| There are all sorts of reasons to draw parents into the | | | | explaining the schedule and a bit of realistic childhood |
| classroom for volunteer activities. But, bringing parents, | | | | development information. If the teacher sees the |
| who are not usually early childhood professionals, into | | | | project requires children to sit for 45 minutes (an |
| the classroom means the teaching staff will need to | | | | unrealistic expectation for small children) she may |
| do a little pre-game planning. Teachers must know the | | | | suggest breaking up the activity into different and |
| cultural expectation of the volunteer. There will be | | | | smaller segments. She may be able to suggest |
| parents eager to volunteer who see the classroom | | | | classroom materials to be used. She may need to |
| functioning pretty much like they run their home. | | | | veto some materials the volunteer wants to use if |
| Perhaps they see the classroom to be organized, | | | | they are inappropriate or unsafe. Shared information at |
| children quietly playing, and things running smoothly. | | | | this time would also include information about when the |
| There will also be other parents of a more laid-back | | | | guest would arrive, how they would introduced and a |
| nature who resist any organization or request for | | | | clarification of what tools or equipment they may need. |
| conformity. | | | | The teacher may need to help the volunteer |
| There will also be non-parent volunteers who may | | | | restructure his project all the while affirming the value |
| come from high school students needing to do | | | | of the participation. No matter how the project goes, |
| community service, or senior citizens who wish to be | | | | there is always value for the class in learning to focus |
| active and useful. How will the staff respond to the | | | | on another adult authority figure and learning that |
| needs of these different styles of volunteers? | | | | everyone can learn from one another. So, failure can |
| The teaching staff needs to immediately acknowledge | | | | not be considered an option here but rather a learning |
| to all volunteers that it is normal to be a tad nervous | | | | experience. |
| when entering a classroom. Depending on the | | | | Teachers who routinely invite guests into their |
| volunteer's personality, children may respond differently. | | | | classroom find it useful to create a secret signal |
| Some may know the volunteer personally while others | | | | between the supervising staff and the guest. |
| have merely seen the volunteer around the center. | | | | Teachers and guest can create a Plan B together. |
| Some children may expect special attention or feel an | | | | What is Plan B? Plan B might be standing up and |
| ownership of the volunteer. Some may be shy since | | | | shaking out the wigglies, or Plan B might be breaking up |
| they really don't know what to expect from the new | | | | into smaller groups. Whatever Plan B is, it is the |
| "teacher". If the volunteer knows there may be some | | | | volunteer's emergency escape door which allows the |
| concerns in any of these areas they can be talked | | | | teacher to maintain reasonable control in the |
| about and worked out in advance. | | | | classroom. By doing this, the project integrity can be |
| Teachers can help parent volunteers by sitting down | | | | maintained, the volunteer does not feel her efforts |
| with them in advance and giving them a realistic view | | | | were a failure, and the children learn something new. |
| of how the classroom operates. This may involve | | | | This creates a win-win-win situation for all. |