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Essay on parental support in education
Importance of parent involvement in children's education
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This week I went into my CBL site as usual thinking nothing out of the ordinary was going to happen. Of course, since I volunteer alongside children, I should almost expect for the unexpected to happen. I work with the same group of kids each week and over the course of the past two months, I have had the opportunity to get to know some of them on a more personal level. Specifically, I have developed a close relationship with a girl named Hannah. What struck me about her was the fact that she voluntarily decided to sit down and read with me. While I felt like I did not know her well enough, she surprised me because no one told her to come to me – she simply approached me because she wanted to. The fact that she felt comfortable enough to
There are many ways which help build rapport with children and young people. One of them is to ensure to actively listen to what they are saying. There may be times were you unintentionally brush aside what a child is saying perhaps it is because you are preoccupied or tired, however, even this can be enough to make a child feel unvalued. Being responded to appropriately reinforces a child's self-esteem. This will in turn help build a trusting relationship. Talking with children, asking and answering questions also helps build their language skills. If pupils are distressed and need to talk about it, they will more likely open up to the person who has made them feel that they have a voice. This is why it is very important to build a respectful and trusting relationship with students, as it can have an impact on most areas of development.
One day, I was assigned to a three year old girl who came from the burn unit. Her head and torso were bandaged up, and I was able to see blood that escaped from her bandages. Her name was Kemora she was a very shy girl, making it difficult for her to open up to me. While playing in the playroom, she stayed to herself even after I attempted to join. However, after various attempts, I finally got a giggle out of her and we instantly connected. I noticed the discomfort she was going through with every subtle movement,
She knows they will always be ready to do a group project together or sit with her at lunch, but never sees them after school or on the weekends. She did not mention being a part of any extracurricular activities, which are usually beneficial for adolescents to form social ties with one another. It appears that the second someone appears to get too attached, she drops them from her life and refuses to have any more contact with them. Ali prefers to keep her home and school lives separate and has difficulties with truly deeply connecting with those around
I turned out to be exceptionally on edge and I would take a gander at the site like clockwork. I went on the site and when I did not see my name, I got disappointed. My face fell by and by and this time it made me melancholy, so I went upstairs and cried into my pillow. Something that got me without a doubt surprise was that every one of the children that were chosen were educator's children. I then got exceptionally discouraged. Contemplations that were experiencing my head were that I was a disappointment, could not do anything, feeling alone in a swarmed room, and a couple of something beyond. The dejection assumed control over my life. I was so unstable about remaining at home that my family took me to the hospital on account of suicidal thoughts. At the hospital, the staff advised my father to take me to the Stress Center at Saint Vincent Hospital. It was hard to live every day knowing that the depression could make this happen again, but could be ten times worse.
I observed an interaction between a 35-year-old mother and her 5-year-old daughter. I focused on how easily the mother was able to drop her off at the preschool, how willing her daughter was to explore with and without her, and how they greeted one another upon the mother’s return. The mother was holding her daughter in her arms as they entered the classroom. She set her daughter down, and they both went to the bathroom to follow the classroom routine of washing their hands before starting any activities. When the two were finished, the daughter took her mother’s hand and led her to the crafts table to write one of her classmates a letter. The mother stayed at the table to cut out paper hearts for her daughter, as she wandered off across the
Though I could tell that they were curious to about me, but perhaps they were too shy to speak to a stranger. I could see this behavior I ne little girl specifically. While I was working with her table group, her classmate were enthusiastic to speak with me. I attempted to engage her in conversation, but I would only short limited responses from her. As the lesson began to wrap up we started to clean the classroom. I stood by the drying racks and assisted the students placing their work on the racks. After almost all the students had given me their work to dry I had realized that there was one last student to give me their work. It was the same girl that was too timid to speak with me earlier in the lesson. I noticed she was having a hard time carrying her large piece of artwork that was covered in paint. She was taking small cautious steps and a look of complete concentration. She was trying her best to reach me without dropping her art work. Unfortunately, as fate would have it the moment she reached me the inevitable happened. Her work slipped from her hands and landed upside-down on both the floor and my right foot. My main concern was to make sure that her artwork was alright. Gently, I lifted the paper and noticed one a few minor issues that were easily fixed in a few seconds. I showed her how to mend it and it was repaired
