| Preface | |
| Acknowledgments | |
| About the Author | |
| Understanding the Lives of Parents: Why Do They Do Those Things They Do? | |
| Scenario: "If the Parents Would Just..." | |
| Demands and Decisions | |
| What Experts Have to Say | |
| Quick Tips on Important Issues | |
| Popular Literature | |
| A Theoretical Look at Parenting Styles | |
| So, What's the Problem? | |
| What's a Parent to Do? | |
| Avoid Extremes | |
| Focus on the Target Goals of Parenting | |
| Try Hard...and Keep Trying | |
| The Kids Have a Role | |
| Children Grow and Change | |
| Parents Change and Develop Too | |
| Helping Parents Who Have Special Struggles | |
| Troubled Parents | |
| Parents With Troubled Kids | |
| Parents Love Their Kids | |
| Additional Resources | |
| Books | |
| Web Sites | |
| Collaborating With Parents: How Can Teachers Build Relationships That Work? | |
| Scenario: "Is It Going to Matter?" | |
| Understanding Complementary Spheres of Knowledge and Influence | |
| What Do Teachers Mean When They Say They Want Support? | |
| What Do Parents Want From Teachers? | |
| What Qualities in a Teacher Are Most Important to Parents? | |
| What Positive and Negative Experiences With Teachers Do Parents Remember? | |
| What Do Parents Do When a Child Dislikes the Teacher? | |
| What Do Parents Do When They Disagree With the Teacher? | |
| Professionalism...in a Personal Way | |
| Working With Parents: Key Strategies for Teachers | |
| Greet Parents With Respect and Interest in Their Children | |
| Solicit and Utilize Parent Questions, Advice, and Comments | |
| Think About Homework | |
| Develop "We-ness" | |
| Be Prepared With Interesting, Meaningful Information | |
| Be Honest...and Patient | |
| Be Professional...in a Personal Way | |
| Ask Not What the Parents Can Do for You but What You Can Do for the Parents | |
| Coping With Difficult Parents...or Parents With Difficulties | |
| Sometimes It's a Difficult Situation | |
| Sometimes It's the Parent | |
| Sometimes It's the Student | |
| And Sometimes It's the Teacher | |
| Conclusion | |
| Additional Resources | |
| Books | |
| Web Sites | |
| Advocating for Parents: What Are Powerful Messages We Can Share? | |
| Scenario: "I Didn't Know How to Say It" | |
| Message One: All of Us Have Parents...and Most of Us Become Them | |
| The Problem With Ethnocentrism: Like Me/Not Like Me Thinking | |
| The Problem With Assumptions | |
| A Gentle Reminder | |
| Message Two: Many Powerful Factors Create Misconceptions About Parenting | |
| Remembering the Past | |
| Media Influences | |
| Habits of Mind | |
| The Real Deal | |
| Message Three: Most Parents Are Good Enough | |
| Children's Health and Happiness | |
| Time and Attention | |
| Encouraging Learning | |
| When There Are Problems | |
| Message Four: Successful Families Come in Different Shapes and Sizes | |
| Moms and Dads | |
| Single Parents | |
| Stepparents | |
| What the Children Want | |
| Message Five: It Really Does Take a Village to Raise a Child | |
| Members of the Village | |
| What the Village Can Do | |
| Message Six: Schools That Advocate for Families Reap Multiple Rewards | |
| Attitude and Atmosphere | |
| Buildings and Bridges | |
| Communication, Collaboration, and Competence | |
| Parting Words | |
| Additional Resources | |
| Books | |
| Web Sites | |
| References | |
| Index | |
| Table of Contents provided by Ingram. All Rights Reserved. |
