Building Family and Community Involvement by Chauncey Veatch, 2002 National Teacher of the Year Research like that of the National Early Literacy Panel (NELP) (2009) and National Reading Panel (2000) recognizes that parents’ engagement with their children promotes better-developed language and literacy skills (NELP, chapter 5). While such involvement is key for all children, it takes on an additional dimension for families when a language other than English is spoken at home. I have found the following strategies to be effective when working with families and helping children socialize to our school culture. Although sequential, these strategies are also flexible.
1. T hink of yourself as part of the “advance team.” During my career in the U.S. Army, I engaged in many field maneuvers and exercises. Prior to my unit’s moving out, an advance team would be sent. The purpose of the advance team is to prepare the way for the rest of the unit. We would scout the terrain and establish the forward outpost. We were always in the lead. It was our job to help ensure success for the rest of the unit. You are a part of our nation’s advance team. You help prepare our society for the future. You too are ensuring the success of your unit—the children you serve.
in ways that do not undercut the role that parents and families must continue to play in their education and development. 3. Work as the team leader. Leadership includes demonstrating interest in those you lead. Educational leadership also includes developing expertise. Others trust and follow you because of your expertise and your interest in their well-being and success. It can be seen in the way you invite each child and parent to join in your vision—a remarkable and stellar education. 4. Create an inviting environment. Establish your room as a place where children (and the adults in their lives) want to be (Neumann, 2005). I set up a culture corner and a career corner. I collect posters, environmental print such as local restaurant menus, and so on. I place all of these items in one cozy area of my classroom and invite parents to contribute to the corner. I fondly remember one parent conference night where family members were gathered in the corner. They were getting to know one another by talking about a poster I had hung. It showed the coat of arms of every state in Mexico. They talked excitedly about the meaning of the crests. Another group of parents gathered around a poster of the Volcán de Izalco .
2. S eek value in each child’s contribution.
For many of your children, you may be the first contact with the culture of the social world outside of their homes. Children come to you with a sense of who they are, what they can do, and what they should value. These understandings are culturally bound and stem from what was learned at home. These understandings differ from group to group and within groups. English learners may encounter stark distinction between their cultural understandings and those of the school. By understanding and valuing children’s communities—their art, culture, and values—you can help children make the necessary transitions
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