Module+2+Questions

Participants: Ashly Call, Lori Jones, Audra Bull, PJ Parsons - Group 2

Module 2 questions:

1. What does research say about the topic?

AC - Most of the research in this chapter deals with different projects and family literacy programs that were successful. The most successful programs were not those that only tried to transmit knowledge to parents, but rather programs that promoted an exchange of knowledge between teachers and parents. I've never been involved in a program like the ones that were discussed, but I think it would be beneficial to have a program like those at my school.

AB - The research says that the parent-school-teacher link is vital. Literacy activities are happening in homes of all socio-economic levels and culture groups; however, the types of literacy activities do not often translate into school success.

PJ-When I started out in my teaching classes in undergrad back in 1999, there was a definite push for valuing the culture of each and every child in the classroom. We were encouraged to find ways to pull in that culture to honor those children, but it was never put into such terms, like you said Ashly, as related to reading and literacy. Sure, we had parents come and cook their native foods to share with us, had traditional dress "parades", dancing, stories about Cinco de Mayo or Vietnamese folktales or Laotian phrases learned by the students. However, even when those parents came into the classroom, many teachers remained distant and aloof. I can see the power and the learning opportunities on both the parents' AND the teachers' parts to take intervention programs into the homes of the children and work directly with the parents. I actually build relationships with my special education students' parents outside of the classroom and am invited to their homes for dinner, birthdays, special occasions. I have learned so much of what the parents value and what they don't value which can lead to poignant discussions between me and their children. I can stress how important math is to C.'s parents and get him motivated to do his work when he wants to quit. I can tell. I. how much his mother wants to see him graduate high school, even though he's only in 5th grade. His older brother has already quit school at age 16, is now 17 and married and working at Sonic with a baby on the way. This student's family doesn't value new technology, so I can address with him how important it is to take advantage of all the school has to offer in computers, using the internet for learning, etc. Teachers could learn ALOT about their students if they would do two home visits a year.

LJ: This chapter focused on family literacy programs. The research for this chapter pointed to meeting students at the level they are at not just at school but for the family. We often try to force families to do what we want them to do but this way went to the homes and found out how to best help the individual familes. This is a wonderful idea but and overwhelming technique to do for all students.

MS: I LOVE THE IDEAS OF FUNDS OF KNOWLEDGE. I FEEL THIS TERM SHOULD BE APPLIED TO THE CONTRIBUTION OF THE HOME TO THE SCHOOL. DO WE VALUE WHAT THE HOME AND CHILD KNOWS THAT IS DIFFERENT THAN OUR BACKGROUND? DO WE VALUE THE CHILD IS BICULTURAL AND HAS MUCH TO OFFER TO OUR SCHOOL COMMUNITY. DO THE STUDENTS VALUE THE RELATIONSHIP OF THE SCHOOL WORLD AND THE HOME WORLD AND HAVE THE TWO INTERCONNECTED FOR THE EFFECTIVENESS OF BOTH? I THINK TOO MANY TEACHERS VALUE ONLY THE ACADEMICS OF THE SCHOOL AND DO NOT LOOK FOR WAYS TO BRING THE HOME AND COMMUNITY INTO THE ACADEMICS.

2. Reconstruct ways that we can connect what we know to what we should apply.

AC - From this chapter, I've learned that instead of only teaching parents how to promote literacy there should be opportunities for teachers to observe and learn about the types of literacies their students' families have. I understand that it is good practice to do home visits and have family programs at night to learn about families and promote literacy at home. However, applying this is much more difficult. As far as home visits go, I don't feel that would be a safe option for me to do by myself. If my principal had us in groups visiting homes, then that would be a more viable option. What I will need to do is use the time I have with parents while they are at school picking up their children and during parent-teacher conferences. I can use these times to find out more about home life. I would also like to utilize some sort of send-home activities that promote literacy.

PJ- Ashly, you had good ideas of how to increase your opportunities to get to know the parents a little better at car-pick-up times and conferences. You're right about the home visits. They do need to be completed in sets of at least two. In your case, you and Audra have so many students, should you decide home visits are a viable option, choose 5 students who are really struggling and only visit their parents. Watching the interaction of parents and their children in the home environment is eye-opening! I have seen very respectful "students" backtalk their parents so bad it's not even funny! Also, children are more open in their own environment. You've come off your playing field onto theirs and they LOVE it. It also makes them feel so special! As a 10th grader in school, my French teacher took me home with her only one time after school so I could attend an extracurricular activity later on in the day (I lived 10 miles out of town). It was that ONE event in my life that makes me KNOW connections and caring outside of the classroom has such a profound affect on children. No one, not even my family, took such an interest in me and that she cared enough to see that I got to go to an after school event had such a positive affect on my self concept at that time and has followed me through my life. I just wanted you to know, if you ever get the opportunity and feel safe doing home visits, they are worth it!

