teaching – Words from the Long Run

Every New Beginning…

April 24, 2024 by Kimberly Frey, posted in Uncategorized

Wow! It’s hard to believe that so much time has passed since the last time I posted here. To say there’s been a lot going on the last four years – both in the world and in my own life – would be quite the understatement.

Just as the world has changed dramatically since 2020, so has my life. I can’t wait to fill you in on it all, but the biggest (and most recent) change is that I left full-time teaching back in November. Professionally, it is definitely the most exciting, yet terrifying, thing that I have done – other than getting into teaching in the first place.

When I made the decision to go into teaching over 20 years ago, I was actually on a path toward being a social worker. Having had a tumultuous adolescence, I wanted to help kids who were also struggling to find their way. While going through undergrad, I worked at a residential therapeutic treatment center for adolescents in the evenings while also being a substitute teacher during the day. (At that time where I lived, you only needed a high school diploma for both positions.) Because I was experienced in supporting struggling students, I often subbed in what was thought to be difficult schools and/or classrooms. I developed relationships with the students, to the point where they would often say they wished I was their “real” teacher. Their words meant something to me, and I started to really consider them. As I did some research, I learned that I could get a special education teaching degree with a focus on teaching students with emotional and behavioral disabilities. I realized this was an even better way to help kids who were struggling because I could maybe make a difference in their lives sooner versus later. Once I made that decision, I spent my summer cramming in four additional classes that I needed so that I could be accepted into the special education program in the fall (after first having to request permission to do so from the program advisor). It was the best career decision I could have made.

I have loved every moment of being a teacher. Don’t get me wrong. There have been so many challenges throughout the years. But I have never regretted making that pivot in college and choosing education. Over the course of my career, I have taught every grade and every subject. I have loved my students and advocated for them as if they were my own. My own children grew up understanding that “my kids” were also a part of the family. To this day, I still remain in contact with many former students, and it warms my heart to see what they’ve accomplished with their adult lives.

It’s for all these reasons and more that making the choice to leave the classroom was one I didn’t make lightly. However, it’s because of the work that I’ve done over the last couple of decades that I understood now was the time to go. I have fought and advocated for my students for years. For them to realize the greatness that lies within, to turn their dreams into goals, and to help them meet their goals. I’ve fought for them to have access and be included versus stigmatized and excluded. I’ve worked to make schools places that are inclusive and welcoming for everyone – regardless of ability, disability, or identity. So much so that I knew I wanted to do the same for them as adults and the workplaces in which they were now a part (figuratively speaking). While schools have done a much better job of being inclusive and supportive over the years, the work world has not. At the same time, navigating adulthood isn’t a walk in the park either, and there is much to be said about the impact having a coach can play in a person’s success.

So, this is why I made the jump. This is why I HAD to make the jump. In a world that is often difficult to navigate and is becoming more divisive on so many levels, I want to be someone who helps adults identify and achieve their goals, creates more inclusive spaces for all, and still fights for students with disabilities by empowering families. As a life coach, disability inclusivity consultant, and special education advocate, I get to do all of these things and more. This new chapter of my life is just as exciting and fulfilling as being a teacher was, but in a whole new way.

Besides, when I start missing “my kids” too much, I just pick up some substitute teaching days and get right back in the classroom to get my fix. While my teaching career has come full circle, my coaching and consulting career has just begun.

New Year, New Reforms

February 4, 2020 by Kimberly Frey, posted in Education, Uncategorized

Hello, and Happy New Year! The Roaring 20’s is one of my favorite time periods in history, and I look forward to what this new decade has in store for us. It’s been awhile since my last post, but now that the hustle and bustle of the holiday season is over, I’m ready to get back to work and am focused on my goals for the year.

Interestingly enough though, this post is NOT about my 2020 goal agenda. I was actually inspired to write this post because of events that unfolded during our mid-year standardized testing that occurred upon our return from winter break.

I have been teaching for almost 20 years, and I have spent the majority of this time teaching special education. Even during the years I taught high school, although I wasn’t specifically teaching special education classes, as a dual-licensed faculty member of the English department, if you were a student with an Individualized Education Plan (IEP) that qualified you for special education services, I was your English teacher. So as a teacher who has had to administer standardized tests to students with special needs every year, I am intimately aware of the fact that the overabundance of standardized testing, and the subsequent reliance on their results, has wreaked damage to a population of students who already have a plethora of obstacles hindering their educational success.

