When reading the four myths mentioned in Myths and Realities: Best Practices for
English Language Learners, a consistent response occurred with each box
that contained them, growing stronger at each…
Myth #1: “We’ve tried to get our parents involved, but they
don’t seem to care about how well their children are doing in school; if they
did, they’d answer our phone calls and come to parent-teacher conferences.”
Myth #2: “It’s impossible for us to involve parents of ELL
students more as most of our teachers are monolingual English speakers.”
Myth #3: “It’s too much of a hassle and not worth the effort
to visit students’ homes. Also parents don’t appreciate these visits as they
think that they are being checked on.”
Myth #4: “It’s not worth sending home notices to families
because the parents can’t read.”
We are always encouraged to get to know our students, their
cultures, their home lives; we are told that this will make it easier to engage
them in the lessons and activities that we introduce them to as they weave in
and out of our classrooms, but does simply understanding these factors and
implementing them take away that extra effort that these students and their
parents are having to put forth to remain a part of our classrooms? To keep up
to par with our communication attempts? If we’re at making any in the first
place?
Reading Myths and
Realities, by Samway, Davies, and Mkeon, made me want to delve further into
these ideas of parent involvement that we develop as teachers. I wanted to know
how to battle those perceptions in the same manner I’m sure ELL, low income,
and other diverse students and families battle their way through the public
school system.
In my search, I found a project that emphasizes numerous
barriers between parents and teachers and how to approach each one with the
best intentions in mind: Project Appleseed.
“Barriers to
involvement exist for both schools and families. Some barriers are created by
limited resources, while others originate from the beliefs, perceptions, and
attitudes of families and school staff,” (Liontos, 1992).
My top four favorite barriers of the eleven listed on Project
Appleseed being:
1) Lack of understanding of parents’ communication styles.
2) Teachers’ misperceptions of parents’ abilities.
3) Teachers believed parents didn’t respect them, challenged
their authority, and questioned their decisions.
4) Lack of vested interest: Families don’t believe that they
will have any impact.
Such similar barriers, such a vast array of opportunity for
demolishment.
This idea of barriers parallels with the myths and ideas
presented within Myths and Realities,
and emphasizes even more on the issues of parent- teacher communication as a
whole. Though the project does not focus specifically on ELL students and
families, it allows tips and toolboxes for teachers and parents who want to
demolish those barriers. Tips and toolboxes that can be adapted, just as we, as
teachers, are always taught to do.
“Involving Parents and the Community” and Project
Appleseed has my mind reeling with the false perceptions that have developed
over the years. We are in a time of educational reform, so why limit it to the
changes the government places on us? Why allow the falsities and barriers to
remain and hinder the potential success of our students? It is not easy, and it
will never be easy, but it is necessary that we reach beyond just our
classrooms and into the world that our students come from through more than
just adapting our activities and lessons. Approach their roots, starting with
the people who planted them into the world.
If you are interested in taking a gander at Project Appleseed, here is the link:
