Education Final

Anonymous
timer Asked: Oct 17th, 2018
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Question Description

The assignment is due tomorrow 10/17/18 at 11:30 pm. This is my final grade so it is very important that I do well on this. I have tried to do the assignment myself but I have a heavy workload right now and couldn't get it done.

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Family Handbook Guidelines Each student is required to create a family handbook that you submit at the end of the semester and will serve as your final exam. There are two goals associated with this final project. The first goal is for your handbook to reflect the knowledge and skills you have acquired this semester. The second goal is for your handbook to serve as a reflective guide as you begin your teaching career. Family handbooks can be short or long, simple or complex, depending upon one’s personal philosophy and school policies. Your handbook should reflect the following general guides. Content. Carefully consider the content of each section of your Family handbook. It is easy to overload families with too much information. It is also easy to provide families with too little information. Reflect upon the basic types of information that you think are most important to share with the families represented. Suggested page limit guidelines are listed below. Writing style. Use a “user-friendly” writing style that is appropriate for the family backgrounds represented in your classroom this semester. This takes some practice. Reflect upon and revise the narrative and format of your Family handbook sections. Also consider asking a peer to review your Family handbook and make suggestions for revision. Visual appeal. Make every page of every section of your Family handbook attractive and inviting. Use graphics, clip art, etc. to encourage families to read and use the handbook. Pay attention to margins, formatting, typographical errors, etc. Due to confidentiality issues, please do not take photographs of children unless you have solid evidence that their parents have signed photograph releases for educational purposes. Content The order in which each section of your handbook should appear is presented below. Place all materials in a three-ringed notebook. Use dividers to separate each section. Clearly label each section. Please see the instructor if you prefer to submit your handbook in another format (e.g., Power Point, Word, etc.). Cover. Design a cover for your Family handbook that is inviting. LENGTH: 1 PAGE Table of contents. Place a table of contents at the beginning of your notebook. LENGTH 1 PAGE. Letters of Welcome. Write a letter of welcome to the target families. Things to think about include: What types of information will these families be most interested in receiving? What writing style should you use? How detailed should your letter be? Be sure to include a brief orientation to the handbook. Also write a letter of welcome to the children of the target families [in a potential classroom]. Remember to make this letter age-appropriate and respectful of all skill levels represented in your classroom. FAMILY LETTER: 1 PAGE. CHILD LETTER: 1 PAGE. Family Involvement Philosophy. Write your philosophy of family involvement. Remember to keep it short and use language that reflects your target audience. Consider this your first draft. You will want to review your philosophy each year. PAGE LIMIT: 1 page. School and Classroom Information. To complete this section, you must either: (a) use a real school/classroom that you currently work/volunteer, (b) use a real classroom that you completed a practicum experience, or (c) create a fictitious school/school to complete this section. In this section of your handbook, you will:  Provide families with information about your school and classroom. Include the following information: (a) contact information for key personnel, (b) school holidays and other major events; (c) your daily class schedule, and (d) some fun or interesting facts about your school or classroom.  Do not use real names when listing school contacts. Likewise, do not use acronyms in any part of this section, as some families may not understand their meaning. Spell everything out. Finally, remember to provide a brief and simple explanation of anything (e.g., “specials”) that families might not understand. PAGE LIMIT: 3 pages. Classroom Profile. Provide families with a “blueprint” (i.e., graphic) of your classroom. Label each center or area. Summarize the learning objectives associated with the different learning centers. Give concrete examples of children’s activities in the centers to help families see the connection between their children’s work and the associated educational objectives. If using an actual classroom and your classroom does/did not have learning centers, you will need to create five age-appropriate learning centers that you would place in your classroom. PAGE LIMIT: 4 pages. Behavior Management Guide. Reflect upon your coursework and your classroom preservice observations and experiences. Summarize your philosophy of behavior management. Give a few examples of how this philosophy relates to the actual behavior management practices that you use/see in your classroom. PAGE LIMIT: 1 page. Family-Teacher Communication. Provide families with an explanation of how you plan to communicate with them about classroom activities and their children’s classroom performance. Remember the three “Es” (effectiveness, efficiency, and equity) as you develop this section. Think creatively while at the same time not promising more than you can reasonably deliver. PAGE LIMIT: 1 page. Family Resource Guide. Develop a listing of key community resources (e.g., educational, health, social services) that might be of interest to the families in your classroom. This will require some community investigative work. Provide basic contact information (e.g., telephone numbers, URLs, email addresses), as appropriate. Also provide a brief description (one short paragraph) of the mission and/or services provided by each resource in your listing. PAGE LIMIT: 3 pages. Family Survey. Include a copy of a family survey that you might use in planning for family involvement in your classroom. Consider the backgrounds of families in your classroom when developing the survey. Begin with a brief statement as to the purpose of the survey. Make the survey inviting. PAGE LIMIT: 2 pages (1 page is better, if you want a good response rate) Reflections: Provide a brief reflection of your thoughts about your Family handbook. What were some of the biggest challenges you faced when developing your handbook? What insights and/or surprising facts did you find while working on your handbook? Are these certain sections that you will definitely use or not use when you develop your own handbook? Explain? PAGE LIMIT: 1 page. ---END--- ...
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Tutor Answer

SIMPLIFIED
School: University of Maryland

Attached.

