Teaching to Change the World - chapter 10 - The Community
Ever since I began my teaching career I have heard various teachers say that our school does not have enough parent involvement. I’ve heard teachers say that if only parents were more involved the students would do better. Parent involvement is to blame for the good, bad, and the ugly in all of our students, according to many educators. Although I hate to admit it, I am guilty of making some of those same presumptuous statements. I think I did it simply because I was ignorant and I listened to everyone else around me. Here’s the truth, there are ALL levels of parent involvement, and it is not fair for me to judge or label anyone.
This chapter reaffirmed for me that I have to step outside of my comfort zone and reach out to my students’ parents. As I was reading, I began thinking about the Critical Child Project. I chose a Hispanic student for this project and I did experience some difficulties communicating with his parent. But it was great! I took a risk and challenged myself and it paid off big time! I formed a bond with this family that I believe can only be strengthened from here on out. I just wish I had been making the effort to do this sort of thing all along.
I feel that I have fairly good relationships with all of my students’ families, but if I’m being honest with you all, and honest with myself, I know that I’m holding back a little bit. Not having children of my own makes me unsure of what to do sometimes. Although I know a lot about children, I’ve never raised any of my own and I don’t want to step on anyone’s toes by coming off like I’m the expert. But I do genuinely care about each and every one of my students, and I always have their best interest in mind. There was a line that I read in this chapter on page 386 that gave me hope. It says, “But most teachers, even those whose life experiences are very different from the communities where they teach, can acquire the understanding they need to see parents as allies and to advocate for their inclusion.” I know that it is my job to do whatever I can to show parents that I’m on their side. I need to do my best to reach out to them, not sit around and wait for them to reach out to me.
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Corey, thank you for your comment on my blog. You’re always so positive and encouraging. You don’t have to have children of your own to be able to relate to your parents. Your personality and your love for your students is what draws those parents to you. Just think what you’ll be like when you do eventually have children of your own!!
You are right. Just because a parent is not in your classroom once a week does not mean that they are not involved. We, as teachers, have to extend that invitation and opportunity and make an effort to be inclusive creating allies and making connections that would not have normally been made without the extra effort. It shows you are not superficial and that you care deeply. I also got a lot out of the critical child project. I did have to step out from behind my comfort shield, but it was worth it. I gained a new perspective about a student and laid to rest any stereotypes or misconceptions I ever made towards the student. The assignment forced me to grow up a little bit. I am a better teacher for it.
I thought about the Critical Child Project as well when I was reading through the chapter. I understand your feelings about being unsure of what to do sometimes because you don’t have children of your own…I feel the same way. I think we do need to reach out to parents…I think they may actually be waiting for it. Sometimes we have to step out of our comfort zone to understand ones culture. It is an uncomfortable thing to do and I struggle with it myself. I think it makes us better teachers and we learn a little bit more about how to reach our students in a more culturally responsive way while showing them we appreciate them and the culture they bring to the classroom.