• Lesson Plans (8 tips)
• Seating Charts (6 tips)
• Student Cooperation (7 tips)
• Little Extras (8 tips)

Lesson Plans

Electronic Sub Plans

From Mary Garrett, a language arts teacher at Francis Howell North High School in St. Peters, Missouri:

"I find that email is the perfect tool for sending sub plans to school when I am not able to go myself. I just email a friend who can print out the plans and take them with him/her in the morning. (Of course, I call first to make sure the friend is able to do it.) I already have an outline of my schedule and other permanent information on word processing. Whenever I am going to be absent, I just type in the current information. Computers make planning so much easier."

Substitute Locator Notes

From Susan Smith, a chemistry teacher at Petaluma High School in Petaluma, California:

"Recently, the flu felled 18 of our teachers at once, including 3 from our science department. That's three subs with NO sub plans! Now that the chaos has settled, we've compiled a single folder of emergency sub 'locator notes' for the whole department. It notes the locations of such things as roll sheets, seating charts, VCR and TV remotes, cabinet keys, gas and water shut off valves and how to use them, etc. We keep these 'locator notes' for each teacher in our department prep room for easy access."

Computer Template I

From Susan May, a teacher and journalism advisor at McCook High School in McCook, Nebraska:

"To avoid writing the same substitute instructions every time I am absent, I designed a computer template with details about each class. I add information pertinent to the date I will be gone and print it for the sub. This saves me hours of time. I also keep a generic one in my lesson plan book for days my son is unexpectedly sick. I use this same template concept with field trips."

Computer Template II

From Lee Berger, an English and journalism teacher at Franklin High School in Franklin, North Carolina:

"My substitute template is not complicated. On the word processor, I simply save my plans and the next time I need a sub, I go back, delete the old information and add new material for that day's lessons. The generic material about the schedule and students is still there from the last time."

Computer Template III

From Paula Worthley, a third grade teacher at Fort Barton School in Tiverton, Rhode Island:

"I carry the substitute template one step further. I save my schedule template as a word file, then if I need to be absent on short notice, or if I am unprepared, I can quickly type in lessons and necessary details from my home and fax the plan to school early in the morning. No more hurrying in to leave plans for the sub. Technology can make our lives easier and our students benefit by having substitutes with the proper plans to ensure a calm, productive day."

Computer Template IV

From Karen Mitchell, a chemistry teacher at Jay High School in Jay, Maine:

"I have my substitute template on my computer at home and either fax or e-mail plans to school when I am unexpectedly absent. It only takes a few minutes to insert the appropriate instructions for each class (even when I have the flu). I also purchased a set of activities that can be used sequentially if I are out for several days. It came complete with instructions for duplication of materials so that the next time it is needed it is ready for the sub."

Impromptu Plays

From Mary Ann Herring, a third grade teacher at the Missouri School for the Deaf in Fulton, Missouri:

"With my substitute plans I include a generic schedule for the week, including times for lunch, recess, P.E., art. reading, library, math and additional duties I have. I have a substitute bag of supplies. I like to include some out-of-desk activities like this one: assemble two bags with four or five props (old hat, stuffed animal, pencil, quarter, sunglasses) in each and copy these directions for the substitute: divide the class into two groups and ask each to create a short play using all the props in the bag. Each student must have a speaking part in the play. Give each group 15 minutes to create their play. At the end of the time, ask each group to present its play to the rest of the class."

Substitute Box

From Bruce Randall, a seventh grade science teacher at Independence Middle School in Bethel Park, Pennsylvania:

"I teach a hands-on program that is not always easy for a substitute, so I have a substitute box in my room. I include promotional copies of science magazines that publishers send out. I make up reading lessons with work sheets. These are items I would like students to read but do not otherwise have room for in an already-overcrowded schedule."

Seating Charts

Pictures on Seating Charts I

From Boyd Pufpaff, a sixth through eighth grade science teacher at Portage Central Middle School in Portage, Michigan:

"Our school receives digital student pics (on CD) when we do our annual school pictures. It takes a little time, but I copy my students' pics as PICT files and insert them in my seating chart made up in a Draw program. Anyone can glance at the chart and identify the student."

Pictures on Seating Charts II

From Linda Florence, a biology teacher at Cibola High School in Yuma, Arizona:

"Our school issues student IDs at the beginning of school. On the first day of school I collect the IDs, make a photocopy of them and return them to the student. I then cut out their picture (which also has their ID number and phone number) and paste it onto my seating chart. This helps me to learn their faces and names much quicker and it gives the sub a photo of the student when I am absent. I have used this idea for 3 years now and it works great. Subs are always grateful for the visual on the students, it helps to cut down on confusion and problems."

Pictures on Index Cards I

From Mary Kay Murawski, a third grade teacher at Bowen Elementary School in Kentwood, Michigan:

"I have index cards with each student's name and a picture. I use these cards to tell on students randomly. They also help substitutes quickly put names with faces."

Pictures on Index Cards II

From Marty McLaren, an eighth grade physical science teacher at Gettysburg Area Middle School in Gettysburg, Pennsylvania:

"Every year before school starts I take a copy of last year's yearbook and photocopy the incoming class photos. I have the students fill out 3x5 cards with the usual information about parent's names, hobbies, etc. Then we tape their copied photo on the card. It gives me an easy way to learn names and faces of a hundred kids more quickly and provides a handy reference for subs."

Substitutes and Student Names

From a math, physics, and principles of technology teacher at Iroquois High School in Louisville, Kentucky:

"The gruesome task of being a substitute isn't made easier by not knowing the names of students. So, I prepare strips of paper to lightly tape beside the list of name in the roll. When each student replies, the sub can make a quick not of the most obvious feature of the student (glasses, red hair, torn jeans). Then if Mr. Red Hair needs attention, a subtle look at the notes makes it easier to come up with a name. Saying the student's name will get some respect real fast!"

Seating Chart Deluxe

From Charlotte Miller, a language arts and reading teacher at Bill Reed Middle School in Loveland, Colorado:

"I draw a graphic of the tables in my classroom, with my desk identified to give orientation to the user. I copy and laminate several copies. I write in the names of the students on the laminated sheets with an overhead pen and leave them on a clipboard for the substitute. I also add helpful notes, such as "speaks no English" and also make sure that kids with same names are identified with first and last names. I also include phonetic spellings of hard to pronounce names. The substitute then has a ready reference for the classes that day. This clipboard also helps when I do a new seating chart. Kids who have been absent know just to check the chart to see where they sit."

Student Cooperation

Guest Teachers

From Jean Babb, a seventh grade English teacher at Stanford Middle School in Palo Alto, California:

"When I am absent, I ask the guest teacher to rate each class on a scale of 1-6, with 6 being an outstanding score. If a class receives a rating of 5 or 6, I provide verbal praise and a treat when I return. My students are aware of the system and what it takes to earn an outstanding score. Most of the time the students do score well. I call substitutes 'guest teachers' and I discuss with the kids how one treats a guest. So far, so good."

Three Good Kids

From Eric Bentley, a fourth grade teacher at Perry Elementary School in Perry, Michigan:

"As we all know, students behave differently with a substitute teacher. To generate a more positive and productive session when I'm gone, I ask the substitute teacher to leave me the names of exactly three students who were 'poster children of good behavior'. When I return, I announce the names to the class, which is always followed by applause. I always preface the announcement by telling the students that these kids weren't the BEST three or the ONLY three, just three that were identified as positive, helpful and mature. I also send a letter home to parents asking them to praise their child for displaying successful behavior during my absence."