Just to be clear, standardized testing is not new. Ever since Alfred Binet developed an intelligence test in 1905, there has been standardized testing designed to determine if you are smart enough, performing to certain measures, and/or the right fit for the job (or school). However, when then-President George W. Bush’s No Child Left Behind Act was passed in 2001, the use of standardized testing proliferated, and is now present across all grade levels, even amongst our youngest students in preschool and kindergarten and our most fragile populations of students with special needs.

Going back to our school’s recent testing window, our district was conducting Middle-of-the-Year NWEA MAP testing. Within my district, this same test is given at the end of the year as well. If you are in certain “benchmark” grades and you don’t pass the test, it is mandatory for you to be retained.

The MAP test in and of itself is not the worst test out there. It is an adaptive test. It is designed to either increase or decrease the rigor depending on the student’s performance. However, it also purposefully gives students questions on topics they haven’t been taught yet (supposedly to determine the student’s readiness for those topics). It is an untimed test, and students are allowed to take a break, pause the test, or even suspend it until a later time. All of this sounds great in theory. Until you have a student in the third grade on the Autism Spectrum who has extreme testing anxiety or a fifth grade student who has been diagnosed with significant emotional disabilities and is currently living with his aunt as his foster parent due to the emotional trauma he suffered when living with his mother. Both of these students are below-grade level. Their teachers already know that. Their cognitive and academic testing that was completed in order for them to qualify for special education services has proven that. The progress monitoring that is completed all throughout the year to determine whether or not they are on-track to meet their IEP goals shows their progress and keeps all of their teachers accountable. But yet, these students, and thousands like them, are required to take a test that creates undue stress and negatively impacts their self-esteem. My third grade student with autism was so frozen with fear all he could do was sit and cry. My fifth grade student had a complete breakdown in the testing room and had to be removed altogether. Why are non-educators so intent on forcing kids who already know what they don’t know (and feel inferior to their peers because of it) to prove on a test what exactly they don’t know?

For the parents who are reading this blog, please know that this unhealthy pattern of over-testing and developmentally inappropriate testing will continue until you band together and demand change. Teachers will support you if you demand testing policy overhauls, because teachers know that all this testing isn’t in the best interest of any of our students, not just those with special needs. The testing craziness began in earnest with politicians who didn’t have any teaching experience of their own trying to hold teachers accountable. (Oh, the irony, I know.) It is time to tell our current, and future, politicians that the harm we are causing our children must be put to an end. Let’s put policies in place that ensure that no student has to walk out of a room feeling broken and defeated. Now that would truly ensure that no child is left behind.

And They Say We’re Just Being Greedy

October 22, 2019 by Kimberly Frey, posted in Chicago, Civic engagement, Education, politics, Uncategorized

Rain or shine…we are taking a stand (or seat!) for our kids.

The last time I posted, Chicago teachers had just approved a strike if deemed necessary to get a fair contract for teachers and students. This morning, I started this post from the picket line where teachers have been since Thursday taking a stand for equity in Chicago Public Schools.

For those who are wondering what is at stake or believe that teachers are just being “greedy,” let me share a day in my life….

I teach at a school on the southeast side of the city. We are a small neighborhood school with an enrollment of slightly more than 300 students in grades PK-8. Almost 100% of my students receive free or reduced lunch. I have students who live in foster care along with students who are being raised by somebody other than a biological parent for various reasons. As the case manager for my school, I am in charge of the entire special education department, which serves approximately 45 students across all grade levels. We have been short a special education teacher since the start of the school year, along with being down two classroom assistant positions. Sometimes we have substitutes for those positions, other times we don’t. Regardless of the staffing, I am still responsible for ensuring that my students receive the services listed in their Individual Education Plans (IEPs). There has been a shortage of special education teachers in CPS for quite some time, but there is nothing in the contract outlining a plan for how to address that. There is an even greater shortage of classroom assistants because the starting wage is too low for people to survive off of, even though a bachelor’s degree is required for the position. I spend my days trying to provide services to as many students as I can while at the same time juggling all the responsibilities of case management: scheduling all IEP meetings (plus attending them), writing IEPs, meeting with other special education teachers, collaborating with general education teachers, and more.

Meanwhile, my coworkers in the general education classrooms are putting forth their best efforts to teach their students, often without the support of the classroom assistants they should have. Furthermore, they are teaching groups of thirty plus students at a time. Be honest – how is a teacher supposed to provide quality, rigorous instruction to thirty-one 3rd graders, thirty-four 4th graders, or thirty-one 7th graders at a time….with no assistance? Because those are the real numbers for those groups of students at my school.

