Chapter 8 discusses development and its affects on child learning. While theories and ideas from familiar names, such as Bruner and Piaget were revisited, the child study movement and the familial influence on learning concept were introduced. One aspect of this chapter that I found very interesting was the section on SES located under familial influences. The book is clear to state that the SES or the socio economic status of a student’s family is not the reason for a student’s lag in development but rather a contributing factor to difficulties in development. (Schunk pg. 350). I work at a school that is specifically geared towards educating the students of lower income families and providing these students with the education and opportunities needed to break the cycle of poverty. I never fully understood the concept of “breaking the cycle” until I started teaching and was able to witness firsthand the affects of a student’s SES on their education. Consider the unfortunately common scenario that applies to a student who lives in a low income home. The student is also the oldest of five children and must help his/her mother/father with feeding, bathing and putting the younger children to sleep. After doing all this, the student must still find the time and energy to complete his/her homework. The next day in class the student has trouble staying awake during a lecture and misses important information concerning an upcoming test. Now this student could be right where he/she is supposed to be developmentally speaking, but because of his/her family’s current financial situation, he/she is experiencing much difficulty. As educators it’s our duty to be aware of our students’ engagement in class and to develop engaging lessons that will increase students’ motivation to learn, but I do feel it is important to maintain a relationship with students’ parents.
Consider the previously mentioned scenario. What are some actions that we, as teachers, could take to aid this student?
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4 comments:
As educators we need to educate the parents and help them understand that they play an important factor in the child's learning. I was the oldest of three boys and yes I had too do all my chores and help out my workload. My parents made it clear that they wanted me to finish school no matter what. With that upbringing I was able to finish school and continue mt education later on in life.So parents play an important part in the child's learning.
Shunk state on page 351 of the text that early intervention for children in low-SES families is critical to be sure children are prepared for school. These interventions need to include parent education adn involvement components.
I think you build a relationship with the parents of this child. Building this relationship may include weekly visits to the child’s house and finding out what the parent(s) goals are for the child. Also, find out what the student’s goals are. Then, try to assess what is realistically possible for this child, at this time. Maintain a relationship with this student through adulthood. This could be through letters, phone calls, or even a monthly get together with their friends or family. Regularly and consistently communicate and build this relationship to become a resource to the family and student. Monitor how goals change over time and continue to have a positive influence through encouragement and inspiration.
I agree with you totally. I have worked in title one districts my whole career, and have seen what you are describing first hand. I would also see where students have not eaten breakfast as well, which hinders their attention span, since their stomachs are growling. I agree that it is important to keep a good home relation with the parent, but I also know that in many cases it is hard to reach the parent, or get them to come into the school.
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