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Different types of diversity in classrooms
Different types of diversity in classrooms
Different types of diversity in classrooms
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Parent and Community Involvement The entire community plays an essential role in the growth and development of children within our community. As a school leader, building an inclusive school culture that is open and friendly to all stakeholders using a variety of effective methods is crucial. There is no magic formula to incorporating a positive school culture, much depends on the leadership of the campus. The leadership on campus cultivates the climate providing support and respect for everyone invested in the student’s education. Parent and community involvement does not occur overnight, it takes time and work to build a trusting, visionary driven environment. When people walk into a school, they can immediately get a sense of the school …show more content…
Parents and community members want to know that their contributions towards the campus are valued and appreciated. Many times we take for granted those events occurring around us. It is crucial we express gratitude towards those people investing in increasing student achievement. Stakeholders want to feel accepted and worthy in their contributions to the campus. In addition, communities are made up of different types of culture, race and income status making the culture diverse which may act as a barrier in creating a positive atmosphere. Yet, this type of misunderstanding can be avoided by simply asking questions in a respectful manner. School leaders must make parent and community involvement a priority, valuing and accepting each other’s differences. “Schools provide wonderful opportunities to bring together students, families, educators and other community members to build the collaborative partnerships that promote quality educational, recreational, and social opportunities for all citizens” (Lechtenberger and Mullins, 2004, p. 21). Schools, parents and community members must work together to support all students in a learning environment to ensure every student is a successful lifetime
Students look to those in a position of authority to garner a sense of appropriate behavior. These broad perspectives will spill over into the community, and hopefully over time will create a more supportive and accepting society. Personal Reflection This article highlights the ways our school and district are failing these students. We proclaim to be an inclusive “place”, but truth be told, we are only comfortable if you conform to our definition of “normal”.
Golod (2008) analyzed the Southside Family Charter School located in Minneapolis, MN which serves as a prime example of early civic engagement. Students enrolled in the school reside in a low income community that is close to 50% African American. To improve civic engagement of students and parents, school administrators have developed lesson plans with a focus on civil rights. As a result, the community is preparing a new generation of residents focused on improving their community who follow in the footsteps of parents serving in volunteer capacities and as strong neighborhood activists.
In every institution the type of leadership style is important for a successful environment. In order to establish a successful school environment to compete globally, the leader should comprehend the basic leadership theories and styles (Glickman et al., 2010). The cultures at schools are important to the success of the students and overall of the school, but also can be very difficult to establish and maintain without the proper leadership knowledge (Waite, 1995). In United States many schools could be place in the categories of conventional, congenial, or collegial, because the strategies used for their leadership (Glickman et al., 2010).The chosen school could be classified according to different criteria and could be determine in which area their leadership pertains more. In order to analyzed and classify the leadership, it was imperative to observed the way the leader make decisions, the approached with the stakeholders, how the instruction is delivered, and how they realized their job (Marshall, 2005). In this analysis will be identify the category that this school will be, the school climate, the type of supervision and leadership.
This engagement must be to involve the stakeholders in the school. The district and school leaders must encourage the community belief that if the school is successful the surrounding community will be successful. Through this partnership the time, talent and treasure of the stakeholders must be solicited to ensure the success of the school. Reciprocity of this investment should be given as well. Students could be required to participate in community service within the neighborhood or take responsibility for cleaning parcels of the area.
Parents and school officials in many communities have found common ground using the following strategies of including all stakeholders. Public schools belong to all citizens, and therefore should emu...
“At the heart of a high-community school is an inclusive web of respectful, supportive relationships among and between students, teachers and parents. We learn best from, and with, those to whom we relate well. High-community schools emphasize not only the importance of academic learning, but also the other qualities that ...
School administrators are important in setting the path for a successful school (Glickman, et al., 2014). The principals could play a dynamic leadership depending on how they exercise their beliefs of the organizational and social environment (McNair, 2011). The principals are the primary facilitators for developing the foundations in learning that will last, to manage the student’s performance at schools, and seeking the improvement at school that will cause great impacts in school‘s education (Gordon,1989). In the recent years in the U.S., education has change in a more cultural diversity population, it is imperative that school supervisors, are trained to encounter this cultural issues, but also assisting others with the opportunities to develop appropriate abilities to deal with different cultures (Glickman, et al., 2014).
The school provides a safe environment for students to accomplish academic, social and emotional development. The leadership of a building will include effective decision making, human resource management, mission or purpose, understanding of change, relationship buildi...
Parents who have had negative experiences in education may feel less inclined to be involved in their children’s education (Salend, 2015, pg. 178). LaRocque, Kleiman, and Darling (2011) identified parental involvement as a vital key in student success (pg. 117). If families feel uncomfortable because of prior discrimination or experiences with school, it can decrease parental involvement (Salend, 2015, pg. 178). In order to remedy these problems, schools can try a variety of solutions. Salend (2015) suggests inviting important extended family members to school events (pg. 178). This could help involve the patriarchs and matriarchs of the family and gain trust. Educators should try to address the elders first in order to show mutual respect. In addition to showing respect on a personal level, schools can gain trust by displaying respect in other ways. Making school facilities available for community activities makes the area seem more accessible and welcoming. It can also help parents build more positive experiences with the educational system and overcome the negative experiences. Furthermore, schools should decorate with various cultures in mind (Salend, 2015, pg. 178). Ultimately, if schools strive to create a more positive experience for families, they can better relate with one
My school practicum placement is in Mississauga and my school has a unique relationship with the community. However, my school placement and community placement are very different in terms of school board, diversity of students’ and teachers, the community and social location. There are many benefits and challenges of school and community partnerships. My practicum placement is in a grade 2/3 split class however I have been given the opportunity to observe the whole school. I noticed that the students who do not take the bus or that are not in PLASP are picked up and dropped off by their parents. I also noticed on pizza day there are many parents involved that help organize and deliver pizza. Also, during winter break, the school held a primary
Many theorists have long reported that paying attention to school culture is the most important action that a leader can perform. Impact of learning is mediated through climate and culture of the school and is not a direct effect (Hallinger and Heck 1998).
This website magazine article informs the viewer on why parent involvement in schools are important, and what parents and teachers can do to become involved in the schools.
School community relationship helps to improve the quality of education for all children. It helps parents and other citizens recognize their responsibility for the quality
Collaborative leaders have a positive impact in schools. Even though principals are responsible in leading the whole school, those that have the ability to inspire their teachers to follow and share his or her vision, will make a positive impact. Interaction between leader and teacher is necessary to make positive changes. Allowing teachers to participate openly and respectfully creates trust and confidence. Teachers that trust their principals and feel are taken into consideration will work harder to meet and exceed expectations. Honesty, communication, confidence and respect between leader and teacher will lead to great team work.
Much of what is taken for granted in schools today are the things that will form the foundation for lifelong achievements of students. The imperatives are not only for schools to achieve top GSAT scores or have a group of students transitioning to traditional high schools, but to ensure that all the students that pass through the system are mold, shaped and equipped with the appropriate skills that will prepare them for life. Such skills include the ability to think critically, communicate well and work effectively in a team. If students are taught how to live and work together, they will be able to function harmoniously in a group, (Baker, 2006). A sustainable positive school climate fosters holistic development which is necessary for a productive contributory and sustainable life in a democratic society, (National School climate council, 2013.)