School Webmasters

My son is forever losing things. His homework. His library book. That very important note I was supposed to sign and return. He is also often off-task. Playing Leggo’s after I asked him to clean his room. Pretending to slay imaginary storm troopers with his wooden spoon light saber, when he should be unloading the dishes. At  nine years old I’m figuring he should be able to self-regulate; control his thoughts, his body; manage his time efficiently. Don’t all kids know how to do this when they hit age nine? Apparently not. My ranting and raving were to no avail, and only made my son tune me out. So, instead of yelling and nagging about what needs to be done, here are three simple ideas I implemented that have really eased the tension.

Have only one place to put school folders and papers.

After the first few days of fourth grade and the mounting assignments, notes, and papers my son was now responsible for, I knew I had to help him get organized. With two kids in school, it’s difficult for me to stay on top of all the papers that come home in backpacks, let alone the mail and bills. To help everyone in our family, I attached a plastic file folder bin to the front of my son’s and daughter’s door. When they arrive home from school, they take out their school folders and homework and place it in the bin. This allows me to grab and go through it, and gives them only one place to put their work when they are finished. Before school the next day, they take everything from their holder and place it straight into their backpack. Having only one stop for papers has really helped my son stay organized, and has kept my interfering to a minimum.

Set the timer.

The best thing I have discovered to date is the effective use of the kitchen timer. Whenever my son is off-task or goofing around, I simply walk to the microwave and say, “You have X minutes to finish unloading the dishes.” I always make sure to put an appropriate amount of time for the task. Knowing the timer will go off, and that there is an end in sight to the chore, helps my son kick it into high gear. He is almost always finished way before the timer goes off. I use it for showering, cleaning his room, doing his homework, studying, you name it. He often asks, “What happens if the timer goes off before I’m done?”

“You don’t want to know,” I reply. So far, I haven’t needed to figure it out.

Let them take the fall.

In the younger grades, I was used to managing all aspects of my children’s education. Now that my son is in 4^th grade, the expectations have changed. The focus is on personal responsibility and accountability. It’s been difficult for me, a former teacher, to let my son fail. There have been a few tests he has known were approaching, but chose not to study for. It’s been written in his homework calendar every night. I didn’t make an issue of it, didn’t strap him to the kitchen chair and force him to study note cards. When he came home from school with a poor grade on his test, we were able to discuss why he earned that grade, and what he could do differently next time. Now when he knows he has a test, he at least looks at his notes a few times. I’m sure there will be more learning curves in the future, but  he is starting to learn that ultimately, he is responsible for his education.

We still hit bumps in the road from time to time. He is still having some trouble accepting that he is growing older and mom isn’t always going to come to the rescue. It is hard for me to let go and realize he’s growing up. My goal is to raise a boy who will become a responsible, respectful teen, and ultimately a caring, self-reliant man. We’ll get there eventually. One day at a time.

posted by: Rachel Vidoni, School Webmaster Copywriter (and wise mom!)

Arizona law provides a way for taxpayers to support their community schools without it costing them an extra cent. It is a law passed in 2002 that allows single taxpayers or heads of household to claim a $200 credit or married taxpayers filing jointly a $400 credit on their state income taxes when they make a contribution to a K-12 public or charter school.

It is one of the few times when taxpayers get to decide exactly how their tax dollars will be used and is a great opportunity for schools to extend their programs. The tax credit must be used for extra-curricular activities or character education programs, but if these programs are supported through tax credits, it allows schools to focus their budgeted funds on the classroom.

Now, the trick is to get taxpayers, not just parents who are aware of this opportunity, but all of the state’s taxpayers to participate. Schools need to do a better job of marketing and getting the information to all of their community members and then make the process simple and convenient.

The smart school districts are doing this by adding online payment systems, or WebStores, to their school’s Web sites. Then, regardless of whether the taxpayer knows where the local school’s district office is or what hours they are open, they can contribute right online. They will have a receipt for their tax records and can use their credit or debit card to do so. Last year, contributions of $43.9 million were made and that number should be much higher. Our children receive a direct benefit with these funds and extra-curricular activities, which are often eliminated when educational funds are lean, can be provided. When these extra-curricular activities are provided, those students who can not afford to pay fees for these activities can participate. It is a true win-win for our educational system.

So, taxpayers, whip out those credit or debit cards and go to your community school’s Web site (or stop by their offices) and select how you want your Arizona taxes spent. Our state’s children will be the beneficiaries!

For many of us, some of our most memorable and life-changing experiences have come through the influence of teachers in our lives. For me, it was Mrs. Benson in sixth grade at Farallone View Elementary School in Montara, California. It wasn’t that she did anything unusual, but as I remember it, she was the first teacher that I felt really believed in me. She had such confidence that I could achieve more, learn more, be more, that I began to believe her. I thought of her so many times over the years and some little place inside me wanted to prove that her confidence in me was not misplaced.

If we’re lucky, many of us have had just such a teacher in our lives. What draws people into these professions? What makes them willing to teach and nuture others in spite of little appreciation and low pay? What helps them see in others the potential that they seldom see in themselves? I’m not sure if there is one answer to that question, but I’m grateful for this breed of loving, dedicated, and gifted individuals. I’d love to hear some of your stories about outstanding teachers who helped you become more than you might have been if they hadn’t touched your life. And, please take the time to say thanks this week to an educator who you’ve thought of over the years. Just send them a FREE E-card and let them know what a difference they’ve made in your life. For most of the teachers and administrators I know, making a difference is the single most motivating factor in their lives, so let them know they’ve succeeded!

In addition to those teachers, there were also some very hardworking administrators who supported those teachers and handled the required duties of the “business” side of running the school. My husband became one of those administrators about 25 years ago and so I see the dedication and committment first hand every day. So, remember it takes a team to make educating our children happen and go thank an administrator next time you get the chance.  For their long hours and the degree of accountability–and their pay in comparison to their private sector counterparts, they have also chosen a path that shows real caring for this nation’s children.

Bonnie (Golden) Leedy, CEO
School Webmasters

P.S. Mrs. Benson, wherever you are, thank you for giving me the courage to dream big!

If you currently have a school or district Web site and would like to know how it measures up (based on best-practices for school Web sites), here’s your chance.

We’ll do a thorough analysis and send you a “report card” so you can see how your site stacks up. We’ll also provide some recommendations so that, if you decide to make the changes yourself, you’ll know where to begin. Just visit our Web site at www.schoolwebmasters.com and complete the Evaluation Request form.

While highlighting student learning and skills is an excellent idea, it shouldn’t be the public image you portray. Unless you are an advanced level Web Design School, it’s just a bad idea. There are several reasons for this.

First of all, while you are proud of the work your students produce, the average student doesn’t have the skill sets to develop, design, write, and maintain a comprehensive Web site. What is more likely is that they have some of the skills, but not all. To be fair, it isn’t even likely that any of your adult staff has all the skill sets required since most firms that do this professionally hire different people who contribute the various aspects of the Web site development (graphic designers, programmers, copywriters, public relations experts, etc.).

Secondly, even if you were to have several gifted students who, with their combined skills, do an excellent job of developing a Web site, those students will eventually graduate and the continuity will go with them.

Solution? Encourage your students to build and manage a student Web site (with staff oversight, of course). Use this forum to let them shine and then link to it from the school Web site. Make it easy to find, but don’t make it the professional image that represents the school, its administration, and staff. Everybody wins. The school Web site keeps its focus on the needs of parents and the community and the student Web site satisifies their primary audience–the students.