AB - At the middle school level we often times only ask for parental involvement as chaperons. We don't take the time to get to know our parents and therefore do not invite them to be a part of our class in some way. PJ-AB, in my experience teaching in high school for three years, parents are "ready" for their involvement with their child's school to be limited by the time they hit 6th grade. The work in the textbooks has become so specialized and difficult, especially math, most parents don't have the skills to even help their children with their homework beyond reading it with them. It takes a HUGE effort in your 'neck of the woods" to get parents involved with their children's educational setting. The students' literacy needs actually increase and parents are needed more than ever to help facilitate literacy at home. It's a huge time commitment for parents to read a novel with their teenaged children or read a chapter in science and go over the questions with them. An after-school tutoring program to help the students with their homework needs with a parent pick-up time component could be implemented, just as an example. When the parents come to pick up their child, they could get a 10 minute min-lesson on ways they can help their child at home with literacy, with the focus on literacy, not math or science or social studies proper. For example, teaching a parent how to approach informational text in three short 10-minute mini lessons would help them help their teenager in their homework.

It's sad to me how parents will spend time and money for their children to play sports, but we almost have to apologize for asking them to spend time with us learning how to help their children learn to read. (that thought had nothing to do with you Audra).

LJ: We know that parents all want to help their child learn. I have watched parents (especially hispanic) that would push their little ones in a stroller all bundled up on cold days, sheltered from the rain, etc. just to get their child to school. They don't know what to do to help but going to them and seeing how they live and then giving them ways to help would be so much more beneficial.

MS: PARENTS ARE THE KEY TO SUCCESS. IN THE GEAR-UP PROGRAM, THE FOCUS IS ON THE PARENTS AND HOW THEY SHOULD AND DO INFLUENCE THE CHILD IN SCHOOL. IF THE PARENTS REALLY CARE AND EXPRESS THAT CARING AND RESPONSIBILITY TO THE CHILD, THE CHILD WILL PREFORM BETTER IN SCHOOL. WE HAVE SEEN HOW THE SIGNIFICANT MOTHER, FRIEND, COACH, AFFECTS THE CHILD'S PERFORMANCE IN SCHOOL. TEACHERS MUST FIND WAYS TO HELP BRING THE PARENTS INTO THE CHILD'S ACADEMIC WORLD.

3. Support partnerships with parents and other significant adults.

AC - This chapter really emphasized how important it is for teachers to develop relationships with family members. Many programs discussed in the chapter were for non-English speaking parents. These programs not only helped parents help their children, but helped the parents with their own literacy in English. While the parents were engaging in different literacies in English, teachers were able to develop an understanding of the parents and a partnership with them.

AB - At Thoreau, the 7th grade has what is called a 'parent museum'. We invite parents into school to share about their jobs. Personally, as the Athletic Director, I can often be seen at the ball games in the stands speaking with parents. Not suprisingly, often the same kids who are in grade or behavior trouble are also my athletes. I start forming those relationships at football practice before the 6th grade even starts. By 8th grade, many of the parents have become friends of mine to the point we keep in contact after the child leaves Thoreau. This contact with parents has paid off many times over.

PJ-Audra, Great! Teaching children is more than just a job. It's a calling and a huge committment. I have enjoyed reading your's and Ashly's comments. You both are so caring and concerned for the students in your care. Great comments and questions. "Partnerships"? To me, that part comes after many interactions with my parents. Many of my parents feel the school is the "authority" on teaching and that's where their child needs to get their education. The parents, many times, feel they have too many other things to do or they aren't smart enough to help their children at home with homework or reading. It takes me a while to convince a great percentage of my parents they are teachers too. Unfortunately, I didn't know what I have learned these past few weeks previously to provide better interactions with my parents and to teach them how to help their children. I feel I have a better direction for the upcoming school year.

LJ: As a Love and Logic instructor for TPS I often tell teachers that building a relationship with families and the students will make your life so much easier. Building that relationship with the family early on will be a tremendous help later on when you have to talk to them about something that they might not want to hear. Teachers and parents have to work together for the child to be successful.

4. Your questions from your group.

AC - A. What are some realistic strategies I could use to encourage parents to read more at home with their children?

