PARENTING LEARNING EXPERIENCE

       USING BEHAVIORAL CONTRACTS FOR CHILD ADVOCACY


Learning Experience by Lisa A. Rauche, Shaker High School, North Colonie NY School District

Member of the New York State Academy for Teaching and Learning

 

 

LEARNING CONTEXT:

 

This learning experience has been utilized in Health Education and Child Development classes.  Acquiring parenting skills is a life long learning process.  Utilizing a behavioral contract allows students to practice parenting in action from the viewpoint of the parent as well as the child.  It is a learning agreement that consists of mutual consent, effort and consequences.  Students realize that a contract provides guidelines for behavior changes and encourages and rewards responsibility.

 

Guiding Questions:

 

·        How do family members support and affirm one another?

 

·        What are the roles/responsibilities adults assume when they become parents?

 

·        How can advocacy be used to enhance child and family health?

 

·        Where could/do parents learn what their roles and responsibilities are in relation to their children?

 

Knowledge and Experience

 

This project provides planned opportunities for students to recognize the holistic effect that parents’ actions or non-actions have on their children.  It forces students to look at children’s behaviors, parents’ responses, consequences and what it teaches and reinforces in children.

 

It is helpful for students to have created a graphic organizer to facilitate the process in the computer lab.

 

PROCEDURE:

 

1.         Students will be divided into groups and each group will select a family name.  The family brainstorms the definition of advocacy and enabling.  Each family shares the group’s definition.  As a class, a comprehensive definition is decided upon and written on the Brainstorming Collection Sheet.  Key words for each definition are discussed.  Then, students identify situations – social and academic – and possible parental responses that illustrate advocating and enabling behaviors on the part of the parent.

 

It is necessary to have this component complete in order to implement the next component of the assignment.

 

At the end of class, students chart in their Reflection Journal their comfort level and knowledge about the concept of advocacy and enabling.

 

2.         Students report to the computer lab and class begins with a review of responses and situations from the Brainstorming Collection Sheet.  Individually students draw and create a graphic organizer which gives the definition of advocacy and enabling, key words and an example that demonstrates each concept.  Students turn in their organizer(s) and then answer the reflection question in their journal at the end of class.

 

3.         Students rejoin their family group.  Students are given a Scenario Response Sheet.  Each family discusses the situation and determines how an advocate would respond and how an enabler would respond.  Then, students identify the effect that the parent’s reaction has on the child and what it teaches him/her.  Discussion to follow.  Students are asked to think about personal situations in which they would benefit from an advocating parental response.  Class ends with a reflection in the reflection journal.

 

4.         Students report to the computer lab.  A contract template is shared.  Students individually identify a personal academic or social situation in which the student will make a contract to address the need for an advocating response from his/her parents.  Students generate the contract.  Class ends with a concluding reflection about the learning experience.

 

            Students are to bring contracts home to discuss, get agreement and signature of parent(s) indicating a collaborative effort to address need.

 

INSTRUCTIONAL ENVIRONMENTAL MODIFICATIONS:

 

All students have been able to complete this task.  Weaker students were assisted by “family members” and  support staff.  All students had the opportunity to collaborate with parents and teachers.  Some students needed additional computer time which could be accommodated.

 

TIME REQUIRED:

 

Planning and Preparation for the Teacher:

 

·        Review definitions and concepts (30 minutes)

·        Create list of illustrations (30 minutes)

·        Develop age-appropriate scenarios depicting academic and social situations (solicit input from

teachers and counselors) (2 hours)

·        Computer generated sheets (2 hours)

·        Reserve computer lab (5 minutes)

 

Time needs to be planned for discussion among students, explanations, presentation and understanding of the rubric and additional instruction time for students who have difficulty with concept(s).  It may also be beneficial for the instructor to plan to have a parent guest speaker who can address responsibilities and effective use of contracts within the family.

 

Planning and Preparation for the Student:

 

·        Previous lesson(s) and knowledge on how to draw a graphic organizer (1-2 class periods, 46 minutes each)

·        Design and create individual contract (1 class period, 46 minutes)

·        Complete reflections in journal (30 minutes)

 

RESOURCES:

 

·        Computer instructor

·        Guidance counselors/social workers

·        Parents

·        Dictionary

·        Computers

·        Inspiration computer software

 

ASSESSMENT PLAN:

 

Formative Assessment Strategies

 

·        Discussion

·        Teacher anecdotal

·        Brainstorming Collection Sheet

·        Graphic Organizer

·        Scenario Response Sheet

 

Summative Assessment Strategies

 

·        Contract

·        Reflection Journal

·        Rubric

 

STUDENT WORK:

 

·        Graphic Organizer

·        Contract

·        Reflection Journal

·        Rubric for scoring

·                                                                                                                                                                         

STUDENT PACKET

REFLECTION JOURNAL

 

Day #1

 

Identify your placement today on the Learning Continuum about the concept of advocacy and enabling.

