Armstrong Elementary educates a diverse group of students in kindergarten and first grade. 62% of the students at Armstrong are Hispanic, 17% are Asian, 12% are African-American and 8% are Caucasian (Infoworks 2008). In this group, many sociocultural and linguistic differences exist. Each week, I work with one kindergarten class and one first grade class. Both teachers, Mrs. R and Mrs. Q, are Caucasian. I have observed that they are sensitive to characteristics that differentiate themselves from the students and the students from one another. They recognize linguistic differences that can sometimes hinder learning of children who do not speak English as their primary language, and make attempts to accommodate them. Claude Goldenberg’s article entitled “Teaching English Language Learners” provides evidence that children will have a higher level of reading achievement in English if they are taught to read in their first language. I’d like to address this in talking about my observations in Mrs. Q’s kindergarten class.

In conversation with Mrs. Q, I have asked her what she feels is the most difficult aspect of her daily teaching. She replied that two factors contribute to obstacles in her classroom: behavior management and linguistic hurdles. She said that many of her students come from families where Spanish is spoken at home, making it more challenging for them to learn the academic English language. I noticed Mrs. Q making adjustments for these students. Examples of this included spending five extra minutes with them to review lessons that were just taught while the rest of the class had coloring time. Goldenberg agrees that this is an effective strategy to help support ELLs. Another technique Mrs. Q uses that Goldenberg finds helpful is adjusting her instructions according to a student’s proficiency in English. I noticed that she often speaks slower, annunciates better and uses different words when directly talking to a student who primarily speaks Spanish. In our small groups, I tutor students who speak both English and Spanish as their primary language. I have taken cues from Goldenberg as well as Mrs. Q, and have simplified instructions of our activities. I have consistently tried to pronounce my worlds more clearly, and I think it has been helping. I notice that when I do, Seriana*, a young Hispanic girl, watches my mouth form words and silently repeats the word formation herself.

Though Mrs. Q does not speak Spanish herself, she recognized that this language is part of the personal identity of many of her students. It can act as a tool to help students transfer knowledge of their first language and apply it to learning proper academic English language. However, Goldenberg stresses that this is not automatic. When I have a classroom of my own, I will be sure to provide additional guidance to students who are in the process of transferring information. Moreover, I will remember to demonstrate sensitivity to linguistic differences. I will make every attempt possible to bridge the gap between two very different languages so students can succeed in their academic endeavors.

* name has been changed

In my opinion, parental involvement in students’ education is a crucial factor to them succeeding. If a student feels supported and encouraged by a parent at home and recognizes those same feelings from a teacher in the classroom, it seems to me that a student will have a better chance of staying motivated and reaching their full potential. More importantly, if a parent feels included in the education of their student, the parent and the teacher will have a better relationship and strive to help that student achieve all that they are possible of, knowing that the interest of the student is at heart.

Unfortunately, family involvement is not always as abundant as one might hope. Data shows that in 2008, approximately 38% of parents (who responded to the SALT survey) whose children attend Armstrong Elementary participated in the education of their child. The same study showed that a whopping 100% of teachers felt that two-way communication between home and school is essential to effective communication. However, only about 50% of teachers are satisfied with the support of the parents and community to the school and its program.

I’m ashamed to admit that initially, I couldn’t help but feel that if a parent was not involved in their child’s education, they most likely did not care. Over time though, I observed, reevaluated this opinion, and learned to take a second look at the situation. I now realize there are many factors that contribute to parents’ inability to actively participate. Many students at Armstrong Elementary come from low-income families, many speak a language other than English as their primary language, and some simply do not have the resources to do so. In addition, many parents may just not know the steps to take to become involved. It would seem that an effective method to address this would be to give parents a concrete task, rather than just hoping they’ll be involved. For example, instead of encouraging parents to participate in their child’s education, I might ask if they would review their reading assignments with them three times a week. If I were a teacher at this school, I would absolutely feel that these are challenges I would need to strive to overcome.

While these obstacles would be difficult to deal with, I feel every effort to collaborate with parents should be made. Ideally I would begin the school year by having a meeting with each parent to discuss both our goals for the year for their child. An open dialogue throughout the year would assure them that I am committed to helping their child succeed, and would give both myself and the parent insight into the life of their child (their academic capabilities, personal life, past experiences etc.). Also, it may be helpful to have a night where all teachers and students can gather to meet each other and socialize. In addition, they may be able to make connections with others in their community as a support tool.

Armstrong Elementary is a very culturally diverse school, so acknowledging different cultures and letting parents know they are respected may be a way to gain trust between the parents and me as a teacher. Throughout the year, I would give regular reports to parents about their child’s progress/difficulties, and let them know that I am willing to collaborate with them and discuss ways of helping their child grow and learn.