Furthermore, let’s hope that none of our 300-plus students have a nursing emergency, unless it happens on the one day a week the nurse is scheduled at my school. I have one student on my caseload with epilepsy and another student who has a shunt from her brain to her abdomen area. Both of them have a lengthy list of precautions and advisories that need to be followed. We have students with asthma and others with allergies. There recently was a school in my network where a student died from an asthma attack. Every day, teachers are being asked to wear the hat of a medical professional on top of their many other responsibilities.

As if that wasn’t enough of a load to carry, the majority of schools on the south side do not have a full-time social worker. My students are confronted by a whole world of problems that many of us know nothing about: gangs, gun violence, drug and alcohol abuse, absentee parents, abuse… the trauma that my students suffer is heart-breaking. Yet, our school (along with most of the schools on the south side) only has a social worker on site one day a week. To add insult to injury, because of overcrowded caseloads, the social worker only has time to see the students with IEPs who have social work listed as a service.

The day before the strike, I was sitting with one of my 6th grade students. He had asked what a strike was, so I explained the concept and also what exactly teachers were asking for. He didn’t know what a social worker was, so when I explained that it was someone who the kids would be able to talk to about their problems, his words really hit me. He said that he thought that would be a good thing because “there’s a lot of bad stuff that happens in our neighborhoods, Ms. Frey, and it’s hard for us to come in here and focus on learning.” Out of the mouths of babes….

That is what I am fighting for. Please support us in our fight to get our students the services they need to be successful. If we are truly committed to decreasing violence in this city, then we must be committed to providing the services our kids need in order to get the education they deserve.

Waiting for a Truly Good Deal

September 29, 2019October 10, 2019 by Kimberly Frey, posted in Chicago, Education, politics, Uncategorized

This week, approximately 94% of Chicago Public School educators, clinicians, paraprofessionals, and school-related personnel voted in favor of authorizing the Chicago Teachers Union to authorize a strike if a satisfactory contract cannot be reached with the Chicago school district, and ultimately the newly elected Chicago mayor Lori Lightfoot.

Mayor Lightfoot campaigned under the banner of eliminating old-school politics. On her own campaign website, lightfootforchicago.com, the then-candidate stated that, “We must do better to halt the declining conditions of our neighborhood schools. We must do better to change an education policy that does not view parents, teachers, principals, staff or other stakeholders as valued partners. We must do better by insisting on a comprehensive plan to invest in families and neighborhoods, and to end the violence that plagues too many communities.” The contract that the CTU is currently fighting for is wanting to do just that. With their overwhelming vote this week, teachers are saying that it is time to eliminate the inequity that exists in Chicago schools, and it is time to prioritize agendas that research has proven will help children be more successful in school.

Let’s start with class sizes. Although there is a plethora of research proving that smaller class sizes are a fundamental piece of the academic success puzzle, schools all across the city are grossly over-crowded. I personally know of elementary school classrooms where anywhere from 32- 35 children are sitting in one room with one teacher and up to 37-38 middle school students are doing the same. If Mayor Lightfoot is serious about wanting students to achieve, then there should not be any hesitation on her part to include language in the contract that assures the district will begin taking steps to address overcrowded classrooms.

The next item on the agenda? School nurses. I personally do not know of a school on the south side that has a full-time nurse at their school every day with the exception of schools that have a large population of students with special needs who require medical assistance during the day. I currently have students with a myriad of medical conditions such as allergies, asthma, and seizure disorders. If one of these students has a medical emergency, we basically know to call 911 and hope for the best. Medical conditions aside, if a student falls and hits his/her head on the playground, we do not have a nurse to determine if a severe head injury has occurred. However, talking to parents of students on the north side, many of those schools have the discretionary funds due to parent and community donations to pay for a nurse themselves. Instead of stating that there is a nurse shortage all over the state, why won’t the mayor show her commitment to finding solutions to the problem by including language in the contract that addresses the situation?

Let’s also talk about those social workers the union is calling for. Currently, most schools on the south side do not have a full-time social worker. In fact, most of these schools have a social worker who only comes one day a week, with maybe a second day every other week. These are the very schools that are serving students who experience trauma, violence, and the effects of gang violence along with that of drug and alcohol abuse. It is very difficult for students to focus on their education when they are worried about whether or not they will be shot on their way home from school. To truly be committed to ending violence in this city means that we must truly be committed to helping support the students’ social/emotional and mental health in the very communities where the violence has caused the most damage.

