Identify the distinct emotions felt by Fannie Lawrence. What situations caused these emotions? The start of the scene Fannie felt guilty hoping Otis would remember to get the kids ready for school in the morning. She felt guilty because she knew he got in late from work but she too had been feeling exhausted. She felt happy when she saw Kim playing with another student. A tad hurt when picking up Pete realizing he was more than likely waiting on her to arrive. Fannie felt helpless and angry when listening to Kim fuss about her not making it to the end of her dance practice.
In The First Day by Edward P.Jones and Harper Collins story, the first day the authors are going into detail about little life change. Jones describes the lifestyle of how it is growing up and not being able to interact or get out much to see other people then when one gets the chance to come out of their box, it is somewhat of a cultural shock. The life of growing up that Jones presents somewhat makes it feel like growing up with an uneducated mother could make things somewhat complicated. Jones also mentions one school more than the other. This makes it seem as though one school is better than the other one, possibly because of the location or because of the race at the school. Although the author mentions the less diverse school, the author
There are various cultural differences that teachers are likely to come across culturally diverse classrooms including Gender, Age, Cognition, Norms, beliefs, Primary language, Exceptionality, Cultural heritage, Socio-economic status, Opinions, ideas, Attitudes, Expectations, Behavioral styles, Geography, Learning styles, Communication Styles, Decision making styles, Ways of Communicating Non-verbally, Ways of Learning, Ways of Dealing with Conflict, Ways of Using Symbols and Approaches to completing tasks etc.
For this study, I chose to interview and analyze the Kaiser family. This family consists of Mindy, the mother, Matt, the father, and their children, Adeline and Lily. As a family, they are well-rounded in the community, their church, and involved in the children’s activities. They are dedicated to shaping an ideal environment while providing their children with the tools they need to thrive. Serving as this family’s nanny for the past 4 years, I have seen their children grow up.
4c – Miss Hannan described that parents and teachers are “ultimate teammates” in a student’s education. She kept parents informed by a weekly newsletter that was written by students. Understanding that parents need to be made aware of their child’s progress, Miss Hannan communicated positive and areas of challenges by sending notes and emails to parents. She elicited parent to volunteer in the classroom.
In the article “Why Pre-K Is Critical to Closing the Achievement Gap,” by Ellen Frede and W. Steven Barnett provides an overview of the problems in the U.S education system. According to the statistics and researches the U.S education system has a lot of problems compare to some other country such as Finland, Shanghai, Singapore and Norway. The achievement gap is a complex and controversial issue because all pre-school program are not the same and this diversity create a lot of achievement gap in the U.S education system. In the second article “Increasing Family Engagement in Early Childhood Programs,” by Jamilah R. Jor’dan, Kathy Goetz Wolf and Anne Douglass talk about the importance of the family engagement in early childhood education. This article give as an overview about the Strengthening Families Illinois Program, a successful program that provide and encourage the importance of relationship between kids and families. After reading the two articles it seems to me like the two articles were the continuation of each other’s. The first article “Why Pre-K Is Critical to Closing the Achievement Gap,” talk about the achievement gap that the U.S education system has and the second article
We can notice students ' academic achievement are increasing when parents involve in the education of their children (Ramirez, 2003). On the other hand, some parents do not make any effort to help their children at home although "the family is the most influential context for learning" (Copple & Bredekamp, 2009). Maybe they think teachers have a better understanding of how to educate their children, therefore they avoid of becoming involved in the classroom or talking with teachers too much.
Harpo Allen’s current culture and climate is one of “you stay on your side of the property line, and I will stay on mine”. Parents must feel welcomed and needed when they walk into the doors of the school or classrooms. If parents do not feel valued, or are made to feel less than adequate, they will not make an effort to participate, and to be honest, why should they? It is critical that Principal Allen and his staff begin to reshape the perceptions of the parents and begin to treat the parent/student/teacher dynamic as a partnership. Programs should be implemented both related to social aspect of school as well academic aspect in which parents are invited to come in and participate in a non-threatening environment. Sponsoring workshops, family fun night, community festivals, and having a parent resource center would all be opportunities for parents to understand they have value and are an integral part of the school
Everyone needs a support system that they can trust, especially students. If a student does not feel comfortable in their own home, how can we expect them to feel comfortable at school? Some teachers assume that the parents of a child are someone that the child can trust and talk to, but that is not always true. It is important for teachers to realize the role they play, as a support system for many students.
Language skill is one of the milestone achievements of the first two years of life. Children are born with innate schema of communication, such as body language or facial expression to communicate with parents or caregiver.
The most commonly accepted contemporary framework for viewing parental involvement was inspired by the ecological model of Bronfenbrenner (1979, 1986) and designed from a social and organisational perspective (Epstein, 1992). It identifies three major contexts within which children develop and learn: the family, the school, and the community (see Figure). The Overlapping Spheres of Influence model recognises that there are some practices that family, school and community conduct separately and that there are others that they conduct jointly in order to influence the growth and learning of the child. According to Epstein, successful partnerships must be forged between these three spheres in order best to meet the needs of the child. This model is thus philosophically aligned
The lack of external support contributes to the causes of the Achievement Gap. However the African American community collective efforts can improve the learning experience for African American students. Through this projection from the study, the development of the Village Builders strategically organizes the African American community support. In this section, the "Village Builder 's project" illuminates its goal and rationale to justify the project as an answer to the identified problem. Previous research and theories support the project in the literature review. Lastly, an implementation plan and implication of a social change that the Village Builders Project proposes to bring to the societal problem of the Achievement Gap.
Many factors, during a child’s time at nursery will significantly affect their health and well-being.
As a teacher, it is my responsibility to share information on the development of the child and have a clear and constant flow of dialogue with the family. This will enable both parties to deal with any issues that may arise within the family, school or community. It also my belief that parents should have an active part in their child’s learning and be able to lend a hand whenever necessary, and having open communication with them will allow this transparency and connection between home and school. The community is vital in ensuring that the facilities around the community and school is appropriate for the different children and families to live in and grow. A very good example of this successful collaboration is the Reggio Emilia approach in Italy. The success of this program can be attributed to one of its main principles where there is a strong parent-teacher-community cooperation, as Gandini said (2003), “Education has to focus on each child, not considered in isolation, but seen in relation with the family, with the other children, with the teachers, with the environment of the school, with the community, and with the wider society” (Values and Principles of the Reggio Emilia Approach section, para.
A teacher is a person who delivers an educational program, assesses student participation in an educational program, and administers or provides consistent and substantial leadership to an educational program. Teachers have the very important responsibility of shaping our generation to become someone one days. A teacher is also an agent for the realization of national educational philosophy which to produce individuals who are balanced in terms of physical, emotional, spiritual, intellectual and social.