Ultimately, I think that communication is the biggest factor to initially overcome, but in the end would be the key to successfully involving families and helping a child thrive and succeed.

"No one enters a classroom without a personal history. No one enters a classroom completely free of bias."

Though I initially understood the importance of these statements, it was not until I spent time in the classroom with students from various backgrounds that I understood the real meaning of these words. When I first began tutoring at Armstrong Elementary School*, I feared that the students would not accept me and would be reluctant to open up to me because of our very different backgrounds and sociocultural characteristics. I wondered if they would think I could not understand them; specifically, their family situations, their educational needs, and their life experiences that have shaped them into the five-year-olds and six-year-olds they are today. In this school that educates approximately 150 Kindergarten and First Grade students, 62% of the students at Armstrong are Hispanic, 17% are Asian, 12% are African-American and 8% are Caucasian (Infoworks 2008).

During my very first visit to the First Grade classroom, a little girl named Emily* approached me, and without hesitation, exclaimed, “You look just like me, but taller. That’s so cool.” Looking at this little blonde hair, blue-eyed child, I wondered what connection of our appearances she was making. After doing a scan of the room, I saw that Emily was the only Caucasian child in the classroom. I smiled at her, but was nervous that other children that could not make that connection would feel isolated from me. However, my fears were put to ease when Kristina*, a young Hispanic girl, excitedly commented that she and I were wearing the same color shirt. Slowly, more students began to observe similarities we shared, and I realized that while these children may be aware of racial differences, it is not an issue on which they dwell. Growing up, I attended a small suburban school that was comprised of primarily Caucasian students. In contrast, my college experience pushed me into a world of much diversity, where my ethnicity was the minority. I remember taking a class entitled Race and Racism, and my teacher made a point to explain that in this class, everyone would be allowed to express their opinions. He said that while one person’s beliefs may differ from another’s, he demanded that each voice be respected. Remembering this, I thought of Dennis Carlson, and how he would agree. He would say that all voices should be heard, and everyone’s truth is partial. I first thought that having gone to an elementary school with no diversity would be a disadvantage in my relating to the children that I would tutor. However, my experience in college helped me understand what it was like to be in a diverse learning situation and will hopefully help me as a teacher to recognize that all students bring different characteristics to the classroom.

Though it is easy to recognize these differences, my challenge as a teacher will be to give equal weight to the voices of my students. Carlson discusses aspects that make up a democratic multicultural pedagogy. He stresses the need to have a “partial imposition” and recognize that each student’s truth comes from past experiences. The students I was tutoring were no different. Even the physical observations they made are rooted in an earlier experience that has shaped their views. The cultural capital that each student brings to the classroom is one piece of the puzzle that makes the whole puzzle complete. What is important is to allow each student to express their views and create a classroom where they feel comfortable doing so.

*names have been changed

Today I had my second session in the school, and this time worked with both the Kindergarten and the First Grade class. What I noticed initially was the vibrant decor of the interior of the school and the classrooms. Colorful and descriptive posters hung on the walls, students' assignments were displayed in an area and most everything (such as pencil sharpeners, computers, bookshelves, etc.) had labels on it, to help students make subject-word recognitions.

In the Kindergarten class populated with 26 students, I spent time with each of them, helping them write their names and draw pictures of their families ("F" was the letter they were working with this week). While their drawing skills were the quality you would expect of a 5- or 6-year-old, what struck me was the inability for many kids to recognize letters in their own name. For example, when I asked a young boy to write his name, he did so with ease, but had trouble identifying the six letters that made up his name. I realize now more than ever how much help these students need with basic letter/sound recognition.

In the First Grade class, the students were charged with completing a word and picture matching assignment quietly by themselves while the teacher was evaluating a few children individually. Immediately I noticed how their behavior changed when they did not have an authority figure reprimanding them for talking, playing, etc. I feel like one of the biggest hurdles that faces this class is behavioral issues. So much time was spent trying to get them to listen and follow instructions that little time was left for the assignment itself.

I feel like I've already learned a great deal about the structure of the classrooms. I entered the school with a critical and inquisitive thought process, and learned that students in this school are expected to listen to the teacher and be given permission to speak. The teachers have established rules within these classrooms to help keep structure, which is obviously necessary for students to thrive and learn.

Welcome to my blog. My name is Meghan Peiffer and this is my first semester as a student at Rhode Island College. I attended Temple University in Philadelphia, PA as an undergraduate, where I earned a BA in Advertising and a Fine Arts minor. After college, I packed up and moved to Boston, MA to work at an ad agency, where I did graphic design for all new business needs. While the past three years I spent there were extremely rewarding, I have come to realize that education is the career which I feel most passionate about. So here I am, pursuing a second degree in Art Education. Working two part time jobs and being in school full time, I'm looking forward to a busy yet exciting semester. Thanks for reading...check back soon!