Here’s an interesting idea from a school wanting to help parents better engage with their children’s experiences at school.
How nudges can help parents to get more involved in their children’s learning
After hearing Tom Middlehurst speak at an SSAT National Conference 2017 of the effectiveness of sending ‘learning prompt’ messages to parents in schools, we decided to give it a try. We used text messages to generate discussion between our students and their parents/carers, ensuring our nudges were action–focused, with a clear timescale.
Informal feedback has been very positive. From my discussions with students the day after each text I’d estimate 30% have talked about it at home. A few unintended consequences have emerged:
Parents making their child revise that evening simply because the text nudged them to think about it.
Some students reported having more learning conversations in the weeks following the texts.
Parents feel more equipped to ask follow-up questions on subjects such as the similarities between Banquo and Macbeth.
(I’ve repeated the word ‘nudge’ too many times in my head and now it doesn’t make sense anymore nudge nudge nuj nujj)
Even though I’ve worked in a school for a couple of years, I still consider myself new to the sector, after working in universities and colleges for almost 20 years. They’re quite different now, from how I remember mine.
A news team visited an inner city school in Leeds, to share the types of difficulties and opportunities some schools face these days.
The school with 72 languages
Every week we hear about the huge challenges for schools up and down the country – from funding cuts, to talk of a recruitment crisis. Calendar was invited into one particular school – where students speak 72 different languages. It provides many challenges for the Co-operative Academy – in Burmantofts – one of the most deprived areas of Leeds. Not least how to teach children – many of whom do not speak any English – the curriculum.
The dedicated teachers at the Co-operative Academy
The Co-operative Academy in Leeds is in one of the poorest and most diverse areas in the city. Here 75% of students don’t speak English as their first language. And more than 60% are eligible for pupil premium funding – for those with low incomes. That’s more than twice the national average. It means teachers here have a very difficult – and sometimes upsetting – job on their hands. Here’s the second of Helen Steel’s special reports.
Raising aspirations in inner-city school
In the final of a three-part series by Calendar reporter Helen Steel, we see how staff at the Co-operative Academy of Leeds – in one of the most deprived inner-city areas of the UK – are determined to raise aspirations.
A potentially depressing look at the impact that new television technologies are having on family life.
The end of watching TV as a family
For the first time, children aged five to 16 are more likely to watch programmes and videos on devices such as laptops and mobile phones, rather than on television screens. It means that watching television within families is becoming a private activity, individual and solitary. It’s wearing headphones in the bedroom rather than sprawled together in front of the box. It’s Netflix on the mobile rather than a Sunday afternoon television movie. Homes are places where people are alone together.
As a parent of teenagers, that’s something I’ve noticed too; there’s no rush to switch the telly on as soon as they get home from school like we used to. But perhaps we should put our rose-tinted glasses down and not be too quick to equate ‘different’ with ‘bad’. Yes, things have changed but it’s how we, as parents, deal with that change that matters.
A great line in here about how kids think of Facebook in the same way as we do about Linked In.
Why teens are tiring of Facebook
Facebook has become a social network that’s often too complicated, too risky, and, above all, too overrun by parents to give teens the type of digital freedom they crave.
And on we go.