Week 5: Home school connections

Funds of knowledge refers to the idea of knowledges embeded in the community and home practices. This term developed by Moli, Amanti, Neff & Gonzalez (1992) recommend that teachers conduct ethnographic research of what is going on in the everyday life of students. Coming to understand the real lived experience of the families and children they teach, educators are able to build on their funds of knowledge and dispositions incorporating them into the curriculum, preventing vulnerable students from disengaging at school (ERO, 2012). Having the knowledge that there is a united front on both sides where students know that their family is valued in the school community cultivates mutual trust between both parties establishing effective two way communication.

I believe forming partnerships in the community is important as supportive parents help their child build a sense of belonging and security and flourish in the learning space. During my primary school years, my parents liased closely with my school by helping out in the classroom and in the community. Providing them with opportunities to have more direct contact with teachers, it also allowed them to see how the school operated and my progress in class to gain a better understanding of how they could support me better in my studies at home. Phillips (2013) highlighted a very important point to not see parents as a 'source of labour'. Having a huge range of expertise we need to ask them how they would like to be involved or what they would like to bring to the learning space.







Students perform better in school when teachers openly communicate with parents

    






Teacher to parent communication

    Moreover, I believe a student's chances to succeed in their schooling are directly related to their level of familiarity with what is expected at school. Comber and Kamler (2004) investivate poverty and the effect on literacy outcomes. They further state that society have classified these people who are poor, disabled and non-english speaking as  'lacking'. I think that the mindset of teachers, in some respect, is that those groups are responsible for not doing well themselves because of their home situation, however, more often the most important variable at school in making a difference for students is the teacher! The core issue Comber and Kamler (2004) address is the importance of changing our way of thinking as educators which ultimately effects the way we teach.

Classifying myself as coming from a middle class family with my parents valuing an education, I had the opportunity to attend school, achieve an education and go onto further study. Even before I started school my parents were filling my 'virtual school bag' (Thomson 2002) by reading to me and providing me with books; opportunities children living in poverty may not be presented with contributing to their literacy outcome. According to Bradley and Corwyn (2002) these children are more likely to be exposed to inadequate nutrition, violence and toxins in their environment and are less likely to be spoken to in complex sentences, to be read at home and most importantly be provided with a challenging curriculum at school!  Developing communication between the parents and the teacher, together they are able to recognise and help their child counteract their difficulties effectively (Payne, 2008).



  

 




The virtual school bag

      
On the contrary, during my practicum visits the students oral language have been developed during reading groups where they are required to retell stories and answer comprehension questions. I think this is an effective method ensuring that as they are reading they are also understanding the meaning. In primary school I was faced in a similar situation. I was always good at reading and read beyond my years but had difficulty with comprehension. I believe this is a common issue at that age however by receiving specific help at school and visiting a speech therapist on the recommendation of my teacher, I was able to overcome my difficulty.

This week associate professior Elizbeth MacKinlay outlined links between home and school from a indigenous knowledge perspective. Adressing the notion of using performative pedagogy (music and storytelling) as a way to make home school connections to students was interesting to me as it got me interested and thinking about an event that was discussed a few weeks back - Walking Neighbourhood hosted by children which explores primary children's (focusing on Mali) personal literacies. According to Phillips (2013) the child curated walks foregrounded children's interests, streetscape observations and funds of knowledge. Through the development of Mali's walk his visual and digital literacy skills and colourful imagination became evident (Phillips, 2013) hence the idea that Mali could be singing rather than reading or telling a story based on the strength of his imagination surfaced to my mind. MacKinlay explained that 'It is about being brave enough and using skills as a teacher to bring a level of engagement and enjoyment to these children'. This is what I endeavour to bring to my classroom in the future.



References
Bradley, R.H., & Corwyn, R.F. (2002). Socioeconomic status and child development. Retrieved from
https://learn.uq.edu.au/bbcswebdav/pid-157287-dt-content-rid-379490_1/courses/EDUC1702S_6320_22746/Bradley%20%26%20Corwyn%202002.pdf
Comber, B., & Kamler, B. (2004). Getting out of deficit: Pedagogies of reconnection. Teaching Education, 15(3), 293-310. doi: 10.1080/1047621042000257225
ERO. (2012). Education at a glance: Transitions from primary to secondary school. Retrieved from http://www.ero.govt.nz/National-Reports/Evaluation-at-a-Glance-Transitions-from-Primary-to-Secondary-School-December-2012/Transition-from-Primary-to-Secondary-School/Responsive-curriculum
Moll, L., 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.
Parent/Teacher Communication [image] (2012). Retrieved from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTLds3crzc9I0DW3TFJ1NW4umsdkJaO5W6ZzWhyMvtvh-CwYGOnLF6VxvAvUbvKpq5Bnv5X5NDjuS7_wdXsNRJR86VWKvYqL9i1KUWx740VwyFnNfMdJnZZhSX3iBlFsCKs7WFz0OoGid2/s1600/parent+teacher+student.jpg
Payne, R. (2008) Poverty and learning: Nine powerful practices. Educational Leadership, 65(7), 48-52. Retrieved from http://www.ascd.org/publications/educational-leadership/apr08/vol65/num07/Nine-Powerful-Practices.aspx
Phillips, L. (2013). On the street: Primary children's personal literacies. Practically Primary, 18(2), 24-26. Retrieved from http://www.library.uq.edu.au/coursebank/get.php?id=34067028086642.pdf&copyright=yes

Phillips, L. (2013). Week Five: Home-school connections [Powerpoint slides]. Unpublished manuscript, EDUC1707, University of Queensland, St. Lucia, Australia.   

School Bag [image] (2012). Retrieved from  http://cloonfadns.com/wp-content/uploads/2012/08/schoolbag1.gif 

Teacher to Parent Communication [image] (2006). Retrieved from http://www.maine.gov/education/images/parent%20teacher.jpg