Smooth Sub Day

From Judy Schwall, an elementary counselor in Steamboat Springs, Colorado:

"When a shortage of subs happened, I was drafted to sub in fifth grade. At the end of the day in order to participate in ten minutes of reward time, the students had to write on a card one thing they had learned or one thing they had taught someone that day. Also, on the teacher prepared outline of the times and activities of the day, students signed up to be the experts who helped me understand the routine and assisted in calling on class members and actually did instruction. Everyone was alert and eager to contribute any piece of knowledge that they might have. Every spare minute was filled with someone writing knowledge on the board. The bonus was that there were absolutely no behavior problems! It was the best day of teaching since I stopped teaching first grade!"

Daily Helpers

From Pam Bales, a seventh and eighth grade math teacher at Mill Creek Valley Junior High in Paxico, Kansas:

"I keep a spreadsheet with the names of all the students for each of my classes organized in alphabetical order on my computer. I use this list to assign daily helpers for each class period. The list is posted next to my assignment board where the helpers post assignments, notes, the date, etc. We rotate through the list throughout the year so everyone gets a chance to run errands and do general odd jobs for me. I also write my lesson plans on the computer with all kinds of advice for subs including the names of the daily helpers. I print these out each week so that if I'm gone the sub has all the necessary information at his/her fingertips."

Classroom Help

From Charlotte Miller, a language arts and reading teacher at Bill Reed Middle School in Loveland, Colorado:

"One more help to subs is to 'hire' classroom help. I have students fill out a job application once each month or each quarter. They apply to be teacher's aide, messenger, new kid helper, clock watcher (when I am reading a book aloud at the end of the period, this person lets us know when time is gone), librarian, and one very popular job -- overhead washer. I leave these names for the substitute on posted cards. I ask the substitute to ask these kids for help, and they are usually eager to be helpful to the guest teacher since they have ownership in the running of the classroom."

Student Responsibility

From Paul M. Rutherford, Jr., a physics teacher at Shawnee Mission North High School in Shawnee Mission, Kansas:

"When I know I am going to be absent and there is sufficient time, I call a student at home and ask her/hem to assist the substitute in whatever ways are needed. More often than not, I call on students who are not leaders in the class. This often results in higher academic and social behavior from the student. The parents are also quite grateful. I have used this technique for more than ten years and it has not only worked in my physics classes but also when I taught beginning math classes which had their share of students who were usually less than cooperative."

Listening to Students

From Vicki DeBoer, a biology teacher at Olympia High School in Olympia, Washington:

"I have found it works for me to ensure the students that, just as I listen to what the sub has to say, I equally listen to what they have to say. Once they learn that their voice has value, I get less game-playing and more responsible behavior from them. This pays wonderful rewards. The students know that I will listen to their version of the day, that if the sub was 'weird', I will listen, and that if the sub leaves good notes (which they most often do), that I will give the class the good feedback. They also have come to understand that a sub cannot always be the source of informational help that they might wish. This does not make them a bad or stupid person. Consequently, I feel comfortable with having a sub there. Last year I had to be gone for surgery and I encouraged the students to e-mail me if they needed help. As a result, I now encourage students to e-mail me any time they have a concern about a lesson, an assignment, or whatever."

Little Extras

Cards for Subs

From Ellen Newman, a retired teacher from Cheltenham High School in Montgomery County, Pennsylvania:

"When I was teaching, I used index cards with computer labels for substitutes. The pack of cards gave the substitute an up-to-date class list that could be used in various ways.

1. To assign students to groups
2. To take roll
3. To leave notes for me
4. To keep track of who left the room
5. To call on students randomly by name

Since I used the cards for the same purpose, the students were familiar with the system."

Sub Folder

From P. Morse-McNeeley, a secondary special education teacher:

"I keep a substitute folder on my desk. The folder contains copies of the roll, lesson plans, a list of responsible students and blank sheets for the sub to write me a report on the day's happenings. I also include a generic emergency lesson plan and list of nearby teachers that can answer any questions. This takes work at the beginning of each semester but it's very helpful."

Lunch on Me

From Wilma Playford, a first grade teacher at Willis Valley School in Fort Payne, Alabama:

"Whenever I need a substitute, I try to remember to leave $2.00 for him/her to have lunch on me. Substitutes usually don't get paid a lot and this not only helps them out, but I find they are more willing to come at the drop of a hat when needed. I remember that when I was substituting there were many times I didn't have any left over money for a lunch since we were paid once a month."

Snacks for Subs

From Marcia Chambers, a fourth grade teacher at Winskill School in Lancaster, Wisconsin:

"I always leave a couple of quarters for the substitute to have a juice, pop or snack on me. Some days, these subs are called very early in the morning and have long drives ahead of them. This is just one way of saying that I appreciate the effort."

Pictorial Substitute File

From Jean Beaulieu, a fifth grade teacher at Clinton School in Clinton, Montana:

"I leave a labeled picture of each of my students in my substitute file so that the sub can learn their names faster."

Substitute Teacher Introductions

From Mary Miller, a substitute teacher in Altoona, Pennsylvania:

"I stand at the door to meet the pupils. I ask each child, 'And who are you today?' They tell me their name and I let them pass. This helps me to get to know the children and sets the tone for a quiet class. Of course, I always write my name on the blackboard so they know who I am too."

Substitute Folder

From Kimberly Rust, a high school math teacher at Rifle High School in Rifle, Colorado:

"I have a folder in my desk that's always there and ready for a substitute. In the front pocket I have referral slips and corridor passes. In the back pocket I have attendance rosters, seating charts and calculator checkout sheets. The pages in between include a quick reference for the substitute, the bell schedule, rules that aren't on my syllabus, a class syllabus, a typical class format, fire drill procedure, a few pages on preventing contamination and first aid, a map, and a thank-you note. All these pages are numbered and there's a table of contents so they can quickly find whatever they need. I think I've provided everything a sub will need but the lesson plans with this, and subs always seem to be very appreciative."

Substitute Notebook

From Romona Hunt, a primary grades (7, 8 and 9 year olds) teacher at Third District Elementary School in Lewisburg, Kentucky:

"At the beginning of the year, I compile a notebook for those days I have a sub. I include copies of class schedules, attendance forms, discipline policies, and procedures for everything from bathroom to how to borrow a pencil from met. I also include a list of nearby teachers, jobs we have in our class, who rides what bus and so on. I include several emergency lesson plans. I keep this three-ring binder on my desk so it will be handy."

Class Note

From Christopher Myers:

"I like to leave a note for the class when I am absent. On a transparency, I leave the class a letter describing why I am absent, what the plan is for class, and a quick reminder of my expectations. I also include some specifics such as sitting in their assigned seats, my policy on food and gum, and any other things that a class may attempt when I'm not there. This note works really well when a class has a reputation for trickery."

• Respect for the Profession (2 tips)
• Self-improvement (2 tips)
• New Teachers (19 tips)
• Collaboration (2 tips)
• Student Teachers (5 tips)

Respect for the Profession

Teachers are People Too

From Bruce Denney, a social studies teacher at Seymour High School in Seymour, Missouri:

"We all have those students in our rooms that make it their mission in life to disrupt the teaching and learning process. I believe they do this because they see us as teachers, not individuals. When the year begins, I identify them quickly and purposely seek them out for casual conversations. Mostly, this is at sporting events, lunchtime, in the hall and when I see them in the community. They begin to see me as an individual who is interested in their lives, not just a teacher. I rarely need to send students to the principal and the teaching and learning process can continue without interruption."

