Reasons For Choosing My Family

Out of the four families in this movie called "what's cooking?" the Nguyen family had it the toughest, there son Gary was suspended found to have possessed a gun, there daughter jenny was in possession of condoms and was dating a guy without their permission, there oldest son JImmy who did not come home to visit for thanksgiving but went with his lover to another family and lying to them saying he was gonna be at class, and they dinner was burnt to a crisp so they couldn’t have a turkey. All of these issue just show that they struggle the most in the situation they were brought to. The other family had like only one or two issue while they had

The Essential Conversation: what parents and teachers can learn from each other, written by Sara Lawrence-Lightfoot, focuses in on the “essential” discussion that occurs between parents and teachers when it comes to a child’s education and life while looking further into the hidden meanings behind this exchange. Lawrence-Lightfoot describes how often times the dialogue that occurs between parents and teachers has hidden undertones such as anxiety along with parental ghosts from the past along with several other trajectories that may impact how effectiveness of parent and teacher discussion/collaboration. The theme of Lawrence-Lightfoot’s book can best be summed up in a quote she shared about parent-teacher conferences; “Beneath the polite surface

In chapter 9 of the book Black Ants and Buddhists it talks about the different situations that families and teachers may encounter inside and outside a classroom setting. One of the situations that it talks about in this chapter is about different types of families and their origins. Talking to students about their families it might be challenging because as a future teacher we might not know what is their situation or who is taking care of them. For instance, last year when I worked in a school I told a student that his mom and dad would be so proud to see that he had made a 100 in the test. I noticed that he was upset when I told him that, he later on told me that he lives with his grandma, I felt bad for the entire day because I didn’t

Some families decide that they do not wish to live or act in a way in which is viewed as normal. For instance a child may be from a travelling family. The outcome of this factor is that there are people which may not be able to relate to the child or young person’s families views. If a Child is from a travelling family there is a possibility that their development at school may be delayed due to being transferred from school to school.

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

During the placement I was able to spend time observing interactions between parents, children and staff. I witnessed many positive aspects in the schools approach to engaging parents and was particularly impressed by their open door policy for parents and the support provided to families in times of need by the learning mentors. As part of the admission process to the school, staff visit the parents and child at home and discuss the implementation of the home-school agreement (appendix 1.b). This agreement sets out the expectations of each of the parent, school and child in regard to their actions and attitude towards their time in school. This is often one of the first interactions teacher and parents have and Grayson (2011) suggests most teachers report these home visits to have a lasting positive effect on the child and parent-teacher relationship. During the school’s inspection in 2014 Ofsted identified relationships across the school and with parents as a key strength.

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.

Communication between teachers and the parents of students is essential for the growth and success of the student both inside and outside of the classroom. This communication is best achieved through parent conference opportunities. One way that this is achieved is through regular open house nights. This is where parents, and other members of the community, are invited to come to the school and talk to the teachers and other faculty at the school. Another conference opportunity presents itself in a scheduled appointment between the teacher and the parent. This will enable the parent to meet face-to-face with their child’s teacher during a time that is more convenient to them, as these appointments can occur before, during, and after school. Additionally, conferences can take place over the phone. This is a convenient way for both parties to communicate effectively in a way that works best for them.

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.

The most direct and meaningful impact on children’s education and advancement of social competence comes from parents and families. Students work harder, excel more, show attitudes and behavior that is positive, and feel at ease in new settings. Educators must connect to families so that they may develop relationships that employ them as active partners in their children’s learning

Chiles Elementary School’s improvement plan, for its vision statement is to strive “for excellence by actively involving all students, parents, faculty, staff, and the community in a safe, nurturing, and respectful environment” (Lawton M. Chiles Elementary SIP, 2015-2016, pg. 8). Building relationships is extremely important in order to facilitate successful collaboration, which is why the school improvement plan also listed different ways for learning student cultures, building safe and respectful learning environment, and getting parents involved. For example, in order to learn more about student cultures, teachers are encouraged to involve all students in activities to share about themselves, their families, and their work with peers. Teachers are also encouraged to meet with parents, to listen to concerns, and to learn about special needs that a child may have. To create a safe and respectful learning environment, teachers have general tasks that they must do before, during, and after school, such as providing supervision in their grade level’s common area before the first bell, utilizing school-wide classroom management system, and supervising students in the car loop or bus loop

Describe specific methods you would use to promote partnerships with families. About two weeks before school starts, I will send my students a letter in which I introduce myself and describe some activities we will share. I will share how important their contributions are and my desire to partner with them over the year. I will ask questions about the family’s expectations for their child, how they presently support their child with schoolwork, and how you and the school can assist them. I will encourage families to ask me questions about their child or how I can run my classroom that is suitable to their child needs. I will provide each parent with my personal contact information if they have any private concerns or issues questions.

However, when their mother came through the door and told them of a hungry family, the 4 women did not hesitate in giving away their luscious breakfast to those in need. The children delivered the food to the family and “a poor, bare, miserable room it was, with broken windows, no fire, ragged bedclothes, a sick mother, wailing baby, and a group of pale, hungry children cuddled under one old quilt, trying to keep warm”(24). The sisters realize what a harsh environment they live in, and because the setting is so pessimistic, they try to share the little wealth they have so that everyone may live long full lives. The setting in which they live, houses many people who have even less wealth than their own family. However, because of this dreadful place, they try and make sure that their community, or their family, is taken care of, even at the expense of their luxuries.

Also sensitivity to cultural differences can support the goal of communicating with multicultural families. When communicating to bilingual and multiethnic families it would be optimal for me to have the materials, whether its notes, phone calls or newsletters translated into their native language. Since many parents are guarded when they receive a note or phone call from their child’s teacher, I will implement a plan to send home letters of commendation and support to enhance the communication with the student’s family. No matter what type of communication is used letting parents know immediately if there are any concerns will aid in working together to prevent potential problems.

The practitioner could address this by building up a ‘positive relationship’ (EYFS 2007) with parents. The DFES 2.2 states that respecting diversity is imperative and that all families are important and should be welcomed and valued within the