 

Lost. . . . . . . . . . . . . . . . . . . . Getting There . . . . . . . . . . . . . . . . . . .Arrived

 

Day #2

 

Identify your placement today on the Learning Continuum about the concept of advocacy and enabling.

 

Lost. . . . . . . . . . . . . . . . . . . . Getting There . . . . . . . . . .  . . . . . . . . .Arrived

                                                                                                                                                                                                              

What do the past two days tell you about the roles and responsibilities of parents?

 

 

 

 

Day #3

 

Identify your placement today on the Learning Continuum about the concept of advocacy and enabling.

 

Lost. . . . . . . . . . . . . . . . . . . .  Getting There . . . . . . . . . . . . . . . . . . .Arrived

 

How might this activity affect your view of parenting in the future?

 

 

 

 

Day #4

 

Identify your placement today on the Learning Continuum about the concept of advocacy and enabling.

 

Lost. . . . . . . . . . . . . . . . . . . . . Getting There . . . . . . . . . . . . . . . . . . .Arrived        

 

If your contract was published, how would you explain how your plan makes your family a healthier place to live and love.

 

 

 

 

How has your idea of advocacy changed since the first day?

 

 

 

 

                                         BRAINSTORMING COLLECTION SHEET


SCENARIO RESPONSE SHEETS

Scenario 1

 

A phone call was made home to Nancy’s mom, Mrs. Camden. The teacher explained that Nancy did not turn in her Advocacy Project which was now three days late.  Nancy had told the teacher that there had been a death in the family and she could not complete it. If the project is not turned in by tomorrow, Nancy will receive a zero.

HOW WOULD AN ADVOCATE RESPOND?

THIS TEACHES THE CHILD. . . .

 

 

 

 

 

HOW WOULD AN ENABLER RESPOND?

THIS TEACHES THE CHILD. . . .

 

 

 

 

 

Scenario 2

 

Samantha Brady is an outstanding softball player.  She is well known for her skill on the team. At the season play-offs, Samantha is called “out” at home base. Her parents, along with others, feel that she was “safe.”

HOW WOULD AN ADVOCATE RESPOND?

THIS TEACHES THE CHILD. . . .

 

 

 

 

 

HOW WOULD AN ENABLER RESPOND?

THIS TEACHES THE CHILD. . . .

 

 

 

 

 

Scenario 3

 

Elisabeth, a 4th grader, forgot her P.E. clothes again. Mr. Tanner noticed his daughter’s gym bag and clothes in the kitchen before work. Mr. Tanner knows that if Elisabeth does not have this for class she will stay in detention.

HOW WOULD AN ADVOCATE RESPOND?

THIS TEACHES THE CHILD. . . .

 

 

 

 

 

HOW WOULD AN ENABLER RESPOND?

THIS TEACHES THE CHILD. . . .

 

 

 

 

 

Scenario 4

 

Two first grade boys, Brandon and Garrett, got into a fight during recess. Garrett threw the first punch after Brandon kept calling him a “geek.”  The principal called home to discuss the fight and the uniformity in punishment with both children’s parents.

 

Brandon’s parents?

HOW WOULD AN ADVOCATE RESPOND?

THIS TEACHES THE CHILD. . . .

 

 

 

 

 

HOW WOULD AN ENABLER RESPOND?

THIS TEACHES THE CHILD. . . .

 

 

 

 

 

 

Garrett’s parents?

HOW WOULD AN ADVOCATE RESPOND?

THIS TEACHES THE CHILD. . . .

 

 

 

 

 

HOW WOULD AN ENABLER RESPOND?

THIS TEACHES THE CHILD. . . .

 

 

 

 

 

CONTRACT

 

 

 

Dear Mom/Dad/Adult:

 

I am working towards becoming a capable and responsible adult.

 

__________________________________ I need assistance in working on:

   In school / Out of school (select one)

 

This is important to me academically/socially because:

 

Could you please help me by agreeing to do the following:

 

1.        

