Teachers Using Social Media to communicate with Parents

Teachers are turning to twitter, blogging and Facebook as a way of keeping in touch with parents about their child's learning, and according to Queensland University of Technology (QUT) education expert Associate Professor Margaret Lloyd it is a trend which is meeting the needs of busy parents with time restrictions.

Professor Lloyd said contemporary teaching involved teachers' blogging with students to capture their learning, and tweeting and emailing parents with information about the school day.

"Gone are the days of finding a scrunched-up newsletter in the bottom of a bag, squished between the rotten banana and mouldy sandwich," she said.

"Parents are now able to find out what their children are doing, virtually as they are doing it." Professor Lloyd said in many families today both parents worked, meaning parents were not able to be as involved in their child's schooling as they perhaps would like.

Prof Margaret Lloyd

"This trend of using digital technology as a means of connecting with parents, essentially bringing parents into the classroom, is really taking off," Professor Lloyd said. "It also fits with the trend that the walls of the classroom are disappearing."

Professor Lloyd said the notion of classes fitting inside four walls was a thing of the past, with digital technology rapidly being used as a communication tool between teachers and parents, teachers and students, students and students and teachers and teachers.

"For example it is common for students in one classroom to work with students in another classroom halfway across the world using digital technology," she said.

"There is also a change in the relationship between teachers and students with teachers nowadays able to see the students' work as they are working and comment and provide feedback progressively.

"There is a huge change in the way we are teaching and communicating." She said universities were leading the way in this method of teaching.

"At QUT we model this teaching practice. Future teachers are working on collaborative wikis, they are talking about collaborative learning and they are being afforded that enhanced teaching experience," Professor Lloyd said.

"The classroom is changing and our teaching students have to be positioned to lead that change and once they get on board, it just clicks into place."

Comment
Firstly, one wonders if the schools and teachers would be open to enabling wider Social Media forums that would allow parents to discuss general school and education matters more openly.

Thus allowing parents to see and share difficult areas and comments on potentially bad teachers /pupils and to bring group thinking into the discussion.

Secondly, this is an excellent step forward in teacher /parent communications but unfortunately, in some areas and countries the teachers and parents can be less able to use and understand the Technology, reported here.

Is Computer Vision Syndrome (CVS) an unintended consequence of Modern Teaching?

Computer usage is on the rise in the classroom, and its giving rise to an unintended consequence:  An increased risk of computer vision syndrome.

Students now have instant access to endless streams of information in multiple formats – video, text, music, anything.

Computers are a fixture in the classroom, as indicated by these statistics from the National Center for Education Statistics:

• In 2009, 97% of teachers had one or more computers located in the classroom every day.
• Internet access was available for 93% of computers in the classroom.
• The ratio of students to computers in the classroom was 5.3 to 1.
• Teachers reported that they or their students used computers in the classroom during instructional time (40%) or sometimes (29%).

Technology in the classroom, and at home, is exciting but it’s also resulting in Computer Vision Syndrome (CVS).

What is Computer Vision Syndrome?
CVS is eyestrain resulting from near work on the computer.  It can cause headaches, sore eyes, blurry vision, fatigue, and potentially even myopia (near-sightedness) among students.

An article in the Wall Street Journal cited a study by the National Institute of Occupational Safety, which indicates that CVS affects some 90% of the people who spend three hours or more per day at the computer.

That unintended consequence is the bad news of extended computer usage.  The good news is that visual problems can be offset if you practice good visual health while at the computer workstation.

As we noted in a previous post, there are techniques to help you avoid CVS.  These include:

• Sitting on a chair with feet flat on the floor and legs at a ninety-degree angle.
• Avoiding viewing computers screens, iPads, or smart phones while lying down on couch.  You should be upright and the screen should be straight ahead, not viewed at an angle.
• Using the Harmon Distance (the distance from the big knuckle on your middle finger to the tip of your elbow) when viewing a screen. Note that many people hold smart phones too close to their eyes - especially children. 
• Adjusting the level of brightness of your monitor for comfort.