Lastly, let’s bring to light a little-known fact about the current “good deal” that is being offered to Chicago teachers. The current proposal is calling for a reduction of planning time for teachers, who already often lack the proper planning time necessary to adequately teach students. However, this proposal is being buried by both the mayor’s office and the news media who are endorsing her deal.

The very fact that Mayor Lightfoot, the Chicago Tribune, and the Chicago Sun-Times are all urging teachers to just take the deal because the financial terms are “generous” (Chicago Tribune editorial, 9/13/19) shows the lack of understanding as to what this fight is all about. It’s not about money (although more money would be nice). Chicago teachers, so by default the Chicago Teachers Union, are not strike-hungry as those in the media are stating. In fact, the overwhelming majority of teachers do not want a strike. We want to be in our schools with our students. To be honest, having just come back from the summer break (which to make very clear to the public – we DO NOT get paid for; nor do we even collect a check….for about two months), teachers really can’t even afford to strike. However, we cannot support a deal that continues to put our most disadvantaged students at an even greater disadvantage and has no real plan for how to remedy the situation. That is how important this struggle is to us as champions of our youth. We are willing to risk financial strain and the possibility of negative opinions from the public as we fight for what our students so rightly deserve.

If you are serious about halting the declining conditions of neighborhood schools and changing educational policies, then address these issues, Mayor Lightfoot. Be willing to be the mayor that the overwhelming majority of Chicago citizens believed you were going to be when you won the election. Then, and only then, will we truly have a “very good deal.”

For further opinions on this topic, please read my colleague’s editorial which can be found at https://chicago.suntimes.com/2019/9/26/20885381/chicago-teachers-union-strike-vote-class-sizes-social-workers-librarians-letters-to-the-editor

Status Update

July 25, 2019 by Kimberly Frey, posted in Uncategorized

When I last wrote to you all, I had presented my summer “to-do” list. This being only the second time in my teaching career where I have a full summer break, I was purposeful at the beginning to make sure I would be using this time wisely. Fast forward three weeks, and the status update is as follows:

Half-marathon training: I have been running more consistently than I have in probably a year. In addition to my running, I have been going to yoga and other workouts designed to help me build my strength and speed as a runner. My pace is still slower than I would like it to be, but as I focus on more speed workouts in the upcoming months, I am hoping that will improve.
Organizing/Cleaning my apartment: I am happy to report that I have made quite a bit of progress in this area! When I look around my apartment, I can see the areas where there has been improvement. Alas, I can also see the many areas where I need to get it in gear, especially since I essentially only have two weeks to finish up these projects before I return to work.
Focusing on writing: At the beginning of this summer, I set an ambitious goal to write a new post for both of my blogs at least once weekly. Well, that hasn’t quite happened, although in addition to writing for my other blog, I did also get quite a bit of journaling done. Next week I will be leaving for my vacation. I am bringing my laptop and plan on blogging about all my adventures, as this will be a first-time experience for me and many of my friends have asked for me to share my stories.
Getting ready for my trip: I feel that this is where I have made the most progress. I did not realize how time-consuming planning a solo two-week European vacation would be. Not only did I book all my Air BnBs, but I have also researched and booked all of my tours, excursions, experiences, etc. While this has taken quite a bit of my time since I last wrote you, it has been very fulfilling. I am so excited for my trip and can’t believe that I will be heading out in only eight days!
Preparing for my new website launch: This is probably the area where I have made the least progress, which is ironic because it is definitely the one I thought I would most focus on when this summer began. However, I still have some time to be more productive in this area and have made sure to include it in my schedule to ensure that I do just that.

I feel that going through this list, the wins/losses columns are pretty even at this point. Because of some work commitments that I have going on next week, I will only have two or three days before my trip to devote to anything. Upon return from my trip, I will have one week of vacation left before returning to work. I understand that it’s crunch time, which is why I am sitting in a coffee shop on a beautiful summer day writing to all of you and creating new content for my website. Thank you for supporting me as I focus on achieving my goals. Feel free to comment/share what you are currently focusing on so I can return the favor!

The Beginning of the End…and the End of the Beginning

June 12, 2019June 22, 2019 by Kimberly Frey, posted in Education, Parenting, Uncategorized

Although it seems as if school has ended for everyone, the district where I teach still has another week to go. The last day for students is next Thursday, the 20th. For teachers? Well, we have not only Friday the 21st to go, but also Monday the 24th. However, it is close enough to the end of this year to finally feel it is the right time for reflection.

