Chapter 3: Families and Communities

There were many principles in which I believe in. However, the concept of partnerships between teachers and families improving the learning of students stood out most to me. I have a very high regard for this principle and it could not be more true.

If educators communicate with their students' families and parents, then it is more likely that there will be no misunderstanding of how the child is participating and coming along in their process of learning. By keeping parents informed of the child's weaknesses, strengths, class participation, social aspects, conduct, attendance, etc... the parents are able to properly help their children attain a better education. By parents communicating with teachers, they are enabling the educator to further understand the culture, background, and personality of a student. If a student is shy or has difficulty with learning audibly (lecture-based), teachers will be able to adapt to the student's specific needs (drawing out a problem instead of lecturing it), thanks to the parents who took the time to communicate with the school and teachers.

Although there were many principles that I believed in, one principle I could absolutely not agree with, nor believe in. The idea that all students can achieve at high levels regardless of the structures of their families was absolutely absurd. Students who have one parent can often suffer within school. Especially if the child is older, then problems could arise. For example, the child's attendance might be poorer from having to pick up younger siblings, or from poverty, etc... Although the chapter says that problem behavior and lack of academic success are more directly related to poverty, conflict, and instability in families rather than family structures, this is not true. Family instability, conflict, and poverty are direct causes of family structure. I'm not saying that all students who come from different family structures will suffer these problems. I'm simply saying that not all children can achieve at high levels. Family structures affect children differently when varied. Each child is different, so they cannot be expected to deal with the problems the same way.