Displaying Credentials

From Tom Walters, a teacher at Camel's Hump Middle School and Mount Mansfield Union High School in Jericho, Vermont:

"Lawyers do it. Doctors do it. Educators should do it! No, I'm not talking about making a lot of money! I'm talking about prominently displaying educational degrees and professional certificates. Displaying one's credentials will help you appear professional and legitimate. It's very impressive and reinforces to the public the amount of effort it takes to become a teacher and to maintain certification."

Self-improvement

Reflections on the Quarter Past

From Susan Nichols, a science teacher at Russell Middle School in Russell, Kentucky:

"When report card time approaches, I ask my students, without submitting their names, to reflect and write short notes on what to change, delete and add to the class. Sometimes students have insight that teachers forget to consider. Their comments help me improve my lessons and teaching techniques as well as see myself through their eyes. This gives my students ownership and gives me some grounding."

Diversity Reading List

From Brenda Carney, in Atlanta, Georgia:

"I have several suggestions for reading material that addresses diversity in the classroom. My professors in the Education Department at Georgia State University placed a lot of emphasis on helping us to be aware of these issues. Carl Upchurch wrote a biography called Convicted in the Womb; he gives insight to growing up in a difficult part of town and to his experiences with gangs. Mr. Upchurch is also an excellent speaker on the state of urban affairs. Jonathan Kozol is the author of several books that address diversity; one particularly relevant book is called Savage Inequalities. And Dream Keepers, by Gloria Ladson-Billings, is also a great read for a teacher working with a diverse population. Good luck!"

New Teachers

Sharing Works4Me

From Janet Kane, a second grade teacher at Worcester Elementary in Worcester, Pennsylvania:

"Mentor teachers should be sure to share the NEA Works4me web site with their new teachers. They will be happy to have this great source of workable ideas. I'll be sharing it with mine!"

Lunch with New Teachers

From Mary Gibbs-Lowe, a second grade teacher at Fleetwood Elementary in Mt. Laure, New Jersey:

"I ask new teachers to have lunch with me so we can share ideas and discuss any situations they are going through. The most important tip I can offer is to share ideas with new teachers when they ask for help. I have found new teachers to be quite creative and have ideas to share as well."

Teacher Yearbooks

From Alice Kuether, a teacher at Horace Mann and John Muir Middle Schools in Wausau, Wisconsin:

"To make new teachers feel welcome, we photocopy the teacher pages of the previous year's annual and give it to each new person. Under the pictures, we add first names and nicknames. This really helps new teachers get to know the names of the other staff members quickly and they tell us it gives them much more confidence their first few days in a school full of strangers."

Local Association Coffee Break

From Marjorie Rios, a Spanish teacher at Livingston Academy in Livingston, Tennessee:

"To welcome new teachers into our system, the officers of our local association provide snacks during one of the inservice breaks. New teachers are welcomed, introduced to the Association Representatives and our UniServ person, and are given bags with items new teachers might need. Members of the association speak to them individually and encourage them to join."

Mentors Not Evaluators

From Wendy Paser, a teacher trainer from Clearwater, Florida:

"Our mentors used to evaluate new teachers but now their job has changed. Our mentors are trained to help new teachers become comfortable enough to ask for help in an area they may find difficult or overwhelming. Mentors do not report to administrators. The administrator's job is to simply introduce the new teacher to his/her mentor and assure the new teacher that the mentor is there for help not for evaluation. All of our mentors give the new teachers directories of school personnel and a description of where they can get the things they need."

Blooming Students

From Pam Shetler, a fifth grade teacher at Roosevelt Elementary School in San Bernardino, California:

"I am a mentor teacher who works with a number of new teachers every year. On the first day of school, I bring a small vase of flowers for each new teacher and say, I know your students will bloom this year."

Welcoming Phone Calls

From Jeannie Hinyard, a teacher at Welder Elementary in Sinton, Texas:

"I ask my principal to give me the names and home phone numbers of our new teachers and give them a call before school starts to welcome them to our building. I give them information about our school and people who might be especially helpful. I hang a note on the new teachers' classroom doors that say, 'Welcome, we're glad to have you with us' and sign it from the entire grade level. It helps to know you already have a friend before you arrive on the first day."

Passes and Hugs

From Mellanay Auman, an eighth grade GATE and language arts teacher at Townsend Middle School in Tucson, Arizona:

"I prepare packets for new teachers that contain six passes to visit my classroom to observe me during their preparation periods. I also advise them to make themselves a hug file. This is a folder where I put all my nice letters from students and parents. Whenever I've had a rough day, I go to my hug file and read some positive thoughts. This always makes me feel better."

The First Days of School

From anonymous:

"I give the new teachers in my school a copy of The First Days of School by Wong&Wong. This book has so much great stuff in it that they won't put it down and might not have enough time for their own preparation. I also make an extra copy of good stuff I know they might want and put it in their mailbox to toss or keep. I try to share whatever I can from my own files if it applies to their grade level. Other veteran teachers were so generous to me and it' s only right to pass it on!"

Idea Box

From Janis Highley, a first and second grade teacher from Battle Ground, Washington:

"We put a box beside our copy machine for student and new teachers and put extra copies of things we've made into it. Many ideas are shared around the copy machine. I also make it a point to ask new teachers what they've learned on related topics so that I can keep current. It makes them feel like a part of the action and teaches me some new things at the same time."

Former Graduate Teachers

From Valerie Washeck, an English teacher at Rossford High School in Rossford, Ohio:

"Some of our new teachers are former graduates of our high school and know me as their teacher. I try to make them feel more comfortable by telling them to call me by my first name. This helps to ease the first day jitters as it did for me when I started teaching."

New Teacher Survival Bag

From Helen Faul, a first grade teacher at Tierra Vista School in Oxnard, California:

"I pack a survival bag for new teachers. I paste sunflowers on a white bag and stuff it with joke items they might need to survive the first week of school. I put in a nail file for the broken nails they might have after putting up bulletin boards, a packet of tissues for sniffling noses, a package of Lifesavers for a dry throat, some homemade chocolate chip cookies for mid-morning hunger pains, a bar of soap to prevent germs form spreading, a small pad for quick notes, some sticky notes to jot down things they might forget, a pencil and an eraser. The most important thing I put into the survival bag is my name, room number and a telephone number with a note to call anytime they need something."

Ways to Welcome New Teachers

From a mentor teacher at Fallbrook Union Elementary in Fallbrook, California:

"I put a coffee cup or small basket filled with goodies such as tea bags, coffee, candy bars, cookies and a note in each new teacher's mailbox. In the note, I welcome them and tell them where I can be located for help. If they don't show up, I seek them out and fill them in on important places, procedures and events that go on in our school. For the very shy new teachers, I get a composition book and correspond with them leaving the book in their mailboxes. One year, I put a small vase of flowers on each new teacher's desk. I helped one of our new teachers set up her classroom and she told me ten years later that act of kindness was the most important thing I ever did for her! I make a positive, non-threatening contact in some way to let new teachers know that I care and want to help."