This year was one of major changes for me professionally. It was my first year in a new role and with a new district. I had to learn all new systems – and am still learning them. I had to get to know new administrators and teaching staff, and also learn how I fit into this organization. It was my first time not having my own classroom or a home room of my own students, but instead being a part of multiple classrooms and working with a variety of students in all grade levels. It was a year where I often felt I didn’t quite fit in, even though I was serving in exactly the role I wanted for myself. I was no longer a classroom teacher in the traditional sense, but I also was not technically an administrator. It has been a year of challenging myself in new ways and identifying new goals. On top of that, as I shared with readers in a previous blog, this past year was one of great loss and deep grief. Managing all of these obstacles has been hard, but I’ve made it. This is just the beginning of this chapter of my life, so I look forward to how the rest of the story will play out.

For all my fellow educators, I hope you have time this summer to pursue the things that are important to you. Parents, take the time to make memories with your children. Students, be open to explore new places and ideas because you are only young once. Congratulations to everyone for closing out another school year, but remember that summer is just the start of yet another adventure. Let’s go write the next chapter of our lives.

Spring Fever

May 22, 2019May 22, 2019 by Kimberly Frey, posted in Education, Uncategorized

It’s May. Mid-May to be exact. While spring is a time of freshness and excitement as we leave behind the bitterness of winter, for teachers it is probably the hardest time of the year. For teachers, spring means students who are so close to summer vacation they struggle even more than usual to pay attention in class. Spring means students getting a week off from school and returning to class saying they don’t remember anything from the week prior. Spring means lots of rainy days where kids can’t go outside for recess. And spring means end-of-the-year testing – which will often determine whether or not students are promoted to the next grade and is also a large factor of a teacher’s performance evaluation.

Generally speaking, teachers are fond of assessments. We understand that in order to determine what our students learn, there must be an assessment given. We know that analyzing student assessments will guide our future instruction to make it more meaningful for our kids. We firmly believe that educators need to be held accountable for the education they are providing. No truly good teacher wants a bad teacher tarnishing the profession and creating an increased workload for his or her co-workers. However, the increased amount of standardized testing, the pressures it places on our students, and the degree of importance it now has been given to both students and educators is overwhelming. Children as young as eight and nine discuss being scared about testing because they’re afraid they’re going to fail. Teachers lose over a month of instructional time a year due to students taking standardized tests. Because these tests are now used as promotion criteria for many students, they usually take place about a month ahead of the last day of school. So teachers lose even more valuable instructional time because once these tests are completed, students simply check-out mentally seeing as they have already taken “the test.” And teachers who work with some of the most challenging populations are penalized on their evaluations because their students did not perform well due to a myriad of factors that were out of the teacher’s control.

Teacher Appreciation Week was already held at the beginning of May, but if you didn’t get a chance to thank a teacher, it’s never too late. As the school year is winding down, take time to acknowledge the growth your child has shown over the course of the school year and to appreciate your child(ren)’s teacher(s) for the part they played in it. If you don’t have school-aged children, send some encouragement to your friends who are teachers or maybe even drop off a surprise at your local neighborhood school. It will only take a few minutes of your time, but will mean a whole lot more than you know.

Thanks, Matt Damon

February 11, 2014February 11, 2014 by Kimberly Frey, posted in Education, Parenting, Uncategorized

In a recent blog post for The Washington Post, Valerie Strauss discusses actor Matt Damon’s most recent defense of teachers. Damon has had a history of speaking out on behalf of educators in America. I had the privilege of being at the 2011 Save Our Schools rally in Washington D.C. when he gave an impassioned speech defending teachers and attacking the current trends that are threatening public education today. In that speech, he mentioned “corporate reformers” who had never taught a day in their lives making decisions about what happens in classrooms across the country. In his most recent speech, he states, “I’ve always believed that they have to invite teachers into the discussion to help design policy. We would never let business men design warheads, why would you cut out educators when you’re designing education policy?” This is approximately the same question I ask consistently, to anyone who will listen. This is the same question that the American public needs to start asking as well. And not just who is guiding educational policy, but why? Why are wealthy private citizens and corporations trying (and often succeeding) to shape the future of public education? Why are they so determined to paint teachers as money-hungry, over-compensated, and only in education because it is a cush job? Have any of them ever spent a day with a room full of 5 year olds? Or adolescent, hormonal middle schoolers? I dare any of them to live a teacher’s life for one week. However, until the American public stands up for public education, these private entities will continue to yield an unreasonable amount of power and influence. After all, education is funded by public dollars, politicians determine where public dollars get spent, and private corporations bankroll politicians’ careers. In the meantime though, I do appreciate Matt Damon’s efforts on our behalf.
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Save Our Schools

