Hernandez Family Involvement Report

Family involvement plays a major role when helping students prosper in the school setting. In order for children to be successful, as a teacher, we have to provide support to the parent’s to make an effort in wanting to play apart in that success. Communication plays a major part in the effective relationship between families and school. Giving the parents a sense of idea as to how their child is doing in school is built through the student’s academic needs.

The Sanchez family is the typical Latino family that you find in most neighborhoods. The mother, Celia Sanchez doesn’t speak English since she’s surrounded by people who speak Spanish. As a Latino mother she’s very religious attends church and participates in church events where she gets food as well. Since Celia’s English is limited this was an impediment during school conferences and other situations that she has faced. Celia wants to apply for food stamps but her husband Hector doesn’t agree and is completely against it. I kind of understand where Hector is coming from being the man of the house he feels that he needs to provide for his family and thinks he’s responsible for everyone. Thus, he doesn’t leave room for additional help and wants to everything himself.

Being born and raised in Puerto Rico has given me a different perspective on education. In my opinion, not many educators are familiar with multiple educational systems and have had the opportunity to experience two different educational systems. My values as an educator originate from the understanding gained as a student of a private, secular elementary school and a private, all-girls, Catholic high school. As a student at Escuela Josefita Monserrate de Sellés in San Juan, Puerto Rico, I was taught to care about others’ well being. “Perceived support from teachers is a significant predictor of young adolescents’ motivation and academic achievement” (Felner, Aber, Primavera & Cauce, 1985; Goodenow, 1993; Wentzel & Asher, 1995). This has led me to incorporate that value through my teaching and showing students I care helps create positive, supportive relationships and helps build an environment where learning can flourish.

The strategies that got this parent involved in school activities were text messages and notes sent home to the parents. The parents are invited to

In this paper the theories of multigenerational family therapy and structural family therapy are applied to the Melendez family. Beginning with the biography of the Hispanic family, assessment of the strengths and vulnerabilities of the family, stage of the family life cycle, cultural elements that impact the family and explanation of the types and qualities of relationships depicted in the Melendez genogram and ecomap the foundation for therapeutic goals and interventions are set. Goals and interventions based on the multigenerational family therapy theory are theoretically applied with the goal of the family to recognize emotional patterns to decrease anxiety. The Structural Theory application will focus on the presenting

As a result of the location of the school in a suburban community, the parents are very actively involved in the school. As a result of the active of the supportive parents in the community, the students arrived every day with a smile on their faces and generally prepared for learning. However, as with

272) By allowing our parents/community members to have a voice in our program, we can actually see how much we are engaging them in our program. By listening to the parents, the community members, and assessing our program we can see what we are lacking in when it comes to their involvement. As I spoke in the previous paragraph about the parents being their child’s first teacher, our community also plays a big role in the education of our children. When children have the support of their community, it shows them that their community cares about them so the children will in turn want to care about and support their

Parental involvement is essential for the school’s effectiveness. We see ourselves as partners of the family, reinforcing parents' efforts to guide the intellectual, emotional and spiritual development of their children. We offer seminars and classes for personal enrichment of parents as they strive to become even more the kind of person they want their children to

I decided to interview my aunt, Evert Landa, because she graduated from John Marshall High School which is located near Belmont Senior High the school I graduated from. I was curious to discover how similar our experiences were because she attended high school from 1996 – 2000 while I started high school a decade later 2010 – 2014. Both schools are located in a predominantly Hispanic and Latino community while also being diverse. However, as I interviewed her, the experience she had in high school was completely different from the one I had in high school; moreover, we also compared the experience that her daughter is having in high school to ours. The school system has undergone changes in terms of segregation, the way teachers lecture, and

As educators, we spend a great amount of time looking for different ways to implementing curriculum, meeting school and district deadlines, assessing, planning, and grading. But do we ever take time to really get to know our students and their families in a personal level? Without event knowing, we hold different biases towards students and their parents; we expect them to have certain knowledge about their community and culture depending on their demographics and socioeconomic status. We completely ignore the fact that many parents can make positive contributions to our classrooms. In the book Funds of Knowledge edited by Norma Gonzalez, Luis C. Moll, and Cathy Amanti, we can see how many families have abundant knowledge that the schools/teachers do not know about and therefore do not use in order to teach academic skills.

I interviewed a young lady on SUNY Old Westbury campus named Tenesha. She was a Hispanic female, age 25, who is a Graduate Student studying Child Psychology. She desires to work in a school with children ranging from 6 to 12 years old. She’s inspired to help the youth understand the essential psychological needs of children and adolescents, the substances of their environment, help establish a connect with children who needs to social breakthrough with where their backgrounds and emotional acclimations, aid to the behavior concerns of children and provide counseling to assist them as they transition in school.

The educators could involve Ava’s mum by asking her what Ava’s interests are and letting her have a parent input so that she doesn’t feel left out. By doing this Ava’s mum will feel more involved and being able to have an input about what her child is learning. Ava’s mum could also personally choose goals for her daughter and help the teachers in trying to get her daughter to reach those goals.

Although it is important for families to be involved with their child’s school, school personnel should also strive to create a positive interaction with families of students. Carl Dunst (2002) states that school and parent collaboration is necessary, and if schools take on a more family-centered approach, it will help create a supportive environment and help to strengthen a family’s capacity to enhance and promote a child’s development and learning.

The video did a good job of describing the differences of environmental factors between those who are excelling in school and those who are not excelling in school. A good example from the video is one professor Rema Reynolds described how in low-income family situations parents are conflicted regarding how much time and effort they can put into reaching out to teachers and being able to make sure their kids are academically achieving their school. Whether it’s financially because if she attends school meetings she takes a chance and losing her job because she can’t afford to miss work. Or whether it’s because she lacks the proper education due to her own upbringing and educational experiences. I can say from personal experience growing up in a single-parent home with them all work two jobs it was difficult for her to

Mrs. McKenzie has been teaching for over twenty years. During her early career she worked at a Montessori school for children between 12-months and ten years of age. For the past ten years Mrs. Mckenzie has worked in the Florida School system as a pre-K teacher. Working in the Head Start program has been a roller coaster of successes and hard situations for Mrs. McKenzie. The Head Start program accepts only children from low-income households. Various research has proven that students coming from families of low socioeconomic class typically don’t achieve the same level of academia of their peers coming from families of higher socioeconomic status. Working with these students is difficult for all types of reasons, such as language barriers, learning disabilities and behavioral problems. Most of Mrs. McKenzie’s students have never had prior schooling and come from foreign speaking homes so not only are they coming into the new environment of school but linguistically they are completely frazzled for the first few months(if not years) of school. Despite these difficulties Mrs. McKenzie cries every time these children leave her at the closing of the school year. She loves being able to watch these curious, young minds blossom in ways they had never