Cozy Old and New Teachers

From Carol Aten, from Belle Vernon Area Schools:

"I am often in school before we're required to be so I meet the new people as they move in and offer to assist them with their move. I make a point of seeing them daily to inquire about their day or answer any questions. I also sit with the new teachers at lunch and during meetings. Last year, we had a teacher who was new to the area so we went out to dinner and did social things together to get her accustomed to the town."

Greeting Cards

From Jan Rhodus, a fourth and fifth grade GATE teacher in Redlands, California:

"I place a card in the new teachers' mailboxes on their first day of school to wish them a good day and a good first year. It makes their first day a little brighter and lets them know that someone is thinking of them."

Assisting New Teachers

From anonymous:

"I give our new teachers a tour of the building and explain the school procedures. I review their contract with them and show them our new teacher handbook that was created by teachers in our district. I also provide them with any extra materials that I can spare and offer them assistance with anything from keeping track of grades to contacting parents."

Association Members Welcome New Teachers

From a member of The Otter Valley Teachers' Association in Brandon, Vermont:

"Our local teachers' association invites new hires to a meeting at the superintendent's office. We answer all kinds of questions about our district, do a building tour, introduce the staff and explain the machines and forms. At the end of the morning, we have a lunch with the board members and the administrators. The new teachers get the opportunity to place names with faces and ask lots of questions."

Bagels and Fruit

From Barbara Walton-Faria, a science teacher at Thompson Middle School in Newport, Rhode Island:

"We begin the year with 'Bagels in the Basement'. Bagels and coffee are set up each morning in the teacher's lounge, which is in the basement, giving everyone a chance to meet the new faculty members. Our veteran teachers are encouraged to participate in a 'Pineapple Welcome'. They hang a pineapple sign on their door, which indicates they welcome new teachers to come in and observe their class in session. This enables the new teachers to see some excellent teaching and pick up pointers."

New Teachers Luncheon

From Pat Terrell, a special eduation (special day class, learning handicapped) teacher at Montclair High School in Montclair, California:

"A colleague and I host a luncheon for new teachers on our first report-to-school day. Our teachers' association supports this by reimbursing the cost. We invite veteran teachers and second year teachers as well. Each new teacher gets a packet of the forms used by our district and a short list of survival hints for the first week. We make the luncheon very friendly and encourage new teachers to ask all questions they have. The veterans and second year teachers offer an idea to get the new teachers off to a good start. Before leaving, we make sure each new teacher has a buddy who will check in with her/him each day of the first week of school."

Collaboration

Education Association Members' Concerns

From Jo James, president of the Johnston County (North Carolina) Education Association:

"I work to improve my work with adults, just as I do with students. I feel it is important that I give our association building reps a chance to share issues that are important to them. At the beginning of our monthly meeting I have a 10 minute time slot for member concerns. When 10 minutes are over we continue with the agenda. I think this has helped our reps stay on task and not get sidetracked by less important issues. We also have a "parking lot" where we post celebrations and member concerns, but don't disrupt our meeting to discuss those items until later. We provide all reps with sticky notes to use and they do. This way all reps can summit anything they feel needs to be addressed and also gives us items to celebrate in our monthly newsletter."

Teaching Recipes

From Tara Bigner, a student teacher at Beavis Elementary in Cincinnati, Ohio:

"As a way of keeping track of all the great ideas I see and read about, I have a recipe box labeled with the different aspects of teaching. The labels include bulletin boards, management, organization, educational web sites, etc. Whenever I have a good idea, I write it on an index card and file it in the appropriate place. The possibilities are endless and I am accumulating quite a few great ideas."

Student Teachers

Student Teacher Shower

From Janis Highley, a first and second grade teacher in Battle Ground, Washington:

"My class throws a shower for our student teacher at the end of the term. I secretly invite the parents to contribute anything the student teacher might be able to use. I send home a suggestion list that includes a range of ideas from stickers to books. I like to give a book of poetry. One parent will usually offer to serve cake and ice cream and the kids present the student teacher with the gifts. The shower is a great ending to a year of learning."

Class Autobiographies

From Claudia Pitchford, an education student at the University of Illinois and the Illinois Education Association Student Program Public Relations Coordinator in Springfield, Illinois:

"This tip is something I saw done for a fellow student teacher. The host teacher put together a class autobiographical notebook to give to the student teacher on her first day. The notebook contained a picture of the teacher that was glued to a letter welcoming the student teacher to her classroom and a little about herself. The teacher had all of the students do the same. This helped the student teacher quickly put faces and names together. Her first day was a little easier since she felt like she already knew something about each of the students and their teacher before she started."

Student Teacher Library Tour

From Gretchen Baldauf, a library media specialist in Ken-Ton School District in Tonawanda, New York:

"I give all new student teachers a tour of the library media center and particularly point out our professional collection as a source for ideas and inspiration. I also give them a letter that describes the kinds of services they can expect from the library and its staff."

Student Teacher of the Week

From Linda Whittemore, a first and second grade teacher at Greenwood School in La Grande, Oregon:

"Every week we honor a child for 'Student of the Week'. Honored students bring in favorite pictures, collections, a favorite book, a pet and anything that will help us learn more about them. This is their week to shine. When I have a student teacher, I always have him/her initiate our 'Student of the Week' program by being the first to be in the spotlight. We get to know our student teacher quickly and the program is modeled for the younger students."

Student Teachers Send-Off

From Debbie Bohn, a fifth grade teacher at Aldrin School in Schaumburg, Illinois:

"When our student teachers complete their time with us, we fill a bag full of goodies: stickers, e-z grader, bulletin board stuff, etc. We each give a teaching tip that is fun, easy and appropriate for just about any age. It is a great send-off for student teachers and allows them to spend their precious few dollars for real teaching materials."

• Open House (7 tips)
• Contributing to the Community (5 tips)
• Parent Conferences (4 tips)
• Lines of Communication (33 tips)
• Involving Parents (8 tips)

Open House

Student Information Card File

From Zee Ann Poerio, a third grade teacher in St. Louise de Marillac School in Pittsburgh, PA:

"At Open House or Meet the Teacher Night, I distribute index cards labeled with each student's name. I ask parents to write their current address and phone number on their child's card. I also ask each parent to write anything special that I should know about their child, including information about their child's allergies to their child's special talents. Sometimes the students are reluctant to share that they can play the piano or the violin, that they can speak a second language, or that they are afraid of spiders or bees. If I know this ahead of time, I can encourage those with musical ability to share their talents, I can ask a student to translate a passage into another language, and I know who might become uncomfortable when a bee flys into the room! Parents can also list any areas where they would like to see their child improve or list any special needs that their child has. They can list any questions that I may not address that night as well so that I can respond to them directly. I use these cards throughout the year to make notes about the student's progress. I refer to these cards before parent teacher conferences to make sure that I address any of the concerns that the parents listed. It's a great way to gain insight into each student's needs and learn valuable information about the students."

Parent Night

From Bonnie Heatherly, a fourth grade teacher at Vinemont Elementary School in Vinemont, Alabama:

"I help parents connect with their child's school experience by having Parent Night about two or three weeks after school starts. The parents come to the room and sit at their child's desk. We go through the daily schedule and pull out the books so they can see what we're studying. This is also a great opportunity to discuss my discipline policy. I don't discuss individual students at this time but set up appointments for conferences at a later date. This activity has proven to be very successful."