 

 

2.

 

 

If after your assistance I am not able to _____________________________________

then the following consequences will ensue:

 

 

(parent and student can negotiate the consequence(s) or the consequence(s) can be the one(s) that will occur at school)

 

I agree to the terms of the contract.

 

___________________________           _________________________

Student signature                                      Parent Signature

 

_____________                                           ______________

Date                                                               Date

One week after signing this contract please comment on progress and amend the contract as necessary.

 

Parent comment:

 

 

 

Student comment:

 

 

 

USING BEHAVIORAL CONTRACTS FOR CHILD ADVOCACY

Dimension

4 Champion Advocate

3 Advocate

2 Starting to Enable

1 Enabler

Information Gathering

 

The extent to which the student utilizes a variety of strategies to visually demonstrate comprehension of key concepts.

 

H 1A, 1D, 2C, 3B

ELA 1.2C

CDOS 3a.2A, 3a.6A

NH 1.4, 3.1, 3.4, 5.4, 7.2

·          Definition, key words,  examples and specific responses demonstrate comprehension of advocacy and enabling.

 

·          Webs demonstrate an understanding of a parent’s role in teaching children self-discipline and supporting the child’s acceptance of responsibility.

 

·          Complete and developed, showing skillful organization of thoughts.

·          Defines advocacy and enabling accurately with key words, examples and responses.

 

 

·          Webs demonstrate an understanding of a parent’s role in teaching children self-discipline and supporting the child’s acceptance of responsibility.

 

·          Complete and developed, showing organization of thoughts.

·          Definition and examples demonstrate confusion in defining advocacy and enabling.

 

 

·          Webs demonstrate an understanding of a parent’s role but do not relate to teaching children self-discipline or supporting the child’s acceptance of responsibility.

·          Provides some detail but lacks organization.

·          Definition and examples are inaccurate or incomplete.

 

 

 

 

·          Webs do not relate to parent’s role, teaching self-discipline or responsibility.

 

·          Lacks detail and organization.

Parenting Knowledge

 

The extent to which student demonstrates parenting education knowledge and NYS performance indicators for health education standards.

 

H 1A, 1D, 2C, 3B

·          Scenarios and contract demonstrate insightful understanding that the consequences of behavior influence family health.

 

·          Advocacy responses demonstrate insightful understanding of human growth and development and show care, consideration and respect for self and others within cultural norms.

·          Scenarios and contract demonstrate an understanding that the consequences of behavior influence family health.

 

·          Advocacy responses demonstrate an understanding of human growth and development and show care, consideration and respect for self and others within cultural norms.

·          Scenarios and contract do not relate consequences of behavior to family health.

 

or

 

·          Advocacy responses are not appropriately matched to growth and development of the child and/or show lack of care, disrespect, insensitivity to cultural norms.

·          Scenarios and contract do not relate consequences of behavior to family health

 

and

 

·          Advocacy responses are not appropriately matched to growth and development of the child and/or show lack of care, disrespect, insensitivity to cultural norms.

Behavior Contract

 

The extent to which the student can execute a collaborative response with parents to address responsibility and growth.

 

H 1A, 1B, 1D, 2C, 2B

ELA 4.2B

CDOS 3a.2A

NH 3.4, 5.4, 7.2

·          Demonstrates the use of personal and social skills in collaborating with a parent to identify strategies to reach possible solutions in promoting his/her healthy development.

 

·          States specific, realistic behavior.

 

·          Commitment to personal growth is evident and challenging.

 

·          Determines appropriate consequence(s) for behavioral goal.

 

·          Uses correct conventions of language.

·          Demonstrates the use of personal and social skills in collaborating with a parent to identify strategies to reach possible solutions in promoting his/her healthy development.

 

·          States specific behavior, appears realistic.

 

·          Behavior listed appears personal and challenging.

 

 

·          Determines appropriate consequence(s) for behavioral goal.

 

·          Uses correct conventions of language.

·          Appears to have identified personal strategies independently of collaborative conversations with parent.

 

or

 

·          Behavior listed is very general, appears unrealistic.

or

·          Behavior listed can be accomplished without challenge.

or

·          Consequence is inappropriate for behavior goal.

or

·          Uses conventions of language inaccurately.

·          Contract is not valid because it lacks the majority of the following:  parental participation, specific behavior, personal connection, appropriate consequences, correct conventions of language.