While a lot of the research and family engagement focus on helping families get involved with schools and schoolwork, it is also important for teachers, classroom, and parents to get involved with families–to recognize what they can bring and show that it is a two-way (or multiple way) road1. Especially in the early years, making the classroom and school environment representative and welcoming of the diverse students and families it hosts facilitates students and families’ engagement with school and makes them feel like they belong there2. When teachers create a family-like environment, they cultivate a climate that provides social and emotional support and this leads to positive development in students’ supportive behaviors, group cohesion, and appreciation of diversity3.
1. Keenan et al, 1993; Moll, 1991
2. Fisher, Sonn, and Bishop (2002)
3. Cabello and Terrell (1994)
Activities
Classroom environment
Suggested procedures:
1. Think about what you expect in a classroom. Read the following excerpt from Denise DellaRocco’s blog, a mom (who is also a teacher) who just came back from an open house visit. (You can read the full excerpt at http://eatplaylove.blogspot.com.es/2011/02/when-classroom-feels-like-home.html)
“What stood out to me most tonight, beyond all the amazing work Sj is doing, was the classroom environment. Wooden boxes full of materials, art supplies neatly placed on readily accessible trays, glass and metal bead chains for math, plants, rugs, pillows, coral, ceramic pottery, wicker baskets. All items you could easily find in my own home, with the exception of the school materials. I think it’s a special thing to walk into a classroom that feels like a home, I certainly know that feeling is not easy to capture in a concrete cinder block rectangle.
Her classroom is so calm and inviting. There aren’t projects hanging off the ceiling and piles of papers and books stacked all over the place (that would be my former classroom). You won’t find desks in perfect rows or even in groups, but rather soft work spaces and an occasional small table to work on. It’s truly a place full of delight and wonder. Curiosity is blooming and you could feel it radiating like sunshine through the room.”
2. Consider what you can do to make your classroom feel like home. One effective way to do so is to visit your colleagues’ classrooms and observe what they do, what you like, and what feels like a good match with your teaching philosophy and view of the environment. Another strategy is to create your “ideal” classroom environment and work from there. Finally, you can check this website https://nextgenfurniture.com/blogs/articles/how-to-make-your-classroom-feel-like-home for a list on ideas on what other teachers have done to make their classroom feel like home.
3. Set up an action list with changes you would like for your classroom immediately, in the near future, and in the long run. Remember to get the support from families and the community to create your dream classroom!
InTASC Model Core Teaching Standards
Standard #1: Learner Development
1(a) The teacher regularly assesses individual and group performance in order to design and modify instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.
1(e) The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs.
1(f) The teacher identifies readiness for learning, and understands how development in any one area may affect performance in others.
1(j) The teacher takes responsibility for promoting learners’ growth and development.
3(d) The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.
Standard #7: Planning for Instruction
7(b) The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.
1. Changing Behaviors by Changing the Classroom Environment. http://www.uvm.edu/~cdci/best/pbswebsite/Resources/ChangingBehaviors.pdf
2. Building a Positive, Trusting Classroom Environment. Ideas at http://www.edutopia.org/blog/building-positive-trusting-classroom-jose-vilson
3. McMahon, S. D., Wernsman, J., & Rose, D. S. (2009). The relation of classroom environment and school belonging to academic self-efficacy among urban fourth and fifth grade students. In The Elementary School Journal, 109(3),pp. 267-281.
4. 11 ways to welcome children and families to your classroom from the National Association for the Education of Young Children at https://www.naeyc.org/resources/pubs/tyc/jun2009/welcome-children-and-families
Library
Suggested procedures:
1. Read the following quote:
“What a library looks like depends very much on the idea the librarian has of its purpose. If it is just an office where readers can borrow books the library will be a very dull place indeed. If the librarian thinks all it needs are a few shelves of books and a desk for the librarian, no user will spend more time there than is absolutely necessary. If the librarian sees the library as a place where users can study, read or even browse and obtain information of all kinds, or even better: if he or she considers the library to be the social focus of the school then the librarian can make an effort to turn even an unattractive room into an efficient, friendly place where users will be pleased to spend some time and where they feel at home.”