Beginning Blue's Clues

From Janet Shlegle, a special education teacher at Loveville School in Lovelille, Maryland:

"When children arrive in my room with their parents for open house, they are handed a clue list with a circle next to each clue, challenging them to find items/places such as the bathroom, sink, paper towels, trashcan, classroom door, cubbies, etc. I hang a handprint and a card at each site telling the children and their parents what to do once they find it, such as 'Turn on the Water' and 'Wash Hands Using the Soap Dispenser.' I also wear a handprint to ensure that everyone gets a chance to talk to me. When the children find an item, they color the circle next to the clue on their paper. When all the spots are colored, they receive a sticker. The children that don't attend open house do this activity with a volunteer the first week of school. This saves an enormous amount of time teaching the children where things are in the classroom. We continue this theme the first week of school and find clues that lead us to the different parts of the building and introduce us to the people that work throughout the school."

Open House Preparations

From Brenda Hutchinson, a retired second grade teacher from Oscar Adams Elementary in Gadsden, Alabama:

"I had many parents who would ask, 'how's my child doing?' and other specific questions during an open house. I wouldn't have enough time to answer these questions during the open house itself, so I would invite the parents to bring their questions to tea on Sunday afternoon after the second or third week of school. We would 'play school' so that the parents could get a taste of the curriculum, the teaching techniques and the daily scheduling. This informative and fun get-together before open house would eliminate confusion and set a positive relationship for the rest of the year."

Video at Open House

From Jan Stoffel, a family and consumer studies teacher at North Bend High School in North Bend, Oregon:

"In the fall we hold the traditional open house for parents to come to school in the evening and meet the teachers. The parents follow their child's schedule for shortened classes. One idea that has worked well for me in my activity-centered classes is to video tape the students busy working on a project a few days prior to the open house. As we know, a picture is worth a thousand words and parents love to see their children on TV. I keep the video quite short (four to five minutes) and make an effort to film every student at least three times. I leave the sound off because I feel safer about what will be on the clip! I narrate what is going on as they watch. Parents love it and my evening is far more relaxed spending part of each period narrating video rather than my presentation being the center of attention for the whole period."

Calling Parents for Open House

From Ruth Adrian, a fourth grade teacher at Ft. Dix Elementary School in Ft. Dix, New Jersey:

"Every September just before back-to-school night, I call each child's family to invite them. There is always a guarded voice when the parents or kids respond to my introduction. There's a sign of relief and pure pleasure in the hellos as the parents accept the invitation and thank me. I can actually see their warm smiles as I am hanging up. Besides saying hello and extending the invitation, I reap the benefits of excellent attendance, family participation and a long list of volunteers."

Scavenger Hunt at Open House

From Connie Eskesen, a fourth grade teacher at Kidder Elementary School in Brunswick, Ohio:

"Each year at the beginning of the year, my teaching partner and I put together a small scavenger hunt for the fourth graders to do at open house with their parents. This activity makes the students real excited about coming to the open house and showing off everything. It allows parents to see all the things you want them to see and really cuts down on those parents who want to turn open house into conference night. The first item on the list is for students to introduce their parents to the teacher and then we add about twelve other things like showing their science notebook, solving a problem, doing an estimation activity together, showing the science table, etc. If students complete the sheet, parents sign it and students return it the next morning, they receive a bonus point. It works for everyone!"

Open House Project

From Sue Kast, a fifth grade teacher at Vintage Hills School in Pleasanton, California:

"On the first few days of school I take pictures of each student standing in front of a giant tape in the shape of a ruler. I get double sets of pictures and mount one set on construction paper that measures 1/2 inch larger than their pictures. I post the first set next to the students' work that is displayed on the bulletin board throughout the year. That way parents and kids can put faces and names together quickly as they look over the display.

"The second set of pictures is saved for open house. I take another set of pictures just before open house. I pass out both sets of pictures, and the kids can easily see how much they have grown over the year. They make a folder that includes both their Sept. and May pictures and then write about the physical as well as the academic growth they have made over the year. It is a quick, easy, and fun open house project as well as a keepsake for parents."

Contributing to the Community

Red Ribbon Collection

From Janelle Nickerson, an English teacher at Bay Port High School in Green Bay, Wisconsin:

"During Red Ribbon Week, our district holds a district wide canned food drive that's aimed at getting 100% participation from the staff and students. Our theme is 'I Can Be Drug Free'. The food is collected by a local food pantry."

Fox in Socks

From a teacher at Lloyd Road School in Aberdeen, New Jersey:

"We are combining our numerous reading activities, gym games and art projects with a Giving Tree project. Our student council is placing miniature paper socks on an artificial tree in our school lobby. Our students will select a pair of socks to remind themselves to bring in new socks for a local charity. Our school newsletter will carry an original poem explaining our 'Fox in Socks' project. Also, our staff is collecting items for rape kits to be donated to a battered women's shelter. The kits include jogging suits, socks, undergarments and sneakers."

Job Interviews

From Dorothy Rucker, a language arts and speech teacher at Peabody-Burns High in Peabody, Kansas:

"I set up mock interviews with business owners in our community. I provide the business people with a copy of possible interview questions, the evaluating forms and a stamped self-addressed envelope in which to return the evaluations. The students travel to the businesses by bus during the school day. Since we go during business hours, the owners/managers aren't asked to give up as much of their time. Several students have found actual jobs in the community from these interviews and several have commented that they learned about some of our businesses they didn't even know existed. Positive comments about he students and the interviews from the business people have also furthered relationships between the school and the community."

Food Drive

From Anthony Fontana, a Junior High School teacher at Heath Jr. High in Greeley, Colorado:

"I ask people to donate food, time or money to their local food bank during the month of May. My students write letters, give formal presentations and speeches in order to motivate people to donate. Several of my students have met with our congressmen and others have been on the local news. I would like to reach one million participants in this food drive. Please let me know if your class is interested in helping out. The limits are the ones we set."

Baby Books

From Judi Raasch, a Family and Consumer Science teacher at Greenfield High School, Greenfield, Iowa:

"My class and I decided to create books about child development and literacy for families to take home from the hospital with their new babies. First graders with whom we'd been working created the cover and illustrations. High school students researched and wrote sections on topics like the importance of reading to young children, immunizations, toy selection and developmental stages. We raised awareness of child development and literacy for new parents, but more importantly increased the knowledge in my high school students about the importance of good parenting. All participating students feel like valuable, contributing members of our community."

Parent Conferences

Personal Invitations

From Leahn Agnew, a tenth grade English teacher at Lebanon High School in Lebanon, Pennsylvania:

"I help parents connect with their child's school experience by purchasing a pack of postcards that are blank with the exception of the postage on the front. I have my students fill out their parents' names and addresses and the school's return address on the front. I send the postcards out with a handwritten personal invitation to the parent/teacher conferences on the back. The notes are personal and have obviously taken time and thought to produce which sends a very positive message to parents that their child and their participation in their child's education are important to me. High school conferences are sparsely attended at our school and this works at getting parents to visit the classroom."