Ken Robinson Discusses Creativity in the Classroom

Teaching self-control skills to children reduces classroom problems

Children taught skills to monitor and control their anger and other emotions improved their classroom behaviour and had significantly fewer school disciplinary referrals and suspensions, according to a study by University of Rochester Medical Centre researchers.

Children in a school-based mentoring program were about half as likely to have any discipline incident over the three-month period of the study, according to an article published online by the Journal of Abnormal Child Psychology. They also had a 43 percent decrease in mean suspensions as compared to the control group, which did not receive mentoring of the self-control skills.

In the four-month interval after the intervention began, 1.8 percent of children in the mentored group were suspended compared to 6.1 percent of the control group. Children taught the new skills also had a 46 percent decrease in mean office disciplinary referrals as compared to the children in the study's control group

"It is exciting that adult mentors, who are not mental health professionals, taught children a set of skills that significantly strengthened the children's ability to function well in their classrooms and meet school expectations," said Peter Wyman, Ph.D., lead author of the article and associate professor of Psychiatry at the Medical Centre.

"This study suggests that with appropriate guidance from a trained adult, young children are capable of learning a great deal about their emotions and skills for handling their emotions effectively and those skills can have direct, positive benefits for their functioning in school."

The study evaluated the effectiveness of the Rochester Resilience Project that was developed by Wyman and Wendi Cross, Ph.D., associate professor of Psychiatry and Paediatrics at the Medical Centre, to address the needs of young children with emerging behavioural and social-emotional problems by providing an accessible school-based intervention.

In a relationship with an intervention mentor over four months, children learn and practice behavioural and cognitive skills designed to strengthen their self-regulation of emotions and address specific goals to improve school adaptation.

"Our goal in developing the Rochester Resilience Project was to 'translate' findings from research about how children learn skills to be more resilient in relationships with adults into an accessible program in schools," Wyman said. "Being a successful student in elementary school classrooms establishes a foundation that makes healthy development more likely in the future."

Activities establish the Resilience Project mentor as an empathic adult informed about each child's life context, strengths and challenges. Through adult-led interactive learning and practice in natural settings, children are taught to monitor their own emotions and the emotion of others, using cues to identify feelings and intensities of feelings.

Mentors introduce 'feelings check-in' as a standard practice that serves as a teaching tool about feelings and a transition to skills focused on managing feelings.

Self-control and reducing escalation of emotions is taught through the concept of a "feelings thermometer" to depict intensity. Children learn to use "mental muscles" as a tool to monitor feelings and to stop feelings from entering a hot zone.

They also learn to maintain control and regain equilibrium through strategies such as taking a deep-breath, stepping back from emotionally intense situations, and using an imaginary umbrella as protection from hurtful words.

For each of the 14 weekly lessons, children met individually with their mentors for approximately 25 minutes in a private setting during the school day. The skills taught to children are labeled in simple terms suited to developmental level.

Reinforcement and feedback from mentors in settings in which children use new skills is also critical for children to successfully acquire the skills. Mentors collaborated with teachers to identify classroom situations in which the mentors could provide reminders to children to use new skills, and cues were provided, a sticker or button, for example, for the child to take as a reminder.

In the study, 226 children from kindergarten up to third grade in two urban elementary schools took part. They had manifested emerging behavioural, social-emotional, and/or on-task learning problems at school.

This population was selected due to evidence that those problems increase the likelihood that children will be less successful at school and may develop behavioural problems, such as substance abuse.

Children who received the intervention showed improved functioning in all domains of classroom behaviour rated by teachers.

The intervention had a positive impact on children's classroom behaviours and rates of disciplinary incidents, including fewer aggressive or disruptive problems, improved on-task learning behaviours and peer social skills, and less shy-withdrawn and more assertive behaviours, the researchers concluded.

After the study was completed, children in the control group also were mentored and taught the self-control skills. The mentoring improved peer social skills, more for girls, than for boys.

Link: www.urmc.rochester.edu