Blog 4 - Observing and Interacting with Families

My observation took place within a classroom of 3 – 5 year old students.  I have the pleasure of observing Ms. N. who is a bilingual teacher.  Each morning begins with her greeting the families by name.  Her soft spoken demeanor helps to create a personable atmosphere.  I asked Ms. N. if she is comfortable speaking with the parents and does she feel she is has done a good job with establishing their trust?  Ms. N. told me that gaining the family’s trust takes time.  To help her gain the family’s trust she welcomes the parents to volunteer within the classroom to give them the opportunity to see firsthand their kids are in a safe environment.  Also, Ms. N. feels that parent conferences are an excellent way to spend individual time discussing child development and voicing concerns.  She said it is challenging for her to be able to accommodate all the family’s needs.  I asked her what she felt is the best method of communication with working parents.  She told me that you have to be flexible and be able to offer different forms of keeping in touch.  For instance, emails, phone calls and handouts are just a few strategies that she uses.

I also spoke with a few parents.  I asked them if they felt comfortable speaking with their child’s teacher.  The parents told me that they are very content with the lines of communication.  They stated that one reason the parents are able to share ideas and concerns is because they can express themselves in their native language.  In addition, there was Headstart Program scheduled meeting with the parents.  I spoke to one parent that said she liked attending these meetings because they keep her well informed. 

Finally, I was able to speak to the Director of the site.  She explained how their program honors the families by having a parent recognition luncheon.  The Director also shared how parents are selected to delegate information from the administrators to the families. This encourages parent to parent partnerships. The setting I have observed throughout this module has been a very good experience in learning how to interact with families and building strong professional relationships.

Eva Speaks

Blog 3 - English As A Second Language (ESL), Addressing Advocacy and Getting Involved

My position as a teacher within the Headstart Program has put me in a setting that allows me to be able to address advocacy issues with various professionals.  For instance, I interact almost daily with parents that support advocates as well as English as second language (ESL) teachers, Social Workers and my school’s enrollment team.  Each group plays an important part and each share responsibility toward the ESL program’s success. First, I would like to share with you how I address certain advocacy issues with the parents.  It is important to remember that seventy-percent of the parents of my students speak Spanish as their primary language.  Also, most of these parents are working professionals.  In order for me to begin teaching English to my young students I must first include the parents as part of the student assessment process.  This allows me to gain insight on the family unit.  How the parents and their children communicate with one another in their home is essential.  Once I have gathered the family’s background, I collaborate with the family and other ESL teachers through one-on-ones or within focus groups to find the best methods for English integration.  Making a learning plan and identifying testing strategies that are customized for that individual family system are ways I advocate English as a second language.  The Social workers and I review family backgrounds and serve as mediators to enlist other school professionals (if needed). Together we set up meetings, conferences and provide much needed resources to families.

I am fortunate to have so many supportive groups within my program.  As a result, they have been able to give valuable viewpoints relating to ways I can be more involved with advocacy groups in both my school and the community. For example, I can join other advocacy networks or even create my own monthly electronic newsletter.  This newsletter could be modified to solicit feedback from the recipients through surveys that would address family needs from parents and give professionals’ strategies that would help streamline language acquisition. Lastly, do not forget to tell your friends about evaabreu1967.blogspot.com for important articles that help promote English as a second language.

I realize that learning another language helps children sharpen cognitive skills, but this can only be done by assessing the students’ understanding of their primary language.  Teachers feel confident when their students have a strong grasp of their primary language.  In addition, it is an important part of our American culture to have some basic knowledge of the English language.  Teachers have to involve parents as well as their students to assist with the family’s language development by getting everyone engage.  This is where I would like make a difference within my community and field.  I want to be successful with getting all professionals more actively involved in the English acquisition curriculum. There should be more collaboration between teachers and the professionals so their strategies and techniques can be implemented in the everyday lesson plan to encourage the children’s development for English as a second language.  This is going to be challenging, but as an advocate I know we can get there!

Eva Speaks

Why Bilinguals Are Smarter - NY Times Article

http://www.nytimes.com/2012/03/18/opinion/sunday/the-benefits-of-bilingualism.html?_r=0