlișkiler sorumlusu Duygu DEMİRÖRS’e
iletmeleri gerekmektedir.
| 205
In the plenary work programme above,
communication in between (teacher-teacher,
teacher-student, teacher-parents ...) is pointed
out. Some examples from parents-teachers
meetings are discussed, evaluated and acted out
on stage – in order to focus on a good support of
a successful teacher while having a meeting with
a father and mother and see how a conflict turns
into a positive and friendly sharing at the end.
(watch the video record of it once again)
The practice programme above is prepared for
TAKEV teachers to inform them about the current
academic changes, to schedule the time for their
paperwork and create a teacher training period
for the coming academic year.
This is also very helpful to integrate the new
comer teachers and develop a united, institutional
vision and mission among the participants that
have different professional and cultural
backgrounds. For that reason, starting with a
warm and friendly prologue by every participant
provides a positive group dynamic.
During the course, some of the most important
aspects are;
• to create a positive atmosphere for everyone to
get involved in the process
• to create a common vision and language
among themselves and with students/parents
• to be aware of the importance of institutional
mission
Ways of informing parents and teachers at
Takev
• Monthly bulletins
• yearly calendar
• handbook (teacher’s/parent and student’s)
• job descriptions
• summer seminar plan (preliminary work for
teachers for the coming academic year)
• communication forms used among the school
staff
• photographs
• video records
Glossary
MEB
İÖGM
OÖGM
OÖEGM
ÖOB
RAM
YÖK
OAB
Ministry of National Education (MNE)
General Directorate of Primary
Education
General Directorate of Secondary
Education
General Directorate of Pre-primary
Education
General Directorate of Private
Education Institutions
General Directorate of Special
Education Guidance and Counseling
Services
Council of Higher Education
Parent - Teacher Association
• to motivate the group
In conclusion, all the teachers completes that
sharing period with the satisfaction of knowing
that they are the pieces of the solution in the
process and feeling the power of “shoulder to
shoulder, stronger – together”.
206 |
LINKS
Â www.meb.gov.tr and related links.
Â www.yok.gov.tr
Â www.takevokullari.k12.tr
Exemplary information forms
“Destek Çalıșması”
12/10/ 2009
Sayın veli,
13 Ekim Salı günü saat 16:30 – 17:30 arası Matematik Bölümü öğretmenleri öğrencilerin
ihtiyaçları doğrultusunda ek çalıșma planlamıșlardır. Akademik bașarısının arzu edilen
seviyeye ulașması için öğrencimizin katılımını önemle rica ederiz.
Matematik Bölüm Bașkanı
Hale AYDIN
Müdür Yardımcısı
Özlem Güngör
Öğrenci Ad Soyad :
Kurs sonrasında ulașım veliye aittir.
Veli Ad Soyad:
Veli İmza:
“Study hour"
12/10/ 2009
Dear Parent,
On October 13th, Tuesday, from 16:30 to 17:30, students that need to have extra study are
going to have a “STUDY HOUR” run by Mathematics Department Teachers. Our students
are expected to attend this Activity.
Head of Math Dept.
Hale AYDIN
Deputy Principal
Özlem Güngör
Student’s name, surname:
Transportation will be provided by parents.
Parent’s name, surname:
Parent’s signature:
| 207
TAKEV SCHOOLS ACADEMICAL INFORMATION FORM
Dates
Lesson
Student’s Name – Surname
Quiz
Homework
Participation
Materials
Maths
Science
Turkish
Social sience
German
English
PS: Warning will be mentioned by “X” in Columns.
Thank you for your Attention.
208 |
Neatness of
Notebook

3.3.1 - Involve Parents

Transkript

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