Students lead busy lives outside of school, and for many the connection does not end
when they cross the classroom threshold. As an educator, it is my responsibility to help students
become aware of their future in the community, and that starts with making connections to their
families. In this letter to parents I invite the families to talk about how we learn in my classroom
and suggest some family-friendly games parents and children can play at home that will support
exposure to vocabulary, as well as math skills. It’s especially important for a student that their
family is involved in their ongoing education. Students with family support are more successful
regardless of race, gender, economic status, or even education level of the parent (PTA, 2009).
After an initial letter, like the one above, I keep in communication by sending a weekly
newsletter detailing our learning goals and class activities. Parents need to be aware of the
academic expectations at school and the ways that they can support their children with learning
positive way at the very beginning, which is a proactive way to enlist their help with the
students’ learning and build a good relationship with the families (Taylor & Nolen, 2008). This
is important for developing good communication in case something tough does need to be talked
about at a later time. Teachers who develop a rapport with families often find that when
problems arise parents or guardians are much more willing to work with them to find solutions
with the parents of my students. This working relationship requires building trust, respect, and
inviting them to feel like they are equals in supporting the educational needs of their child
ANISIMOVA MASTER’S PORTFOLIO 2
(Jimenez & Graf, 2008). This is beneficial to all students, but especially to those with disabilities
(Jimenez & Graf, 2008). In order to support this ongoing relationship, throughout the year I ask
parents to come in and talk to my students about their jobs, to help with field trips, neighborhood
clean-ups, science activities, as well as class parties. This is important in modeling citizenship,
and it makes the students feel like a valuable part of the community (Nenga, 2012). Guest
speakers from the community and local businesses also help my students experience diversity,
which can really improve the way students see themselves as part of the world. It is important to
meet the needs of our diverse student body by showing them that they are all a valuable part of
Modeling citizenship is especially important for young adults who are not aware of their
function in their local community or government (Perrone, 1991). In my Iditarod Unit I ask the
students to pick a musher to follow and write them letters to create a personal connection to a
leader in the local community. In writing these letters and showing support for our mushers the
students feel that they are a part of our historic traditions. Being helpful or participating in local
There are many ways to teach our students how to become successful citizens. By
involving local business and social leaders and role models, and connecting with the students’
References
Ferreira, C., Vidal, J., & Vieira, M. J. (2014). Student Guidance and Attention to Diversity in the
Jimenez, T.C., Graf, V.L. (2008). Education For All: Critical Issues In The Education Of
ANISIMOVA MASTER’S PORTFOLIO 3
Children And Youth With Disabilities. San Francisco, CA: John Wiley & Sons, Inc.
Nenga, S. K. (2012). Not the community, but a community: transforming youth into citizens
doi:10.1080/13676261.2012.697135
Perrone, V. (1991). A Letter to Teachers. San Francisco, CA: John Wiley & Sons
http://www.pta.org/files/National_Standards_Implementation_Guide_2009.pdf
Taylor, C. and S. B. Nolan (2008) Classroom Assessment: Supporting Teaching and Learning in