Marina- what a great post. If you want to talk shop about helping your student get into college, please let me know.
I would echo Marina comments. In fact, I agree with all of them. I have had both conversations- the "intervention," as well as the conversation with the student and parent/guardian that is just making sure that they continue to do what they are doing.
Generally speaking, parent teacher conferences is my prime practice time for both humility lessons as well as practicing my spanish. I find that parents, regardless of the number of errors I make, really appreciate that I make an effort to at least try to speak to them in spanish, to communicate their student's status in school.
I will forever adhere to the "inviting parents in and making them a part of the community" is the way to go. It may take as much work as it does to get students involved, for a variety of factors- jobs, family, fear, negative experiences in their own past with school-we, as educators, have to make an effort. My principal has parent phone number in his cell phone. He is such a proponent of calling families for both good and bad reasons. I think that sets the tone for the entire school, which makes it easier to strategize when some parents can't make it in, etc.
Bottom line? You make an effort as an educator, it will happen. It might be a phone call, an email, a meeting in person, or you getting invited to their house, but it can happen.
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I read about your learning of spanish and speaking to parents during conferences. I am currently working at Holyoke Community College in a program to increase graduation rates for specifically Latino/a students through parental involvement. Through speaking to administration and teachers at schools, and more so to parent liaisons, I've learned that parents do indeed appreciate your effort. For many parents who may not have completed high levels of school or don't speak English well (or at all), they see schools as threatening. However, you speaking to them in Spanish makes going to the school that much more welcoming and inviting. They will be more comfortable to speak about their child, and much more likely to become involved in their child's education, which is key as we all know.
There was a huge difference in two open houses for parents in middle schools in Holyoke - one where the Principal brought in a translator and to me appeared to not have any interest in being especially inviting to Latino parents, verse a Principal who has taken the time to learn Spanish and can greet and communicate with parents in a welcoming way. Just the feeling at the two open houses was extremely different, and being able to speak the language was a huge part of making schools that might seem threatening to some parents a place they should feel welcome. So I just wanted to re-affirm that it does make a difference (as you have seen) and does make an impact.
Pues, suerte en sus clases y que le vaya bien con los estudiantes y los padres.
--Shanti
Hi Christie,
I was specifically drawn to your "bottom line" and the belief that invites parents in to make them a part of the community. I am currently student-teaching at the SCCS and think about that all the time. Do you agree that in some situations inviting the parents to become a part of the classroom/school community may not work as well as others? I will go out on a limb here and say what I've been thinking about that, hoping that every one who reads this will see it as a proposed dilemna/conflict and not necessarily my viewpoint.
I am almost one-hundred percent sure that that wonderful idea would only work in lower and lower-middle class societies. Indeed, there are some situations in which prominent and wealthy parents would take the invitation seriously and act upon it, but the truth is that those middle and upper class parents have more pressing business that demands their time, and even though the desire and want to be so deeply involved may be there, they simply can't devote large, or even small chunks of time in a school day to be a part of the classroom community. Not only that, but that is what they believe is the school's job, therefore there should be no reason for them to become so heavily involved; more than they feel they already are.
Even as I say this, I am reminded of my daughter who lives on an Air Force base in Cheyenne, Wyoming and volunteers every Thursday at my grandson's school. She participates in his second grade language arts class, helping the teacher with lessons and giving the children moral and motherly support. How would we define this,is she low class, low middle class, middle class,other...and why do we have to? Cultural classism is a very real part of your beautiful equation, don't you think?
I am right there with you, I believe the same things as you, I just haven't had to deal with what you are dealing with yet.
A neighbor friend of mine (highly intelligent Smithie)wants to start a non-profit business. There are several opportunities for her to test her product, but for some reason, she hasn't made use of them. I wonder if it is because she may not believe 100% in the product. Education belongs to 100% of the population, we need a system that works for all of us. We need to believe 100% in what we propose for education in order for education to succeed.
Please, agree--disagree--advise--change--whatever. Just please know that this is an issue that I am passionate about...inequality in education. I admire and respect you...take that to the bank, if you please.
Best,
Eileen Woodward
P.S. Just to make you feel better and relax a little, I still owe Sam VIPs.:)...ok :(
Eileen-
Thank you for your thoughts and question. It's interesting actually, because I think many people who I know that don't work in schools automatically assume that low-income/minorities families don't want to be involved in school because they have multiple jobs, many children, etc and/or they've had their own negative experiences with school. The other side of this, especially in terms of cultural classism, is the family from the middle-to-high income class that has parents that have jobs that require 12+ hour days and also don't participate in the school community- not because they don't want to but because their job doesn't allow them.
I think my point is more around the idea of a school extending that invitation in the first place- regardless of class- to make sure that the door is open. My experience in NYC public schools is that that approach varies greatly and is rooted in the class of the particular community.
Your post makes me think- thank you.
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