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Liba Peters |
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At the Cornerstone 2000 Summer Institute, I was encouraged to read The Learning Record. This book suggested using a parent survey and keeping a record of communication with parents and other members of the learning community to enhance learning. The parents of the students in my classroom definitely needed a creative way to play a significant role in their child's education because 98% of them worked and two-thirds of the children in my class lived in single parent homes, which made it hard for them to find time to come to school. The survey was particularly significant because it was a way for me to gain knowledge about past development and present attributes of the children. I was able to solicit parents' goals and priorities for their children's education. I used the information gained to drive my instruction and direct parents as to how to further their child's education. For example, Kristen's inability to read and write may be related to the fact that the survey shows she is not read to very often and does not go to a public library. She has only a few books at home to read. This information enabled me to know how to help Kristen. When I talked with her mother about it, I found out Kristen's mother does not get home from work until late at night and she does not have time to read to her. I knew that her mother cared about her education because according to the survey, she wants Kristen to learn to read. She simply does not have the time to read to her. After learning this, I made a special effort to read to and with all the students who were not read to at home. I made sure all the students took their school library books home and I began letting them take home their guided reading books to read to their parents. I suggested to Kristen's mom that she find creative ways to listen to her read that wouldn't involve taking up extra time also suggested that she let Kristen read road signs as they were driving down the highway. I explained how she could let Kristen read labels at the grocery store. I made a conscious effort to communicate with my parents more and I kept a record of this communication.
PARENT SURVEY
Does your child like being read to at home? Yes 13 No 0 How often do you read to your child? Everyday 5 Sometimes 8 Pretending to read is one of the first steps in learning to read. Does your child ever look at books and act like he or she is reading them? Yes 13 Is your child reading some words without help? If so, list the words they can read. Yes 5 No 8 Do you take your child to a public library and how often? Yes 1 No 12 Does your child notice words around him or her? For example, on TV, signs, and labels? If so, list a few of the words. What are your child's favorite toys, games or TV programs? How often does your child draw or write for you at home? What are some of your child's favorite stories, books or rhymes? What would you like your child to learn in school this year and is there any other information I need to know so I can better educate your child? Below are copies of two letters sent home by Liba Peters. These notes were used to compile parent stories to make two books for the classroom library: a collection of Christmas memories as told by parents and children and a collection of Valentine traditions as told by students' families.
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