Prompt #6

Prompt: number 6
Connection: Delpit

The first day I read a book to the kids at The Garden Academy, I was concerned about my techniques because I was not sure if the children were really paying attention. I went home and researched what I could do to best get their attention. I felt it was important for them to attend to the story. I found some suggestions but they just didn’t seem to fit my classroom. So, I thought on my own, what could it be? We just finished reading Lisa Delpit in class. Lisa Delpit talks about explicitness being the key to communicating with students, especially children from low income families. Delpit says in her fourth rule, “if you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier” (Delpit 4). When a teacher explicitly tells the class a set of directions, such as “take out a piece of paper”, she is giving them the power to learn.

I decided to be explicit with my students when it came to the story rug. Before I read the kids a book, I called them one by one to the rug. “Mayra!” “Come sit on the green number six on the rug please.” “Liu!” “Come sit on the blue letter “A” on the rug please.” I would continue to call all the children in my reading group to the rug. They were each told exactly where to sit. Next, once all the students were on the rug, I held my finger to my lips. This told them that they were to be quiet and listen. I welcomed them to the carpet. I next reminded them of the rules of the rug. I held my finger to my ear and told them, “we are listening to the person who is reading.” I then put my hands on my feet and said, “we are sitting criss-cross apple sauce on the rug.” Finally, I put my finger a little below my eye and say, “we are looking at the pictures on the page.” I smile and say, “We are now ready to read.” It worked beautifully. I have done this ever since when reading and when giving other directions on class work.

I have also found that picking out books that relate to the students works best. I knew I should be reading them books about living in the city, walking to the market, playing ball in the neighborhood, etc. this worked well. Next, I ventured into using their imaginations. I knew they could do that. They really enjoyed “Papa, Please Get the Moon for Me” by Eric Carle. I also knew that they enjoyed moving and it was a good way to have them respond to the story. So, I had them act out certain parts of the story. For instance, I had them hold out their hands to show how big the ladder was to get up to the moon. I also had them reach up high to pretend they were reaching for the moon. The movements helped me to communicate. By being explicit in my classroom and using gestures and movement, I am demonstrating sensitivity and responsiveness to the linguistic differences of my students.

Explicitness is not the only way I responded to their sociocultural and linguistic differences. I responded to them by using well-known hand gestures such as giving them a “thumbs up” when they did something good. This does not require any verbal communication. I also smiled or shook my head from side to side to give them positive or negative feedback. If I needed silence, I would put my finger on my lips, just as I did on the story rug. This would tell them it was time to be quiet. There are many, many ways of communicating non-verbally. I feel that non-verbal communication and explicitness worked very well as a way to communicate in my classroom due to the myriad of sociocultural and linguistic differences. The expressions on the children’s faces told me that what I was doing was a success.

Prompt #5

I may have a problem communicating with the parent or parents due to a possible language barrier. The parent may not understand what I am saying in writing or verbally. If I send home a letter about their son or daughter and they do not understand a simple word like peer and think it says something negative, it could make a big difference in the meaning of the letter. When personally meeting with the parent if I say things verbally and what I say is misunderstood, this could cause a problem. I may address this problem by having an interpreter come to the meeting. I could also address this problem by giving the parent “context clues” as to whether I am talking about or writing about something negative or positive. If I am sending a positive letter home, I may put it on decorative paper and put stickers on the letter to let them know that this is a positive letter. I could also try to use simple words in the letter so they understand. I may write, “Your son was good in class today” verses, “I have been pleased with your son’s behavior during the entirety of the day.” When talking, I could show positive looks on my face by smiling. This would let the parent know something is going well.

There may be problems communicating with the parent because of the language differences but there are other challenges, too. If the parent does not favor you as a teacher or does not think that you are competent, there may be a communication problem. I would have to perhaps spend more time with the parent so the parent can really get to know me.

I am planning on becoming a Special Education teacher. I plan to work with students who have disabilities. Some day I may have to tell a parent that their son or daughter has a learning disability. If the parent is not pleased with the news, they may be upset with me. Due to the anger and frustration, the parent may not communicate with me. This is a very tricky situation to handle. I may try to present the news with a team of other teachers verses by myself. I could possibly use the IEP team like we talked about in class. Other professionals like psychologists or guidance counselors on the team could offer insight or be able to provide comfort and resources in addition to what I am offering. This may help. These small changes may make a difference in communication skills with parents.

Although the parents may sometimes struggle to communicate, I am sure that every parent has something to contribute to my classroom. In my first blog, I wrote about the caring parents. “While waiting, I observed a mother talking to one of the greeters. She was telling him what she baked for the Valentine’s Day party; she was concerned about it being enough. He could have responded by rolling his eyes and cutting her short but he listened and kindly thanked her and said it would be enough. This was very touching.” The parents at The Garden Academy have something to contribute to the school. In my classroom I can give parents the opportunity to share comments or questions by holding a monthly parent discussion session/meeting. Parents can talk with not only me but also with other parents. I feel that this would be more efficient since most parents have similar questions. I can also use their hands-on help in the classroom by making them a “room parent” where they can come in and help with fun activities. I feel that by welcoming the parents into the room and having meetings/discussions dedicated towards them I would be demonstrating respect for the parents and their ideas and comments.

I can instantly relate this to Kilwer. Kilwer talks about how everyone can do something in the world despite his or her “disability”. The parents who have a language barrier could possibly be seen as having a language “disability”. I must go beyond the “disability” and know as a teacher how they can contribute to the school and my classroom. They certainly may have cultural contributions to add to my classroom. They may have abilities in helping organize a family night or event. Kilwer pushes several times in his article how you can make “disabled” persons part of society or, in my case, part of the classroom. By putting some of my focus on the parents being in the classroom, I am doing what Kilwer says is right. I am respecting their knowledge, skill, and even their willingness to contribute.