B. How can I help parents of English Language Learners help their children read at home?*

C. What do you do to encourage parental involvement in your classrooms?

AB A-With 140 students, how do secondary teachers get to know and form relationships with the parents?

AC - That's a tough one. If I was in your position, I would probably choose students who needed an extra boost either academically or socially and try to form bonds with those parents. Hopefully, when the kids realized that both their teacher and their parents were on their side; they might have more self-confidence.

B - *If children were not allowed in school unless they could perform at a predetermined literacy level, wouldn't this be an impetus to parents? I know that the shot rule forces parents to take the kids to get their shots. MS: AMERICA IS A UNIVERSAL EDUCATION PROGRAM AND ALL CHILDREN, NO MATTER THEIR ABILITY AND ATTITUDE, HAVE THE RIGHT TO HAVE 13 YEARS OF FREE EDUCATION. SOME STUDENTS DO NOT TAKE THIS OPPORTUNITY WELL. I FEEL STRONGLY TEACHERS HAVE A ROLE IN THIS "ATTITUDE ADJUSTMENT" AS WELL AS PARENTS. I FEEL TEACHER TURN OFF STUDENTS TO EDUCATION EARLY IN THEIR SCHOOL LIFE. DONNA ALVERMANN STATES SCHOOLS ARE THE CAUSE OF ALITERACY AND ALITERACY IS THE FIRST STEP TO POOR PERFORMANCE IN SCHOOLS. I AGREE WITH HER.

C - Just as their are compulsory attendance laws for students, what about compulsory parent classes?

AC - Compulsory parent classes are a good idea with the right conditions. I think that parents who have students who are often tardy or absent, often sleepy in class, struggle in school for two years or more, and do not turn in homework should be required to take such classes. In elementary school, parents often have more control over these factors than students. Their failure to help their child succeed in school seems a bit like neglect.

PJ: 1. I would like to develop a BLT-type program for preschool age children in my school district. Where do I look for funding in these low economic times?

AC - There are many grants available. I would go to www.grants4teachers.com to look for potential grants. Also, what does BLT stand for? I guess I've never heard of those before.

2. What could I use as a "hook" for other teachers to get on board with developing a program to increase literacy in our schools? So many are finished at 4 pm and do not wish to do anything further. Stipend?

AC - Money is always good:) I know many teachers have families they want to see. So, I would recommend coming up with a program that can be for the teachers' families as well as the students' families.

AB - I think all schools have this issue. I have just talked my principal into letting me present one literacy strategy a month at our staff meetings. I am going to ask them to make strategy notebooks just like we have had to make. Wish me luck.

3. What can we do, as they caring teachers, to not deplete ourselves and to remain motivated in the face of disinterest from parents? How do we fill our cup so we do not burn out emotionally?

AC - Whenever I'm a little down about school stuff, I always to talk to a coworker. I have amazing coworkers who have usually been where I've been and have great advice.

AB - You HAVE to find your own happiness. It is the only thing that gets you through the yucky moments. Remember why you chose to be a teacher and NEVER let anyone take that from you!

LJ - 1. How can a teacher try to build a relationship with every child's family and bring the information together to try to help them all?

AB - Wish I knew the answer to that one. I try to reach out to them all, but some families are not open. The relationships I end up organically forming through my interaction with their child.

AC - I think if you let parents and families know they are welcome in the classroom and that you want to communicate with them, then you are on a good path. Realistically, you can't help everyone, but those that are willing to be helped can.

MS: I FEEL PARENTS ARE THE FIRST STEP. ASK THEM WHAT THEY WANT THE SCHOOLS TO DO FOR THEM, THEIR STUDENTS, THEIR FUTURE. PARENTS WILL TELL THE TEACHER WHAT IS EXPECTED. THEN YOU WILL SHARE YOUR EXPECTATIONS AND THEN CROSS-MESH THEM. THE MORE COMMUNICATIONS BETWEEN THE TEACHER AND THE PARENTS, THE MORE COOPERATION WILL BE THERE AMONG PARENT, TEACHER AND STUDENT. THIS RELATIONSHIP IS CRITICAL.
 * 2. Where can we find more information on how to help different culture families?

3. To go do home visits in an urban district is very difficult sometimes because of what you see when you are there. How do you block out that and focus on helping the child?

AC - When you discover the secret, please let me know. Working in an urban district is so heart wrenching at times. One of my coworkers told me that she tries to make each day great for all of her kids because you never know what they face when they get home.

We need to finish our Case Study #1 at this time. (by Sunday, June 13th)