– Setting up and Running a School Library, by Nicola Baird, p. 8
2. Consider the feeling that is created by your school or classroom library. What can you do to make it more inviting to students and their families? You can peruse the “setting up and running a school library” for more ideas, especially the introduction and Sections 1-3.
3. Create a list of action items you would like to implement to revamp your library to make it more appealing to student and families and ensure further use of the library and its resources.
4. From the list above, choose two activities you can do to ensure the library is open to and actively used by families.
InTASC Model Core Teaching Standards
Standard #1: Learner Development
1(b) The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.
1(c) The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.
Standard #2: Learning Differences
2(f) The teacher accesses resources, supports, and specialized assistance and services to meet particular learning differences or needs.
Standard #4: Content Knowledge
4(g) The teacher uses supplementary resources and technologies effectively to ensure accessibility and relevance for all learners.
Standard #5: Application of Content
5(c) The teacher facilitates learners’ use of current tools and resources to maximize content learning in varied contexts.
5(l) The teacher understands how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals.
5(p) The teacher knows where and how to access resources to build global awareness and understanding, and how to integrate them into the curriculum.
Standard #7: Planning for Instruction
7(e) The teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate learning experiences to meet unique learning needs.
Standard #9: Professional Learning and Ethical Practice
9(d) The teacher actively seeks professional, community, and technological resources, within and outside the school, as supports for analysis, reflection, and problem solving.
Standard #10: Leadership and Collaboration
10(c) The teacher engages collaboratively in the school-wide effort to build a shared vision and supportive culture, identify common goals, and monitor and evaluate progress toward those goals.
1. American Library Association at http://www.ala.org
2. School Library Journal at http://www.slj.com/
3. Tips for creating a reader-friendly library environment from the National Library of New Zealand at https://natlib.govt.nz/schools/reading-engagement/libraries-supporting-readers/reader-friendly-environments
Cafeteria
Suggested procedures:
1. What does an ideal eating environment look like? Consider how the school cafeterias should be organized to become a positive place to enjoy meals and promote smart eating. Mealtime should be a:
- Time to relax and socialize, while nourishing bodies and minds
- Chance to fill nutrient gaps and refuel for afternoon classes
- Learning lab for healthy eating habits and acceptable mealtime behaviors
A cafeteria that is calm and inviting does not happen by accident. Rather, it requires effective teamwork and communication among administrators, teachers, aides, food service personnel, students, and families.
2. Here are some alternatives you and your school can consider:
- Create a cafeteria make-over to create a more café-like or home-like atmosphere.
- Change the schedule so children play first, then eat, so they don’t have to rush to eat and can fully enjoy their meal.
- Set up seating arrangements that allow for social interaction of students across grades.
- Invite families to eat their meals at the cafeteria with the students.
- Invite chefs to the school. You can call upon family and community members for this approach!
- Use produce from the school garden in the cafeteria. Make sure you check school food regulations.
- Increase student and family involvement in school food nutrition, for example, inviting families to cook and join in pre-schedule meal events in the classroom or in the school cafeteria. Check with the school and cafeteria staff before implementing your plan
3. Select some action items and implement them.
4. Evaluate your project, taking into account the input of all parties involved.
*Ideas gathered from http://schoolmealsthatrock.org/
1(a) The teacher regularly assesses individual and group performance in order to design and modify instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.
1(c) The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.
1(e) The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs.
1(j) The teacher takes responsibility for promoting learners’ growth and development.
1(k) The teacher values the input and contributions of families, colleagues, and other professionals in understanding and supporting each learner’s development.
1. Organizing Cafeteria Recycling Programs in Elementary Schools. A PDF downloaded file at http://ladpw.org/epd/envdef/Teacher-PrincipalPacket.pdf
2. National Farm to School Network at http://www.farmtoschool.org/
3. Tips for improving school cafeterias from the National PTA at https://www.pta.org/home/programs/Healthy-Lifestyles/Healthy-School-Meals/Improve-the-Cafeteria
4. “Case Study: Appleton Central Alternative Charter High School’s Nutrition and Wellness Program” at https://pdfs.semanticscholar.org/e831/3ec46b11f9a08612224a154c6fb7f6e9d16c.pdf?_ga=2.200717734.983046987.1594777200-869968329.1594777200