My role is to train and license perspective foster parents. The training I facilitated is called Model Approach to Partnerships in Parenting, or MAPP, which all interested candidates must complete as part of the certification process. The MAPP training is facilitated once a week for three hours, which equates to a total of thirty hours. During those ten weeks, I tend to develop a very close report with at least one of the participants. In my last MAPP training, for instance, I became very close with a 45 years-old Dominican woman whose modified name is Maria Perez. The connection I developed with Maria was different than the ones I have established in the past with other perspective foster parents. I attribute this, in part, to the fact that Maria and I share the same ethnic background. During one of the training sessions, Maria shared that her main motivation to become a foster parent is because she is unable to biologically conceive. This made me develop deep empathy for Maria as I have experienced the feelings of loss that come with infertility in my family. Maria and I used to talk almost at the end of each meeting. During one of our conversations, Maria expressed to be grateful with the knowledge she had acquired from the training and our conversations. In our last session, like usual, Maria came to me after class. However, this time her approach was
When myself and my student partner arrived at Fr’s house, I was very nervous and hesitant, as I did not know what to expect. I was not sure if Fr would react to me and my student partner the way she usually does when we see her at the Child Care Learning Center. I thought that Fr who is typically very talkative, would possibly be shy and not want to come near us. Fortunately, Fr’s parents were very helpful getting Fr comfortable with us, and once Fr’s mother said for Fr to show us her toys, Fr became her usually talkative self again. Another aspect that worried me upon entering the home, was of how myself and my student partner were going to continuously type as we entered the home until we left the house. I felt very overwhelmed with the thought of having to observe while typing up a running record, while greeting the parents and playing with the chid. Luckily, my student partner and I worked very well together and decided to split the running record in half so
I have attached a few pictures from a musical, basketball game, and a youth camp I have attended to show a few of the experiences I have been able to capture. Throughout these, and many more extracurricular events I have attended, I have met several different students from many different social groups, and got to see what they are interested in first hand. There is a very shy girl in my class who loves to act and sign, but I was not aware of this. After seeing her in the musical Grease I was finally able to hold a relational conversation with her. Breaking the ice with her interests has led to her being more vocal with me in class. She is now asking me about future musicals and show choir events that are happening soon, and is even willing to participate aloud more in class. This is a perfect example of how just showing up to an event can help connect to that one hard to reach student in
Difference is something that can be hard to pin-point especially, I think, in hindsight. The first encounter with something unfamiliar can easily be remembered in the context of what was learned following the meeting. To some extent this is true of my first conscious experience of meeting someone who was different from me. When I look back and consider my age, my mindset at the time and the way the meeting was treated by those closest to me; it is not surprising to find that the experience feels incredibly normal.
In education 2130, we are ask to volunteer our time and do field experience that in return would give back to the community. I choose to do my field experience at Lula Elementary School in Hall County. During my time there I got to observe and watch teachers teach, how they handle children’s behavior and also their classroom management. In the paper I am going to discuss my field experience and what I learned in my time spent in a classroom. I am also going to try and make connections to educational psychology and what I learned in my education class. Also I am going to reflect on my emotional and professional reactions.
As the day approached, I knew that I had just about finished what I wanted to teach. It was going to be a busy day, I had my agenda planned and was almost set. I called the church to find out how many were actually going to attend so that I would have enough materials on hand to give to everyone. I was now in for a big shock. As I was telling the owner of the training agency I work for about the outline, she was calling and letting the daycare know.
Five years ago today I was at one of the lowest points in my life. In my eyes, I was living the dream when in reality I was digging myself a deeper hole. From the time I woke up until the time I was sleeping I was fiending to be high and my days consisted of planning out how I was going to get high next. I was making a lot of bad choices with long term consequences, all the while, the only future I could see was the next weekend. Within five years I have gone through so many growing pains but they have kept me sober for three years. I am the person that usually does not look forward to change, but the trials that forced me to become a better person have helped me step out of my comfort zone and embrace that transition. The transformation that
During my time as a student I have been able to develop the way I learn and interact with others to a degree that has also helped me to mature into a better person. I have come to believe that this maturity will help me to develop into a better thinker as well, one that has the patience to listen and take consideration of what others have to say. I consider the act of learning a two way avenue that has to be taken seriously. It is one that involves the teacher, and the protégé. It has been, and will continue to be, my absolute goal as a student to become a diligent protégé and acquire all of learning my teachers have set in front of me. The way each of them have helped me to think about how my actions, and the way I choose to study my lessons and develop as a student, has made a tremendous impact on my life. This impact is one that I will carry into the future as I myself advance in my professional studies.
This student is a difficult read and is difficult to build rapport with. Since she is so shy, she does not come forth with conversation and therefore, I know her the least out of my students. I attribute some of this to her age, demeanor, lack of confidence, and shyness. Even when I have the student one-on-one, I have to pry for information about school or casual conversation. There are other times when she catches me off guard and is very talkative, but only about topics she is willing to discuss.