Module 6 – Connecting with Communities- E. Bell

While reading over the materials for module 6, I found Jacobo’s story to be very interesting, basically he was not a fluent English speaker/writer and would avoid any activity in the classroom where he had to read or write. There were student teachers who were observing his behavior and decided to pay a visit to his home. While there they learned that his dad was a skilled auto mechanic, and that Jacobo was very enthusiastic about auto mechanics as well. Back in the classroom they created activities for Jacobo that related to his love for auto mechanics and in turn helped him with reading and writing.  This reminded me of a very similar experience I witnessed at the middle school that I was just working at. In this school there is an 8^th grader who basically has very little interest in his classes and school in general. Josh is a nice kid, not disruptive, mostly sleeps if he can get away with it. Works and participates as little as possible but then came the day that he shocked the class. In teen living the students were given an assignment to research their future career and create a brochure outlining the information that they discovered. They then had to present the information to the class. When it was Josh’s turn, the teacher and the students all thought that he would just say he didn’t have anything to present. But Josh is very interested in music, specifically the skill of beat boxing. In fact he is usually beat boxing from one class all the way to the next. He got up and talked all about professionals who beat box, the money they make, etc. It was shocking it was one of the only times the class and teacher had really seen him participate. He even gave an impromptu beat box session when the students asked for him to perform. He thought or a minute and then preformed. It was an eye opening experience, because if Josh had other assignments that he could relate to his love of beat boxing, then I am sure his interest in school and classes would dramatically improve.  

I also was interested to see where the funding for the WV recipients of the 21st Century Community grants went and to what community programs. My first year teaching as a long term art sub was at Valley Elementary School in Arthurdale, WV. I was not able to be a permanent part of the program, because all of the spots had been filled by the time that I was hired but I did get to volunteer with the program a few times. Valley Elementary was lucky enough to be one of the schools that got Project ISSAC.  Increasing Student Achievement, Advancing Communities. This program was an after school and summer program that offered tutoring, homework assistance, recreation, and social and emotional growth both for students and their families. I got to help out once by teaching students how to make plastic bottles look like stained glass, the bottles were then filled with flowers and the students took them to a local nursing home for the patients. There were many activities that were community projects for the students to participate in. And the local community also came to the school to participate with the students as well. It was a wonderful program and the teachers loved being a part of it as well. Hence why it was so hard to get a spot working as part of the program.

Overall, community and family play a very vital role in the education of our children, without support from both it is very difficult to have a successful program. If you don’t have parental support then parents won’t want their children to be a part of any after school activities or community/school programs because they may not see the benefits. I think the starting place to make sure that parents and the community view the school as theirs. A place where they are welcomed into for many activities. I have worked in a few different schools and each has their own climate and culture. I have taught at a school that did not have much parental support or community involvement and it showed. Attendance at parent teacher nights was very low, and even sporting events did not draw a huge crowd, but I do not feel that they school tried very hard to promote a positive inviting image to the local community. I also just left a school that is very community centered; in fact it’s a very large building so many local events occur in the building after hours. The parents are welcomed into the school often and the difference between the two schools in my opinion is like night and day. So teacher leaders need to be involved in trying to actively involve parents into school and classroom activities. If parents feel welcome then the whole climate of a school can change. This in turn will bring in participation from the community and the programs that schools and the community are trying to promote.