Student Comments for Conferences

From Michele DeBerry, a second and third grade combination teacher, in Ft. Meade, Maryland:

"To prepare for parent-teacher conferences, I hand out to my students a worksheet which is divided in half. On one side it says 'Progress Report for ________' and states, 'My Observations." Two headings are included for the student to consider: strengths and things to work on. My students fold the page in half and think about themselves and their progress to this point in the year. They write freely about the things they do well and about the things they feel they need to improve. I collect their papers and record my thoughts about the child's progress on the other side of the page under the same headings. At the conference, I share the progress report with the parent as a basis for our discussion. Parents are thrilled to see that their child is thinking about their learning and evaluating their progress. It is also refreshing to see how many of our children really do know themselves. My comments frequently mirror those written by the student, but I am also able to include my observations of the child's academic and social progress. The paper is given to the parent at the end of the conference to display at home as a reminder of the goal(s) set by the student and teacher for the upcoming marking period."

Trimester Open Houses

From Hank Nash, a teacher at South Kitsap High School in Port Orchard Washington:

"We're on trimesters and unfortunately we have new groups of students each trimester. I write a short note inviting parents to an open house for my class for 30 minutes in the second week of each trimester. I wish I could say it is a smashing success [in terms of attendance] but those who do come often turn out to be very supportive and provide good connections for me throughout the trimester. Some even become helpful volunteers!"

Getting Folders Ready

From Susan May, a teacher and journalism advisor at McCook High School in McCook, Nebraska:

"All of my high school students are given a folder to store their work. They may decorate it with goals or motivational quotations. I use them at parent-teacher conferences and when the parent comes in for an impromptu conference. I have information just a fingertip away to show parents."

Lines of Communication

Teacher Business Cards

From Susan Randall, a special education teacher at Lancaster High School in Lancaster, South Carolina:

"I had business cards made up with my name, school address, phone and fax numbers and email address. Originally, I just gave them out at the meetings and conferences I attended but now I give them out to my students too. I laminate them and glue a magnet strip to the back. I get the magnets as freebies from business donations. Each family has the magnet on their refrigerator as an easy to find reference. It's also a reminder to my students that I want to be in touch with their families too."

Good News Calls

From Michelle Oleske, a special education teacher at ZJ Williams Memorial School in Napaskiak, Alaska:

"When my students get a 100% on their spelling tests or any other great accomplishment, I let the student call home to share the good news. The phone call usually takes only 2-3 minutes, but it is a rewarding few minutes. I can almost always hear the parent praise from across the room. Students look forward to calling so they try extra hard on their assignments."

Parent Newsletters

From Diane Postman, a kindergarten teacher at Poquoson Primary School in Poquoson, Virginia:

"I help parents connect with their child's school experience by sending home a weekly newsletter. When parents ask students what they did at school the response is often, 'Played'. Although I am pleased that my kids think of what we do as play, I want the parents to understand that there is a lot of learning packed into that play. My newsletter tells what I am teaching and how often I am teaching it. I describe special days and always include parent tips for at home follow up. After reading my newsletter, parents can ask their children specific questions about their day and get specific responses. I also have parent workshops twice a year where I show my parents the methods and materials we use in class. I teach them about alternatives to workbooks ? (manipulatives!) and hope that they will use them at home too. I also set up hands on demos and provide handouts. Parents are grateful to learn my methods and lingo."

Team Web Page

From Randy Warner, a science teacher at California Trail Junior High School in Olathe, Kansas:

"Our cross-curricular team is implementing the use of a Team Planning Web Page for students. It includes a clickable Web calendar that is used to post project and test dates, our team newsletters in Adobe .pdf format, and grades generated by the program Making The Grade. In addition, we've asked our parents for one main email contact and created a mail group that we use to keep parents informed of classroom events, field trips, upcoming projects and updates to our Web information. We estimate that in one year, we've cut our phone contacts by more than half and we're getting more information to parents than ever before. See it on the Web at http://teachers.olathe.k12.ks.us/~rwarnerct/team/team.htm".

Capturing School Experiences

From Martha Richardson, a kindergarten teacher at Grady School in Grady, New Mexico:

"I have my kids bring in a disposable camera with their school supplies. I snap special moments that happen during the school year (things that parents miss). When it's filled, I send it home. Parents can have it developed and send in another if they wish. It's a great way to capture school experiences."

www.Quia.com

From Beth Lillskau, a German and English teacher at Prairie Middle and Prairie High Schools in Cedar Rapids, Iowa:

"This year I started posting my weekly schedules on www.quia.com. It's really easy to do and it allows me to create games to help students master material. I've gotten many positive reviews from parents that want to keep up with what their child is doing in class. Also, absent students have instant access to what we covered while they were sick."

Catchy Newsletters

From a second grade teacher:

"I help parents connect with their child's school experience by sending home a weekly newsletter. The newsletter includes anything we've been working on in class, concerns, and informational tidbits. I also include catchy titles and clip art to make the newsletter more fun. I attach a parent signature slip that must be returned the following Monday. Parents love this communication from the classroom."

Teacher Business Card

From Janet Shlegle and Lisa Wilkinson, a kindergarten teacher and a special education teacher at Loveville School in St Mary's County, Maryland:

"We help families connect with school by sending a teacher business card with our August welcome letter. The card contains our names, phone numbers and email addresses along with the statements: Communication is the Key ?and- Let us know what's going on. Our welcome letter suggests that the parents keep the card on their refrigerator or take it in to work so our number and email address are readily available. Since we started sending out the business cards, we've seen an increase in calls and emails to comment positively or to ask questions before real problems start."

Class Web Site

From Beth Maxwell, a Title I teacher at Elwood Haynes Elementary School in Kokomo, Indiana:

"I help parents connect with their child's school experience by creating a class web site. The site includes our schedule, important skills covered during the year, reading suggestions, links that support our units of study and a photo gallery of our class. I also send home a packet at the beginning of the year that includes a discipline plan, procedures, vocabulary lists for the year, my business card and our web site URL so we can keep in contact."

Goal Notebooks

From Bonnie Jaastad, a fourth grade teacher at Jefferson Elementary School in Winona, Minnesota:

"In order to keep parents connected, I send home a Goal Notebook on a daily basis. Each day I type a note to the parents about what is going on in our classroom, reminders of upcoming events, deadlines for book orders, etc. The students glue this in their notebooks along with a short math review sheet, a comprehension exercise, a journal entry and a slip requiring parents to fill in how many minutes their child read at home that evening. The parents respond in the same notebook with comments about what we are doing or messages for me. Goal Notebooks are a great way to communicate on a regular basis and the parents love it!"

I Learned Letters

From Mary Teresa Maule Alft, a third grade teacher at Kemblesville Elementary School in Kemblesville, Pennsylvania:

"I help parents connect with their child's school experience by having the students write a letter to their parents each week on the back of my classroom newsletter. In the beginning of the year, the students write a rough draft of three 'I learned' sentences. They must write specific comments about what they learned that week. The class brainstorms ideas and I write a list on the board to help them with their spelling. I edit their drafts and then they copy their sentences on the parent newsletter. As the year progresses, the students write what they learned in the form of a friendly letter using all the steps of the writing process. The rough draft is written on Friday mornings and they publish on Monday as morning work."

Self-Addressed Stamped Envelopes

From Meg Thompson, a fifth grade teacher at El Roble Elementary School in Gilroy, California:

"My students aren't always perfect at getting necessary information home to their parents so I request five self-addressed stamped envelopes when I send home my school supply list. These envelopes make it so easy to communicate with parents that I do it more often. The parental response has been outstanding! I am one of the few upper grade classes with a terrific parent volunteer turnout. I truly believe this turnout is because I send home personal communication. Plus, it's not on my stamp!"

