Positive Working Relationships

Cultural ideology strongly influences a student’s decision in regards to schooling and future opportunities (Lawrence et al., 2012, pp. 79-80). Whether students specifically choose otherwise; and the students run the risk isolation themselves from the cultural practices and expectations of his family and friends (Thompson, 2002, p. 8). Within the schooling culture a child will feel the same feeling isolated (Ewing, 2013, p. 85). As previously stated by the interviewee, parental input is a vital component. Discussing beliefs about cultural ideology with parents can be incorporated into the children’s

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.

In order to be effective and affective educators we need to understand how the new culture will affect them and why. Educators must understand that children are always affected by the perceptions and cultural acceptance of their parents. Parents can choose to assimilate or isolate themselves in the new community. This move is detrimental in the ELL attitude towards their new cultural surroundings.

I became an educator as a way to share the knowledge and experiences I have formally and informally learned throughout my life. In order for teachers to be successful transmitters of knowledge, it is imperative for them to have excellent communication skills with all the school’s stakeholders. To engage in meaningful multicultural practice, families and schools need to operate as interdependent, mutually respectful partners (Ramsey, 2004, p. 46). How they express themselves, as well as how they treat other

In the collateral-collectivist cultures (African-American, Hispanic and Asian), emphasis is placed on the family, above all else. This means that in these cultures, even education is second to the needs of a family. When teaching children from these cultures, it is important not be ethnocentric, but rather understand the structure of their cultures. As teachers, we cannot be colorblind; for it is a disservice to those we teach.

Do parents want to be involvement in their children’s school process? “Some teachers enrich their cultural knowledge through their interaction with parents” (Lily, 2015, p.494)

It has been proven by psychologists that education and learning first begins at home through the family. The author’s of this text, Hawley and Nieto, touched ground on this fact while they discussed the racial differences on education for families. They went on to express that like any other family for instance, culturally diverse families value education as well. All families share a similar positive outlook for their children, especially to break the poverty cycle. This idea brought about appeals for value that everyone is equal and deserves fair education so that professional educators may notice that all students want to prosper. However, most ethnic families feel ultimately unwelcome and out of place when it comes to their child’s education, which led to less involvement in the classroom. It is seen here that the school is supposed to be a place

I greet my student’s families in a polite and respectful manner during each encounter. Respect of religious and cultural backgrounds, family structure, and parenting styles is vital to the foundation of a successful relationship. This is done by having pictures and books representing diverse religions, cultures, and family dynamics in the classroom. Religious holidays are not celebrated in my classroom. For instance, instead of Christmas, we celebrate Winter Festival and talk about snowflakes. I celebrate different cultures monthly to not only expose the children to a new culture, but to also show how each child is special. Monthly I send home a family poster for homework with different themes to promote inclusivity not only for the student but also for the families. The posters are then hung on the wall. Discussions about different family structures is encouraged as well and supported with books such as “The Family Book “by Todd Parr.

Being open minded to the different practices and environment allows us to learn more about a person individually. Not only that it allows us to learn innovated ways practices may or may not work within our own children and families that can make impacts. Overall this class has changed how similar and different families and children are raised within their culture as it is a huge role to their personal

“Students articulate the complex characteristics of children’s families and communities and use this understanding to create respectful, reciprocal relationships that support and empower families, and to engage all families in their children’s development and learning.”

This report has been compiled at the request of Claire Tilley on Unit 9- Developing working relationships with Team members. A range of sources will be used and are referenced within the Bibliography.

Children with greater awareness about themselves have a greater chance to succeed in school. Gender stereotyping has negative impacts on children, affecting their school experiences, self- esteem and career. Gender identity is implanted into children from the time they were born by their families, culture and society. When they move into school life, teachers take a considerable effort to help children overcome barriers that has formed due to gender identity. New migrants, who carry beliefs and traditions in their heritage culture, get to understand and respect another culture, becoming a bicultural. This combines the positive aspects of both cultures, to get an enriched experience, especially for the children in their school experience. Parents have a greater responsibility in nurturing children, making them understand about the socio-cultural issues and how to overcome them. As gender bias is preached and demonstrated at home, parents have a greater responsibility to replace them with unbiased experiences for

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.

As an educator it is important to be aware of the various learners in the classroom as well as being able to shift lessons accordingly to adapt to a greater number of students. In addition it is essential that culturally responsive practices is adapted in the classroom in order for all students to have a sense of belonging and are able to participate. For this reason, a teacher must actively use culturally responsive practices to engage students and their families because it helps to develop a relationship and maintain a level of communication. Learning “facts” about different cultures is not enough, it is more important that we make

The benefits of positive working relationships with the community include working in a more enjoyable environment, and being creative while exploring new opportunities.