| Teachers often find they have more jobs to do than | | | | You can also use the opportunity to ask them to |
| people to do them. It's common for a good number of | | | | volunteer an hour, or two, for a current project. |
| people to volunteer at the beginning of the school year, | | | | Think outside the box. Teachers often send home |
| but when projects begin, only a valuable few actually | | | | volunteer surveys to find out what projects parents |
| follow through with their commitment. As they say, | | | | might be willing to help out on. But there is another way |
| "many hands make light work," so here's a few ways | | | | to find volunteers that you might not have considered |
| to increase your volunteer pool and lighten the load a | | | | before: a help-wanted ad in your class newsletter or |
| bit for the others. | | | | school paper. Volunteers don't have to be parents of |
| Don't overlook the obvious. Many people say the | | | | children in the class. Grandparents, aunts, uncles, |
| reason why they don't volunteer is because they | | | | neighbors and parents of children in other classrooms |
| simply aren't asked. A personal approach is often the | | | | might want to get involved, as well. So don't limit |
| most effective. If you see a parent you think would be | | | | yourself to asking only classroom parents to volunteer. |
| a great asset to a class project, don't be shy about | | | | The more the merrier. Many people are bashful about |
| asking them if they will volunteer an hour to help. | | | | getting involved if they are new and don't know |
| Parents may assume you have all the volunteers you | | | | anyone in the group. Encourage volunteers to bring a |
| need unless they hear from you personally. | | | | friend or relative with them. Talk to current volunteers |
| Watch the clock. Be clear about how much time will | | | | about who they know that might want to help out. |
| be involved in a project. A lot of people shy away | | | | Positive peer pressure can be a big asset in getting |
| from becoming a volunteer because they are afraid | | | | more volunteer help in your classroom. |
| they will be called on to help longer than they are able. | | | | Write it down. Many of your classroom projects are |
| When organizing a class project, make a list of | | | | an annual event. Create a binder that contains all the |
| one-hour tasks that even the busiest parent can fit into | | | | information volunteers need to complete the task. You |
| their schedule. Include things that can be done at home | | | | can include things like what steps to take and in what |
| for people who would rather work behind the scenes, | | | | order, where supplies are located, who needs to be |
| as well as jobs that can be done outside of regular | | | | contacted, how money should be handled and how |
| schools hours for parents who can't come during the | | | | much time will be needed for each part of the project. |
| day. | | | | While this will be a little extra work for you initially, |
| Don't procrastinate. When a parent expresses interest | | | | having a go-to binder will save you and others lots of |
| in volunteering for a distant project, don't wait for | | | | time in the end. Knowing what to expect will alleviate |
| weeks before securing a specific commitment from | | | | any anxiety new volunteers might be feeling and will |
| them. Even if the event is months away, talk to them | | | | assure you that everything that should be done gets |
| early about what is required and how they can help. | | | | done. |