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CHAPTER 8: Students and Their Families Foundations of American Education: Becoming Effective Teachers in Challenging Times Sixteenth Edition James A

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CHAPTER 8: Students and Their Families Foundations of American Education: Becoming Effective Teachers in Challenging Times Sixteenth Edition James A. Johnson, Diann L. Musial, Gene E. Hall, and Donna M. Gollnick Today’s Families •Significant shifts in family structure since 1950s •Single-parent homes, stay-home dads, other arrangements •Teachers must respect, value diversity of families •Economic well-being, not family-type, impacts performance •Teachers’ expectations, impacts students’ performance Johnson, Musial, Hall, and Gollnick. Foundations of American Education: Becoming Effective Teachers in Challenging Times, 16th Edition, © 2014, 2011, 2008, 2006, 2005 by Pearson Education, Inc. All Rights Reserved 8-2 Parenting •Parents set stage for future learning •Reading, limiting television exposure improves literacy •Parental involvement, monitoring learning have impact •Teachers and parental collaboration necessary Johnson, Musial, Hall, and Gollnick. Foundations of American Education: Becoming Effective Teachers in Challenging Times, 16th Edition, © 2014, 2011, 2008, 2006, 2005 by Pearson Education, Inc. All Rights Reserved 8-3 Economic Stress •Families continue to suffer from recent recession •More students are coming to school hungry •7 out of 10 students worry about their family having enough money to cover basic expenses •School districts have reduced or eliminated many health and support services Johnson, Musial, Hall, and Gollnick. Foundations of American Education: Becoming Effective Teachers in Challenging Times, 16th Edition, © 2014, 2011, 2008, 2006, 2005 by Pearson Education, Inc. All Rights Reserved 8-4 Homelessness Johnson, Musial, Hall, and Gollnick. Foundations of American Education: Becoming Effective Teachers in Challenging Times, 16th Edition, © 2014, 2011, 2008, 2006, 2005 by Pearson Education, Inc. All Rights Reserved 8-5 School Programs for Students from Low-Income Families • • • • • Title I, federal funding to help low-income students NCLB, teachers must be highly qualified Head Start, low-income 3 to 5-yr-olds, whole-child focus Teachers collaborate with parents, health, social workers Free or Reduced Lunch, families 185% below federal level Johnson, Musial, Hall, and Gollnick. Foundations of American Education: Becoming Effective Teachers in Challenging Times, 16th Edition, © 2014, 2011, 2008, 2006, 2005 by Pearson Education, Inc. All Rights Reserved 8-6 Children Left Alone After School •Work obligations impact provision of after-school care •Children often stay with relatives, fend for themselves •Accidents, behavioral problems, poor academics common •More likely to smoke, drink, use drugs •Educators should be sensitive to these realities Johnson, Musial, Hall, and Gollnick. Foundations of American Education: Becoming Effective Teachers in Challenging Times, 16th Edition, © 2014, 2011, 2008, 2006, 2005 by Pearson Education, Inc. All Rights Reserved 8-7 Dangers Children and Youth Face Johnson, Musial, Hall, and Gollnick. Foundations of American Education: Becoming Effective Teachers in Challenging Times, 16th Edition, © 2014, 2011, 2008, 2006, 2005 by Pearson Education, Inc. All Rights Reserved 8-8 Challenges of the Teen Years Johnson, Musial, Hall, and Gollnick. Foundations of American Education: Becoming Effective Teachers in Challenging Times, 16th Edition, © 2014, 2011, 2008, 2006, 2005 by Pearson Education, Inc. All Rights Reserved 8-9 Prejudice and Discrimination •Power relationships exist in schools •Parents often feel powerless in the education of their children •Power allows access to societal benefits such as good housing, tax deductions, the best schools, and social services. Johnson, Musial, Hall, and Gollnick. Foundations of American Education: Becoming Effective Teachers in Challenging Times, 16th Edition, © 2014, 2011, 2008, 2006, 2005 by Pearson Education, Inc. All Rights Reserved 8-10 Prejudice Johnson, Musial, Hall, and Gollnick. Foundations of American Education: Becoming Effective Teachers in Challenging Times, 16th Edition, © 2014, 2011, 2008, 2006, 2005 by Pearson Education, Inc. All Rights Reserved 8-11 Discrimination and Racism •Prevents members of a group from participating •Racism involves an assumption of racial superiority •Potential concerns about how children will be treated •Families may distrust educators, accuse them of racism •Behavior often incongruent with school’s perception Johnson, Musial, Hall, and Gollnick. Foundations of American Education: Becoming Effective Teachers in Challenging Times, 16th Edition, © 2014, 2011, 2008, 2006, 2005 by Pearson Education, Inc. All Rights Reserved 8-12 Sexism and Other Isms •Many changes since 1970s, disparities still exists •Sexism, cultural attitudes, practices that devalue women •Ableism, discrimination against persons with disabilities Johnson, Musial, Hall, and Gollnick. Foundations of American Education: Becoming Effective Teachers in Challenging Times, 16th Edition, © 2014, 2011, 2008, 2006, 2005 by Pearson Education, Inc. All Rights Reserved 8-13 Engagement in School Johnson, Musial, Hall, and Gollnick. Foundations of American Education: Becoming Effective Teachers in Challenging Times, 16th Edition, © 2014, 2011, 2008, 2006, 2005 by Pearson Education, Inc. All Rights Reserved 8-14 Parental Involvement •Teachers are critical to the development of good communications with parents •May have to be more proactive in engaging parents in the school •Regular and consistent communication with families has long been considered vital to the success of students •Use e-mail messages, short newsletters, and written notes to maintain regular communication with families Johnson, Musial, Hall, and Gollnick. Foundations of American Education: Becoming Effective Teachers in Challenging Times, 16th Edition, © 2014, 2011, 2008, 2006, 2005 by Pearson Education, Inc. All Rights Reserved 8-15 Engaging Families •Families from socioeconomic and racial backgrounds similar to those of the teachers seem to have more successful interactions with educators •Parents are more likely to be engaged in schools when they think the teachers and school officials know the community •Teachers also have expectations for how parents should assist them in improving their children’s learning •Teachers appear to be more satisfied with their jobs when parents are more engaged with the school Johnson, Musial, Hall, and Gollnick. Foundations of American Education: Becoming Effective Teachers in Challenging Times, 16th Edition, © 2014, 2011, 2008, 2006, 2005 by Pearson Education, Inc. All Rights Reserved 8-16