Chapter 4- The Guidance Premise: Family-Teacher Partnerships
Part One: The Family and the School Children whose parents expect them to cooperate and to do their best at school, and who are proud when they do, tend to have better self-discipline. [These children] are striving to achieve family approval; to do this they must earn the teachers approval. Encouraging a high degree of family enthusiasm for their childrens public schools and child care centers is one of the best ways in which teachers can... build childrens self-esteem and reduce discipline problems. Polly Greenberg, 1989
Giving Them Over to the School
This part of the chapter discusses the mistaken practice of disconnecting the role of the child in the classroom and the role of the child in the family when, in reality, theres no separating the two; theyre the same child. It discussed the importance of consistency between the home and school environments and consistency of the expectations of the child in each environment. I learned that separating the school and home role attempts to separate the influence each has and, furthermore, forces a child to choose which environment or influence is more valuable or important, undermining and diminishing one or the other. I admit that I have encountered this attitude from both families and educators, but its typically been viewed as a tool in addressing clashing interests, cultures, rules, or expectations. Its been something I thought was a good thing at times; a familys method of discipline, lessons, or values can conflict with that of the school or center and cause problems between the two where consistency or compromise isnt possible. Im starting to wonder what, exactly, can be feasibly done in each situation when this type of thing arises. I certainly agree with everything mentioned in this part of the chapter. Im just not clear what to do about itor how much, exactly, can be done.
For the Good of the Child
This section basically reinforced what Id been discussing before in that it acknowledges that Whether due to ethnic, racial, religious, or lifestyle factors, these [cultural] differences can and sometimes do make building teacher-family relationships difficult. The anecdote included was helpful in illustrating a typical instance of this nature. I learned from the anecdote that perhaps an extra effort to connect with families is worthwhile even with the most difficult challenges present. I thought it was interesting to ask the parent to be involved in teaching these concepts that presented the cultural differences. Thats not something I had considered before. I realize now I wouldnt have considered it out of fear that it might not be in line with the objectives in the class, school, or center. In reality, it would be presenting the cultural impact for all of the children, not just the one child whose culture was different, so that all of the children are now involved in a collective culture with a collective understanding of all of their classmates. This addresses the issues of children being ostracized, bullied, given different or special treatment, or neglected and limits those negative effects, turning it into a much more positive experience and environment.
Part Two: Supporting Childrens Ties to Their Families
I learned a good way to sum up the importance of family ties in the classroom: Family life is the experience that children know best. If children feel that their thoughts about family are natural and completely acceptable in the classroom, they will extend their sense of community to include both home and school. Children will be able to see themselves as accepted and productive members of each group. The contrasting experience, feeling that the teacher rejects ones family, causes children to feel rejected as well. Adrift in the classroom, these children feel alienated from the complex expectation and relationships of classroom life (Galinsky 1988). They feel stress and react against their feelings of rejection. Though it never should be, strong-needs mistaken behavior caused within the classroom results.
Two Basic Tools
This section focused on the importance of observation, of which I am well aware, and contact talks. Contact talks are conversations that an adult has with children in order to understand them better. In contact talks, the adult makes a conscious decision to have the conversation, listens, and attempts to follow the childs lead, and shares a quality moment with the child rather than use the conversation to teach, preach, or screech;--smile). The benefits of contact talks are: 1. ...with the adults undivided attention, children develop their thoughts, use rich language, share feelings, andd register the adults responses. 2. ...the adult will feel she or he is a bit more attached with the childmutual acceptance and trust have increased... 3. ...through contact talks, teachers learn about the joys and concerns of childrenand see the particular ways that a childs world is bound up in the family. A final thing I learned from this section, which I found particularly insightful was this: When a teacher acknowledges the thoughts and feelings of a child (called reflective listening, active listening, or acknowledgment), she actively supports the childs confidence and competence at communicationeven with only a brief comment and a smile.
Observing and Talking When Children Feel Hurt
There was an anecdote in this section about a child recreating or expressing his experience with a brother who had gone to Juvenile Detention. I imagined being in the classroom with a child who expressed these things. I concluded that Ive seen similar expressions crop up, and that theyre often alarming, which typically causes teachers to suppress the expression or to be unsure of what to do and therefore ignore and neglect the issues and needs of the child. The teacher in this anecdote talked with the child about his brother and used the calendar and counting to help the child better understand the situation. It may not be the happiest of topics, but its important to the child, its a teachable moment, and it is something that needs to be addressed to help the child grow, learn, and feel self-confident.
Moving Between Child and Parent
I appreciated that this section addressed that all communication is an indication of a childs needs, though that is not always apparent. Whats more is that this showed how smoothly addressing the issues and needs of the child and family can be, even when there are strong emotions or difficult issues at hand.
Part Three: Building Partnerships
I learned from this section that there are four ways to communicate between home and school: phone calls, home visits, parent-teacher-child conferences, and parents in the classroom. As I mentioned earlier, parents and volunteers in the classroom was something I was less familiar with, and I greatly appreciate the insight into the practice. I guess its something Ive seen modeled in television, but that I have seldom actually experienced in real life either as a student or an educator. I hope to find ways to incorporate this important strategy in my classroom.
Part Four: Communicating with Parents about Guidance Issues
The first step is to understand how the parent views the child, to work at being sensitive to cultural differences that might make communication about the child more difficult. It is important to emphasize two things: that children are in a developmental learning process and make mistakes, but also that children need to learn from those mistakes. Calling a hurting or disruptive behavior a mistake does not justify it. Guidance is not necessarily permissive. Helpful correction is direction. It helps to include the vocabulary provided by the levels of mistaken behavior, provide guidance tips, and references or acknowledgment of the childs effort, progress, and achievements.
Communicating with Parents When There Are Disagreements
Creative conflictsarise from the diversity of life in a complex, pluralistic society in which the right of the individual to his or her own views is accepted (Lightfoot, 1978). The teacher who respects parents, whatever their background, realizes that disagreements in values or viewpoints need not terminate positive relations. Negative dissonancethe result of differences that alienate the parent from the teacher, typically when a teacher asserts the power of the education institution over the parent, often on the basis of the parents social or cultural background; views, values... of the parent are considered of lesser importance than those of the teacher. 1. 2. 3. 4. 5. 6. 7.
Encourage Mutual Respect.
Communicate with Staff and Consulting Professionals. Talk to the Situation. Model Reflective Listening. Invite Continued Involvement. Switch to Mediation. Collaborate for Safety.