Parent Links

From Darlene Forsythe, a librarian from Galeton, Pennsylvania:

"I help parents connect with their child's school experience by utilizing the Parent Link voice mail system our school has in place. Each teacher has a separate extension to an exclusive Parent Link number so parents can check on assignments and class curriculum. I encourage parents to call by offering extra credit to the students whose parents checked the information on the hotline. The system allows parents to leave a message identifying themselves and their contact number. Parents can no longer say they didn't know their child had an assignment or an upcoming quiz. Those outside the local calling area and parents who do not have a phone use an assignment notebook. They must initial the notebook after they've reviewed it. I've received many positive comments from my parents about this effective system of communication."

Email Connections

From Cyndi Furr, an English teacher at Palm Desert High School in Palm Desert, California:

"I help parents connect with their child's school experience by creating an email list of all parents with computer access. I email a newsletter to my parents weekly letting them know what's happening in class. Using email has solved the problem of leaving messages and I have a record of correspondence if I need it. I encourage parents without email to call and leave messages on my voice mail."

Schoolnotes.com

From Cynthia Peterson, a fifth grade teacher at Ocean City Elementary in Ft. Walton Beach, Florida:

"I help parents connect with their child's school experience by posting the week's plans and messages on schoolnotes.com. This is an excellent way to communicate with parents and they can email me with any questions. I give students without Internet access a hard copy of assignments to take home. Cyber Flashcards are also offered on schoolnotes.com so that parents can help with spelling words, science and social studies terms or math problems. My parents have expressed their appreciation for this connection. I even get email from former students and their parents!"

Carbon Copies

From a fifth grade teacher:

"I use an inexpensive duplicating memo set (like a phone message pad) when I need to send a note home or reprimand a student. I make sure to note the date and time in the book and send the original home keeping the duplicate in my book. If necessary, I can go back through the book and review previous documentation of infractions. I also have a record of when I notified a parent. I use the pad to communicate with other school staff too. When I write a note to a colleague, I use a Post-it glue stick on the original to send and keep a copy for myself. It's a simple and accurate way to keep track of all kinds of paperwork because the copies are right there in the book. I use this same system when I send home positive feedback and dress the notes up with a special teacher stamp."

Milk Carton Mailboxes

From Diane Postman, a kindergarten teacher at Poquoson Primary School in Poquoson, Virginia:

"My classroom mailboxes are made from ? gallon cardboard milk or juice cartons. I ask the students to bring them in the first week of school. I cut off the tops, staple them together in rows, use craft paper to cover the sides and use labels to put the kids' names in alphabetical order. I include a box for my assistant and myself. I can replace the kids' names and use the mailboxes over again the next year. I use the mailboxes to send positive notes or thank you's to the children. Sometimes I put in special rewards or surprises for the class. This is also an easy way for the students to distribute their valentine cards. I have a writing center where the children can use their invented spelling to send notes to each other. They love getting and receiving mail!"

Progress and News

From Veronica Foley, an eighth grade language arts teacher at Bay Point Middle School in St. Petersburg, Florida:

"Halfway through each grading period, I print out individual progress reports using the E-class program. On the back of the students' reports, I print a classroom newsletter explaining what we're studying, what homework to expect, graphs and data on overall grades, kudos to students and interesting web sites. I require the students to have it signed and brought back for a grade. Upon return, I put the report in their portfolio. I call the parents of the students that don't return their reports."

Communicating with Parents

From Marty Charters, a fifth grade teacher at Fairfield Elementary School in Virginia Beach, Virginia:

"In our school system we are required to leave weekly recorded messages for parents and students but this is very inconvenient for me. Instead, I have gotten all but three email addresses from students and I send group emails to my parents daily. I print and send home a hard copy to the parents that don't have email. I include things like homework assignments, report due dates, test dates, important forms and 'ada-boys'. The praise and assistance from parents has been overwhelming. The funny thing is that this system actually takes less time than the recorded messages."

Outstanding Phone Calls

From Ronald Yuill, a technology teacher at Tecumseh Middle School in Lafayette, Indiana:

"Most teachers have had to make phone calls home to the parents of students that cause trouble in their classes. If teachers want to pick-up their own day, they can call a parent of a student that has done something outstanding. This will catch parents off guard and they will be happy a teacher called. Notes work too, but the teacher doesn't receive the instant good feeling from the parent."

Reading Calendar

From Harlika O'Balles, a second grade teacher at Elizabeth Learning Center in Los Angeles, California:

"I give each of my students a calendar to be taken home nightly and returned daily. The parents record and initial the title of the story or book their child reads each night. I also note children's birthdays and important happenings for the month on the calendars. The children look forward to these events, count how many days before they happen, and take note of the dates. The calendar encourages them to read and shows a real life use. It's also a good school-home link and a reminder of important events."

Professional Communication Tool

From Sally Engle, a third grade teacher at West Liberty Salem Elementary in West Liberty, Ohio:

"I purchase blank business cards for the computer to create a professional communication tool for my parents. On the business cards, I print my name, assignment, school, the school phone number and e-mail address. I choose to also include my home phone number and e-mail address on the card. I find that only parents who really need to get in touch with me use my home number. Once the cards are printed, I laminate them and attach a magnet strip to the back so that the card may be kept on the refrigerator for easy access. This goes home with the students on the first day. I've had many parents tell me that they really appreciate having such a handy reference to contact me and many hang their child's best work with the magnet."

Parents as Partners

From John Rusyniak, a director of technology. curriculum and instruction in Tok, Alaska:

"I found a free web site that is very useful for parents. I generally find that parents are excited about ways they can help their kids succeed.Home2School.com is a wonderful web site that lets parents know what is expected of their child at each grade level. It has tutorials for parents who aren't familiar with the skills and allows parents to check off skills they feel their child has mastered. Another favorite feature of mine is the selection of reading materials that are appropriate reading and interest level for each age group. Teachers can invite parents in to use the school equipment where they can print off checklists and reading lists to take home. It's all free and no spam mail follows signing up. What a great connection!"

Communicating with Technology

From Mary Kohl, a kindergarten teacher at Perry Elementary School in Perry, Ohio:

"Each week my children dictate a summary of our week. I act as recorder and type their words into Microsoft Word. We then add a graphic that applies to the week's highlights. Children are able to view the process because my computer is linked to our classroom television. After printing, a copy is made for each child to take home. We call this activity, 'Guess what we did at school this week?' This is a great recall and summary activity as well as a parent communication tool."

From Patti Donnelly, a second and third grade teacher at Ephesus Elementary School in Chapel Hill, North Carolina:

Parental Expectations

"I give parents a homework assignment within the first two weeks of school. I ask them to write me a letter about their expectations for their child in the coming year. I explain that it can include emotional needs, physical needs, academic areas and any information about past experiences that did or did not work well for them. I refer to the letters during conferences and return them at the end of the year. It gives me great insight to begin the year and in most cases the parents see their goals for the year touched upon in some way."

School Notes

From Gay Ramsey, a seventh grade English teacher at Trailridge Middle School in Shawnee Mission, Kansas:

"To communicate easily with parents and students, I post a message on www.schoolnotes.com. I can list my assignments for the week or direct kids to a favorite web site. It's easy, fun and free!"

Five Ideas

From Diane Donato, a fourth grade teacher at Kitty Hawk School in Kitty Hawk, North Carolina:

"Here are a few things I do to maintain positive communication with the families of my students:

1. A letter with each interim/report card detailing our topics of study, upcoming field trips, speakers, etc. The first letter of the year explains my open door policy and that we love visitors to come observe what we are doing at any time.
2. A good news postcard mailed to each home before October 31, with postage paid by the school.
3. A phone call home before the open house in September to tell how much I appreciate having the child in my class and to answer any questions. The open house can then be more general.
4. Geometry stations where children have a little booklet with all ten stations. Parents staff the stations and sign off on their booklets. This could work with any subject
5. Author's tea each May when we have a punch, tea sandwiches and cookies with lace tablecloths, candles and flowers. We dress up and invite parents to come hear each student read his/her favorite piece."

Good News Postcard

From Susan May, a teacher and journalism advisor at McCook High School in McCook, Nebraska:

"I send a GOOD NEWS postcard to each parent before our first parent teacher conference, detailing positive things about each student. This helps build a positive relationship."

Letters to Parents

From Diane Garchow, a resource teacher at Highland Elementary School in Bakersfield, California:

"Every year I write a letter to the parents of my students pointing out the good qualities of their child and saying how much I enjoy their student in my class. I purchase very nice paper and hand write the notes. The results have been outstanding. The parents are eager to help. For many of these parents this is the only positive communication they have ever had from the school."

Parents' Handbook

From Kathy Nearny, a second grade teacher at Boothwyn Elementary School in Chichester, Pennsylvania:

"After spending years trying to give parents all the information they need via back to school night and periodic notes, I began to publish a handbook. I distribute the handbook to students for their parents on the first day. I include:

1. a brief bio of me
2. my classroom management philosophy and practices
3. my homework policy
4. tips on things like study habits, age appropriate books, good TV programs , etc.
5. general information about the PTO, snow closings, birthday celebrations, school services, etc.

The handbook has been very well received and has saved me the time and effort of repeating myself to many parents asking the same question. It makes parents more comfortable to have general knowledge of what to expect. It takes time to do the first edition, but just needs updates in subsequent years. I have found it to be well worth it."

Postcards to Students and Families

From Sheri Radovich, a third grade teacher in the Granite School District in Salt Lake City, Utah:

"I send postcards to students and their families to thank them for gifts, get-well messages, birthdays, etc. I found I could make the postcards myself. I take birthday cards, thank you cards, etc. and cut off the inside greeting. I then add a dividing line vertically down the back of the front of the card and write the address on the right side with a stamp and my message on the left. This way I am able to save on postage and send messages for different reasons."

Non-English Speaking Parents

From Kathy Sheehy, a speech pathologist in kindergarten through fifth grade at Del Prado Elementary School in Boca Raton, Florida:

"To communicate with parents who don't speak English and are not literate in their language, I ask our school's ESOL Facilitator for that particular language to record my message on a cassette to send home. The parent can listen, then record a response, call the school and speak to me (with the facilitator interpreting), or ask an English speaking/writing relative or friend to write a note."

Student Notebook

From Debbie Bohn, a fifth grade teacher at Aldrin School in Schaumburg, Illinois:

"I keep a three-ring binder on my desk with a page for each student. The page contains important info on each student, like parents' names, work phone numbers, siblings in the school, and such. I also use it to record any contacts I have with parents, documenting a phone call or visit/conference, a paper sent home for parent review, etc. This serves as a reminder each time I speak with a parent and provides a consistent place to keep records. It is time consuming and requires good organizational skills, but the information is invaluable."

Involving Parents

My Favorite Dish

From David Grider, a school technology coordinator at Dixie Elementary School in Louisville, Kentucky:

"To teach process writing, I send a letter home to the parents asking them to help their child select a favorite homemade dish. They provide the child with the recipe and when possible, actually make it together. The student must write the steps to making the dish in paragraph form and explain why the dish is a favorite. The student must also include any memories associated with the dish in the story. We publish our recipes and stories in a book and give them to our parents during the holidays."

Quality Communication

From Adrienne Mack, a teacher at Dorsey High School in Los Angeles, California:

"We live in a busy world, and as a result, many of our students have little quality verbal interaction at home. I created an assignment to help remedy this. We studied a comic strip dealing with the election and discussed the meaning behind the strip in class. The homework assignment was to use the comic strip to jump-start some conversation at home. Many of my students are returning to school energized by the conversations they are having with their parents. We continue to search for interesting topics to discuss in the classroom and to follow up at home. The students are excited about being a part of developing quality conversations with their parents. Everyone wins!"

Parent Interests

From Jay Edwards, a resource teacher in Hemet, California:

"My opening letter to parents inquires about what their child's interests are but it also inquires about their interests. Once I find out their interests whether it is music, writing, fractions or nutrition, I have a pool of experts to draw on all year. I can ask my parents to be guest speakers or come in and do demonstrations. Parents love to share their knowledge and experiences with their child's class."

Teacher Appreciation Day

From Charlotte Brandt, a first grade teacher in Virginia Beach, Virginia:

"Toward the end of the school year, when PTA is asking what they can do for teacher appreciation ideas, ask them if they would come in before school starts and put up bulletin board paper for the teachers' bulletin boards. The teachers merely staple the color name to the corner of the bulletin board before they leave in the spring and their bulletin board background paper is up and ready when they return in the fall."

Parents and Technology

From Scott Hunt, a guidance counselor at Perry High School in Perry, Ohio:

"One way to encourage parents to use technology is to invite them to the school to fill out financial aid information on-line."

Parental Involvement in High School

From Catherine Ratliff, a high school biology teacher from Lafayette High School in Oxford, Mississippi:

"I keep parents involved at the high school by inviting them to class to work with their child in lab activities. This gives the parent the opportunity to observe first hand what their child is learning in class and hopefully opens a door of communication about school. It gives me the opportunity to get to know the parents a little better too. The best reason for inviting parents to class is that the students learn that their parents are really pretty sharp."

Parents and Reading

From Richard Brisco, a special education teacher at Marysville Elementary School in Portland, Oregon:

"We implemented a 'Muffins for Mom and Donuts for Dad' program. Once a month, about 45 minutes before school starts for children, we open up a couple of Title 1 rooms for children and their parents and/or adult friends to come and read together. We put out a variety of books, from very low level patterned books to regular library books for the kindergarten through fifth graders to choose. We provide muffins, donuts, juice and coffee. We presented this idea to a business and they liked it so much that they are funding the refreshments. We had one RSVP for the first session but filled up two rooms for an hour. The response from children and parents has been excellent. 70% of our students are on free/reduced lunches at our school. It is really making a positive difference at our school."

Before the School Year

From Carrie Means Bitterwolf, a national-certified early adolescent generalist teacher of fifth grade at West Park Elementary School in Moscow, Idaho:

"Before school begins in the fall, I invite all my students and their parents/guardians for a special back-to-school night in my classroom. In this informal setting, we all get to know each other and talk about our expectations and concerns. The students find their desks and cubbies (lockers), ask questions, and meet old and new friends. Parents become active in their child's learning team, organize a class advisory team, set up committees to help with activities, and arrange private conferences to discuss their goals for their child. The principal, school board members and others who work with the class also attend. As a result, I know most of the children the first day and have the support of both families and children as we work together throughout the year."