How can teachers plan family events that have clear cultural connections to the community and avoid superficial multicultural programs?
What will be an ideal response?
Conduct a family survey--find out what people are interested in and what funds of knowledge they can share.
Consult with family/parent representatives to ask about authentic activities/needs of community.
Review community events and attend them--find out what events are well attended in the community.
Discuss with school facilitators and/or community representatives the needs of the community.
Develop planning groups that include family members and community liaisons.
Reach out to families and invite them, work on breaking down communication (and language) barriers (use translators and translated materials, etc.).
Offer healthy food choices if providing food.
Consider families’ comfort levels with content and planned activities; make sure activities are age appropriate for children.
Consider event format (will the format appeal to families?).
Plan backup activities.
Create an exit survey to find out what families learned, liked, and disliked, and how to improve future events.
Debrief with the planning committee to consider ways to improve future events based on family feedback.
You might also like to view...
The task of educators is _____________ (i.e., improving capability by developing new skills) rather than _____________(i.e., restoring previous capacity)
Fill in the blank(s) with correct word
What are the specific schools for the preparation of teachers focusing on teaching methodologies and the psychology of child development?
a. Normal schools b. Monitorial schools c. Land grant schools d. Teacher college
Which of the following media works best if you want to show objects in their natural environment?
a) real objects b) overhead transparencies c) display boards d) printed visual
Researchers found no significant relationship between color combinations in a classroom and the time on task of the students. The researchers can conclude that
a. there is no relation between the color of a classroom and students' performance. b. they did not find the appropriate color combination for the study. c. their measurement of time on task may have some reliability problems. d. Any of these are true. e. None of these is true.