Family Involvement Philosophy
It is overwhelmingly clear that families care about their students, and that their involvement in the classroom has positive effects that reverberate across students’ academic and social lives (Henderson & Mapp, 2002). Family engagement is not merely limited to participating in field trips or fundraising efforts. Instead, teachers and families should work collaboratively to build a relationship of trust and open communication. It is when these relationships are formed that teachers and families can work together effectively to impact student achievement. Teachers and families should be in regular communication concerning students’ academic and social progress. Further, it is the teacher’s responsibility to give families tools that can be used to enrich learning at home.
It is vital that families are intricately integrated into the daily happenings of classroom life, working with students and the teacher to create the fabric that is the classroom community. This is because families offer a unique perspective on their students, acting as “funds of knowledge” to teachers who seek to understand and connect with each student on a personal level (Moll, Amanti, Neff, Gonzalez, 2001). Since families know their students best, it is imperative that educators take advantage of families’ expertise, inviting them to engage in conversations about their student. Additionally, families' presence in the classroom sends a message to students that parents and teachers are a united front, working together to give them the best educational experience possible.
References
Henderson, A. & Mapp, K. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Austin, TX: SEDL.
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms. Theory Into Practice, 31(2), 132-141
It is vital that families are intricately integrated into the daily happenings of classroom life, working with students and the teacher to create the fabric that is the classroom community. This is because families offer a unique perspective on their students, acting as “funds of knowledge” to teachers who seek to understand and connect with each student on a personal level (Moll, Amanti, Neff, Gonzalez, 2001). Since families know their students best, it is imperative that educators take advantage of families’ expertise, inviting them to engage in conversations about their student. Additionally, families' presence in the classroom sends a message to students that parents and teachers are a united front, working together to give them the best educational experience possible.
References
Henderson, A. & Mapp, K. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Austin, TX: SEDL.
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms. Theory Into Practice, 31(2), 132-141