Below are a few
resources that I
have found to be helpful to parents. Please keep in mind
that Plano ISD is not responsible for content on
external
sites or
serversite.
IN
WHICH HOUSE DO YOU LIVE?
“I GOT TWO A’S” THE SMALL BOY SAID
HIS VOICE WAS FILLED WITH GLEE
HIS FATHER VERY BLUNTLY ASKED,
“WHY DIDN’T YOU GET THREE?”
“MOM, I’VE GOT THE DISHES DONE”,
THE GIRL CALLED FROM THE DOOR.
HER MOTHER VERY CALMLY ASKED,
“DID YOU SWEEP THE FLOOR?”
“I MOWED THE GRASS”, THE TALL BOY SAID,
“AND PUT THE MOWER AWAY”.
HIS FATHER ASKED HIM WITH A SHRUG,
“DID YOU CLEAN OFF THE CLAY?”
THE CHILDREN IN THE HOUSE NEXT DOOR
SEEMED HAPPY AND CONTENT.
THE SAME THING HAPPENED OVER THERE,
BUT THIS IS HOW IT WENT.
“I GOT TWO A’S” THE SMALL BOY SAID.
HIS VOICE WAS FILLED WITH GLEE.
HIS FATHER PROUDLY SAID, “THAT’S GREAT,
I’M GLAD YOU BELONG TO ME!”
“MOM,
I’VE GOT THE DISHES DONE,”
THE GIRL CALLED FROM THE DOOR.
HER MOTHER SMILE AND SOFTLY SAID,
“EACH DAY I LOVE YOU MORE”.
“I MOWED THE GRASS”, THE TALL BOY SAID,
“AND PUT THE MOWER AWAY.”
HIS FATHER ANSWERED WITH MUCH JOY,
“YOU’VE MADE MY DAY HAPPY”.
CHILDREN DESERVE PRAISE
FOR THE TASKS THEY’RE ASKED TO DO.
IF THEY’RE TO LEAD HAPPY LIVES,
SO MUCH DEPENDS ON YOU!! - ANONYMOUS
Spend time
with your child, be your child’s
best role
model
and advocate.
|
Building
respect for authority starts at home!
- Make sure your children know that you love and
respect them.
- Explain that you have rules because you care.
- Follow up and follow through.
- Be CONSISTENT with consequences.
Teach your
child respect for school and teachers!
DO:
- Get to know your child's teachers.
- Demonstrate respect for others by using a
positive tone of voice, always returning teachers’ calls,
talking about the importance of an education, etc.
- Monitor your child's school activities by
making sure they are prepared for school, asking about what they are
studying, reviewing homework assignments, and praising effort and
achievement!
DON'T:
- Don't take your child out of school for
vacations, shopping excursions, or other non-medical reasons. It sends
the message that school isn't important.
- Don't belittle the school. Kids will pick up
on your attitude. If you have concerns, work with the school to solve
them.
- Don't tell your child not to follow a school
rule.
- Don't take your child's word as gospel!
Children often see things from a narrow perspective. When there is a
problem, express support for school staff until you can collect all of
the facts.
THE RESPECT KILLERS:
- Do not focus on being your child's "pal."
Children need parents who care enough about them to set limits and
enforce them. Be your child's friend, but be their PARENT first!
- Do not be your child's slave. Doing for
children what they can do for themselves undermines their
self-confidence and self-respect.
- Do not be a nag. Repeating yourself tells your
child that he or she can ignore you. Instead, ask your child if they
understood what you said, and hold them responsible for knowing the
next time!
- Do not try to be perfect. Your child will
respect you more and learn from you if you share with him some times
when you were wrong and how you handled it!
- Do not pamper children. Pampered children
often times feel that it's their right to be served, and become angry
with teachers and others that don't meet their demands. They fail to
learn what is expected of them in life, instead of learning
responsibility!
Copyright @1995, The Parent Institute
We all want the
very best for our children and want to empower them to handle
life’s challenges. Why do some kids grow up with ease, while
others struggle? Why do some kids get involved in dangerous activities,
while others spend their time contributing to society? Why do some
youth “beat the odds” in difficult situations,
while others get trapped? Many factors influence why some young people
have successes in life and why others have a harder time. Economic
circumstances, genetics, trauma, and many other factors play a role.
But, these factors – which seem difficult, if not impossible,
to change – aren’t all that matters. Research by
Search Institute has identified 40 concrete, positive experiences and
qualities – “developmental assets”
– that have a tremendous influence on young
people’s lives. And they are things that people from all
walks of life can help to nurture. Research shows that the 40
developmental assets help young people make wise decisions, choose
positive paths, and grow up competent, caring, and responsible. The
assets are grouped into eight categories:
- Support:
Young people need to experience support, care,
and love from their families and many others. They need organizations
and institutions that provide positive, supportive environments.
- Empowerment:
Young people need to be valued by their
community and have opportunities to contribute to others. For this to
occur, they must be safe and feel secure.
- Boundaries
and Expectations: Young people need to know
what is expected of them and whether activities and behaviors are
“in bounds” or “out of bounds”.
- Constructive
use of time: Young people need constructive,
enriching opportunities for growth through creative activities, youth
programs, congregational involvement, and quality time at home.
- Commitment
to learning: Young people need to develop a
lifelong commitment to education and learning.
- Positive
Values: Youth need to develop strong values that
guide their choices.
- Social
Competencies: Young people need skills and
competencies that equip them to make positive choices, to build
relationships, and to succeed in life.
- Positive
Identity: Young people need a strong sense of
their own power, purpose, worth, and promise.
The
asset framework is a framework that includes everyone. Families,
schools, neighborhoods, congregations, and all organizations,
institutions, and individuals in a community can play a role in
building assets for youth. This brochure introduces the assets, shows
their power and presence in young people’s lives, and gives
concrete suggestions for what you can do to build assets.
Search Institute, (1997). The Asset Approach: Giving Kids What they
need to be successful. |
