Embedded Files
Star of the Week
Star of the Week
Each student will be the Star of the Week during one week of the year. During that week, a parent or parents will be invited to come into the classroom, meet the students, answer questions about the Star of the Week and present something about the Star. For example, parents could bring in pictures of the child, a favorite toy or read a favorite book to the class. During this week, the Star student will be asked to present about themselves in some way, whether that is through a demonstration, sharing about their favorite things, etc.
Guest Reader
Guest Reader
Every week, a parent will be invited into the classroom to read a book to the students. Parents will be invited to sign up for a reading slot at the beginning of the year. They will have the option to bring their own book or choose a book from the classroom library. In choosing a book, the teacher will be a resource to help guide the parent on what book will be the best fit.
Family Postcard
Family Postcard
In the first month of school, an individualized “postcard” will be sent out to each family. Postcards include a positive observation of their child, such as a story of something nice they did in the classroom, the child’s special abilities/traits, a piece of artwork or a bright idea they shared. Above is an example of what a family postcard can look like.
Rationale:
All of the activities represent a reciprocal relationship between parents and teachers. They benefit parents by giving them an opportunity to engage with their child’s peers, observe their child in the classroom and get a better understanding of the school environment. According to Workman and Ullrich in Quality 101 (2017), a high-quality learning environment reflects interpersonal relations and the support structure of the program, especially for parents (Workman & Ullrich, 2017). Both of these factors are reflected in the proposed activities for parents and students. Additionally, the activities benefit teachers by promoting a welcoming classroom community, fostering inclusivity and inviting students to share their home values, culture and rituals. DeHaney et. al. (2021) reference NAEYC’s recommendations for promoting equity in the classroom, achieved though recognizing “each child’s unique strengths” and supporting “the inclusion of all children - helping children recognize and support each other as valued members of the community - so that no one feels invisible or unnoticed” (p. 17). Through giving children and families opportunities to share their personal story, the activities promote equity and inclusivity while also countering implicit bias in the classroom. In addition, they foster a sense of belonging. In his 2013 work, Helping Students Motivate Themselves, Ferlazzo identifies the question of belonging as one of the most pertinent wonderings children bring to school. He lists a number of ways that this need can be met, including giving students leader positions and inviting guest speakers to the classroom (Ferlazzo, 2013). Both possible solutions are present in the family engagement activities proposed, as they give students the responsibility to tell the class about themselves and include opportunities for parent engagement. In this way, the family engagement activities chosen promote a high-quality learning environment, increase equity and foster belonging in the classroom.
Page updated
Report abuse