OUTLINE

1. INTRODUCTION
2. BODY
3. CONCLUSION
4. REFERENCE


Running head: FAMILY HANDBOOK

1

NAME:
INSTITUTION AFFILIATION:

FAMILY HANDBOOK

2

Table of Contents
Letters of Welcome………………………………………………………………………….3
Family Involvement Philosophy………………………………………………………….…5
School and Class Information……………………………………………………………….6
Classroom Profile…………………………………………………………………………....9
Behavior Management Guide……………………………………………………………....13
Family – Teacher Communication…………………………………………………………14
Family Resource Guide………………………………………………………………….…15
Family Survey…………………………………………………………………………...…18
Reflections………………………………………………………………………………....20
Reference…………………………………………………………………………………..22

FAMILY HANDBOOK

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Letters of Welcome
FAMILY LETTER
Parents’ involvement in early childhood education and special needs is critical in
achieving the young ones’ better learning process. Teachers and the parents in partnerships to
children’s education process, educators should get better to know the families to promote the
parent involvement as well as the development of partnership among them betterment of the
child. Partnering with the parents for good education involves sharing of information concerning
school activities and performance in addition to family information. The writing style used while
detailing the information about the school and home activities is outlining the school’s values
along with the philosophy in the school handbook or prospectus for the parent to understand the
planned activities for the child to develop in the learning process (Berger & Riojas-Cortez,
2012).
The handbook also includes the practical information which the parents require as they
send children to the learning institution. The handbook of the school contains the required
questions that the parent should answer to ensure good sharing of the information in need for
kids’ learning development. The better initial message towards parents regards the manner in
which the teachers have respect to the children and therefore sharing of information for good
child learning process is beneficial not only to the student but also to the community. Parents can
access the school activities in several ways to make improvements towards the kids’
performance. Parents’ partnerships can also assist in the classroom reading, doing committee
work, visiting the school in special days and events to assist in excursions or other duties. In case
the parents become more involved in the young individuals’ lives and educational processes at

FAMILY HANDBOOK

4

school, they will automatically become more willing towards sharing the information required
for a child’s performance improvements. The parents and teachers involved in early childhood
education and particular need can be active through keeping the ongoing informal
communications about the children as well as sharing daily achievements and experiences.
CHILD LETTER
Parents’ involvement in achieving better early childhood education and special needs
appears to be beneficial to the children learning the process. The idea is better since the teacher
and the parent both work towards developing the understanding of the young ones while
pursuing their education process in school and home environments.
The children whose parents are focusing on the partnerships with the teachers achieve
and benefits in several ways. The young ones always perform better in school through the fact
that both places support learning activities, for example, the dedicated parent will ask the child
about the learning activities he or she has passed through before the ends and also offer more
lessons for the kid at home to make confirmations on the understanding. Children are having
their parents in partnership always settle better into the school programs. The children have no
room of playing with the school requirements because he or she knows the parent often makes
follow-ups on his or her school carry outs.
Furthermore, the young individuals supported by both parents and teachers concerning
the required learning process develop good social interaction skills through watching their
parents in addition to the school staff socialize respectfully. The kind of interaction among the
individuals will enable the children also practice positive communication and interaction with the
other colleagues. Again, the children always feel valued, recognized and very important as they

FAMILY HANDBOOK

5

undergo the learning process since they see their parents taking care and interest towards their
lives and education as a whole. Moreover, there is an experience of a better social, physical as
well as emotional wellbeing to the young ones who have their parents and teachers involved in a
partnership dedicated to achieving their good learning process. Therefore, for early childhood
education and education procedure to effectively occur, parents’ involvement along with
excellent communication between parents and teachers need to happen.
Family Involvement Philosophy
The personal philosophy with regards to the parents’ involvement in the early childhood
and special education concerns with the teachers’ own belief about the professional
responsibilities based on the parents of the children taught in the classroom. The philosophy is
similar to the general education that the educator will involve the specific focus regarding
achieving the additional individualized requirements of the parents of children having special
needs. The philosophy, therefore, states that the parents’ partnership in early childhood learning
process helps in the extension of the teaching programs towards the outside of a classroom and
creating several positive experiences for the young children in addition to supporting the children
do better while pursuing their learning programs.
The philosophy provides the essentiality for the parents in giving support for the learning
procedure happening within the preschool environments and at home as well. Parents are mostly
related to their young one's education process since teaching is often the families’ most critical
duty with considerations to early childhood learning. Formal and informal teaching methods are
capable of addressing many areas including communication, motor, enough play, and social
interaction and self-care skills for the young one's improvement. Parents at the tender stages of

FAMILY HANDBOOK

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their young ones again become aware of the community resources which can make it beneficial
for their kids to participate for proper development. The parents also need t...

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Anonymous
Top quality work from this guy! I'll be back!

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