Wake the Sleeping Giant

September 10, 2013September 10, 2013 by Kimberly Frey, posted in Education, Uncategorized

I know, I know, it’s been a long time since I last wrote. I hope all of you with school-aged children have had a great start to your year. The first week of school is always a blur. There are new teachers to meet, students’ names to be learned, and all the ins and outs of classroom rules and procedures. This is the first year in quite some time that I am not teaching in a high school. While there have been some minor adjustments to my new position, I have to say that I couldn’t be happier. Unfortunately, I know many of my colleagues around the country do not share my same level of happiness. Don’t get me wrong, it’s not because of the kids. In fact, the kids are the only reason why my peers continue to do their jobs day after day. However, forces outside of the classroom continue to eat away at the teaching profession and public education in general. Schools are closing, teachers are either being let go or leaving the profession, and recruiting quality candidates to join the profession becomes more and more difficult. Perhaps the only good news to come out of all this bad news is that people are finally starting to take notice. Just today, I read an article describing how the actions of thousands of college students forced Sallie Mae to cancel its ALEC membership. If you don’t know who ALEC is, you definitely should find out. ALEC stands for American Legislative Exchange Council. When you visit their website, you will read how they support limited government, free market enterprise, and federalism. Sounds great, right? Beware of the wolf in sheep’s clothing. ALEC has continuously lobbied for and funded campaigns in support of charter schools, voucher programs, and for-profit colleges (just to name a few). They don’t want to strengthen the foundation of our democracy; they want to erode its very core. An uneducated public is easily controlled. But don’t just take my word for it. Go out and be informed. Be involved. Be the change.

Sallie Mae

Back to School Advice for Parents

August 21, 2013August 21, 2013 by Kimberly Frey, posted in Education, Parenting, Uncategorized

Because I had my children so young, my friends all have kids that are still in elementary school. I am often asked for advice on school-related issues since 1) I am a teacher and 2) I have already “been there, done that.” So, in honor of the beginning of a new school year, here is my list of top 5 things parents of school-aged children should know:

1) Be Involved. Research has proven time and time again that the most successful children in school have parents who are involved in their education. Go to Open House, PTA meetings, and attend Parent Conference night – even if your child is doing well. If your child’s teacher has a website, visit it often. Know what the homework is and assist when necessary (which is completely different from doing it for them.) If possible, volunteer in your child’s classroom. I promise you, there is always something that the teacher can have you do. Since I was a teacher for most of my children’s educational careers, I would use my personal days to spend time at their schools. Even an hour of your time would be greatly appreciated.

2) Be supportive. Make sure your child understands that you and the teacher are on the same side. If you have concerns about anything involving the classroom or school, contact the teacher immediately. Little issues become major problems when they aren’t resolved right away. However, that doesn’t mean that you should belittle or undermine your child’s teacher in front of her. Your child won’t respect her teacher if she feels that you don’t.

3) Be responsible. If you drive/walk with your child to school, get him there on time (and pick him up when you’re supposed to). Pay attention to the notes that are sent home, emails and newsletters that are distributed, and the school website. Read the school marquee and listen to the voicemails that get sent out. Your child will follow your example. If you demonstrate that school isn’t important by your actions, that’s what they will grow up to believe.

4) Be inquisitive. Ask your child about her day. Find out what she is reading and learning. Demonstrate a true interest when she tells you. Praise her when she does well on an assignment, and ask questions when she doesn’t. Ask her what she did well and what she needs to work on. Ask about the art projects, music classes, and PE activities as well. Find out everything you can. It will help foster a strong relationship with your child, plus it gives you the foundation for the first three principles mentioned.

5) Be appreciative. Let your child’s teachers know how much you appreciate them – and not just during Teacher Appreciation Week. You would be amazed at how much a small note or quick email can brighten a teacher’s day (I speak from experience). In these turbulent times for education, the teachers that are still in the trenches do it for their love of the children they teach. Your children. The same children who you couldn’t wait to get out of the house and back into school at the end of the summer.

“Teachers teach because they care. Teaching young people is what they do best. It requires long hours, patience, and care.”
–Horace Mann

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