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How Can We Prepare Teachers to Work With Culturally Diverse Students and Their Families?

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One way to prepare teachers to work with culturally diverse students and their families is to help teachers develop their communication skills. Teacher preparation courses can include more interpersonal communication skill building into curricula so that teachers are better prepared to develop shared understanding with families. Teacher preparation specialists also can provide teachers with new communication strategies. For example, clarification statements like, “Can you help me understand…” or “What would you like me to know or do to address the issue?” will provide an opportunity for the teacher to hear the parents’ concerns and invite them into the conversation. Teacher candidates do not need to leave preparation programs with the idea that they must be in charge whenever they interact with parents.

Principals and school administrators can help teachers by providing additional preparation time for teachers to review student progress and family information before conferences. Administrators can also allot more time during conferences so that teachers have time to listen carefully to the information parents bring to the table.

Excerpted from “How Can We Prepare Teachers to Work with Culturally Diverse Students and Their Families? What Skills Should Educators Develop to Do This Successfully?” by Bonnie Rockafellow, Education Consultant, Michigan Department of Education, published in Member Insights of the Family Involvement Network (FINE) at the Harvard Family Research Project www.gse.harvard.edu/hfrp/projects/fine.html.

The Family Involvement Network of Educators (FINE) is a national network of over 4,000 people who are interested in promoting strong partnerships between children’s educators, their families, and their communities. FINE’s membership is composed of faculty in higher education, school professionals, directors, trainers of community-based and national organizations, parent leaders, and graduate students.

For more information, contact: Bonnie Rockafellow, Education Consultant, Michigan Department of Education, 608 W. Allegan St., P.O. Box 30008, Lansing, MI 48909, rockafellowb@michigan.gov.

What Did You Do in School Today?

To avoid getting the standard response of “Nothing!” when you ask your child, “What did you do in school today?” try asking a specific question such as:

  • Did your teacher read you a story today?
  • What did you do in school today that you especially liked?
  • What was the highlight of your day?
  • What was special about that person, event, or situation?
  • What do you like best about a teacher, friend, etc.? Why is that good or valuable?
  • What do you like best about school?
  • What is most important, fun, and interesting about this?
  • What are you looking forward to doing tomorrow? Next week?

If your child struggles to answer these questions, tell her or him about your day. Open up to your child, and then perhaps s/he will do the same for you.

Source: Adapted from the National School Public Relations Association, Principal Communicator, February 2005

 


Highly Qualified Educators

Fall 2005

Michigan Department of Education Logo with link to MDE Web site

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Leading Change Home

TABLE OF CONTENTS

bullet point

What Makes a Great Teacher?

bullet point Williamston Math Teacher Earns Michigan Teacher of the Year Honors
bullet point

From the State Board

bullet point

From the Superintendent's Office

bullet point MDE Collaborates to Launch School Improvement Framework
bullet point All Educators Now Must Be 'Highly Qualified'
bullet point Teachers Ask About 'Highly Qualified'
bullet point A Small District Grows a BIG New Teacher Induction Program
bullet point New Teacher Induction and Mentoring Helps Teachers Meet Higher Expectations
bullet point Traverse City New Teacher Induction Program
bullet point Did You Know?
bullet point Use Communication to Build Classroom Relationships
bullet point Communicate to Help Students Build Self-Esteem
bullet point How Can We Prepare Teachers to Work with Culturally Diverse Students and Their Families?
bullet point Michigan School Principals Have Standards Too
bullet point Leadership Skills Influence Student Achievement
bullet point MDE + MVU = MiLP
bullet point LDA Names Michigan's Rebecca K. Shankland Educator of the Year
bullet point MDE Partners to Assist Schools with Professional Development Goals
bullet point High School Redesign Is a National and State Priority
bullet point Rigor, Relevance, and Relationships Lead to High School Success
bullet point IDEA Update
bullet point Students With Cognitive Impairment Score Well on Alternate Assessment
bullet point U.S. Department of Education Increases Flexibility for Students With Academic Disabilities
bullet point Glossary
bullet point Resources
bullet point State Board Names Bloomfield Hills Secretary Florence Atto Michigan School Support Person of the Year
bullet point New Educator's Network Off to a Strong Start
bullet point Dr. Jeremy Hughes Receives MAISA Education Fellows Award
 


State Board of Education

Kathleen N. Straus, President
John C. Austin, Vice President
Carolyn L. Curtin, Secretary
Marianne Yared McGuire, Treasurer
Nancy Danhof, NASBE Delegate
Elizabeth W. Bauer
Reginald M. Turner
Casandra E. Ulbrich

Ex-Officio

Jennifer M. Granholm, Governor
Michael P. Flanagan,
Superintendent of Public Instruction


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Holly Spence Sasso
Project Director
Center for Educational Networking
Eaton ISD
224 S. Cochran
Charlotte, MI 48813
(800) 593-9146 ext. 6
(517) 321-6101 ext. 6
hsasso@eaton.k12.mi.us

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