Hi Claire, I have been able to revive the long lost “Parent Engagement” post just now! I discovered hidden in a weird spot on the blog and had problem having it published with visibility so I had to copy and paste it to make a new post even though it was stated as published. I couldn’t even see it myself.

This is just perfect timing in retrieving this particular post because I will be able to participate in another parent engagement function this Thursday  March 10 at Creekside from 6pm-8pm. Kal has invited me to participate in  the “Open House” event, where students and their families will be welcomed into their classroom, participate in activities, and seeing their children’s work. I have been nodding, smiling and saying good mornings at the door before the morning bells rings. I wish to use the open house opportunity to meet my students’ families and hopefully will engage in some brief discussions and establish a stronger connection. There will also be a brief teaching staff dinner after the open house event. I think it will be another good opportunity to meet other teaching staff!

I had the opportunity to participate in my Kindergarten’s parent interview session on December 15, 2015. Ever since the visit in December, I have been asking around for advices whenever appropriate in regards to my experience. The reason I came on my own time in addition to our regular Thursday visits for the day was because I want to see how parent interviews are conducted and how my SA would discuss a student’s progress with their parents. It definitely was an eye opening.

Every parent interview was conducted in another language: later I  found out Punjabi to be specific. It got me wondering, how do I initiate parent engagement to parents who doesn’t speak English as I cannot speak Punjabi? I have been ensuring a welcoming atmosphere by greeting parents and providing assistance at drop off, pick up time, field trips with parent drivers, class parties, etc..

I have since been talking to other educators (other classroom teacher, professors…etc.) whenever I have a chance to ask what I should do in this occasion.

There are a range of suggestions and advices I received from various educators:

• Your responsibility is not to learn every single possible language your student’s family speaks
• You should attempt to learn the dominant language of your school population
• Some culture my expect a different teacher-parent relationship they what we imagine. They may view the teacher as powerful role, and not easily approachable! They may feel if the teacher doesn’t talk to me, that means it’s a good positive thing! (In this case, I want to break down the barrier at a pace of the families comfort,  to let them know I am easily approachable in assisting with their child’s learning)
• Communication is a “2-way” street, the families should also “do their share”. There is only so much you can do.
• Use a multicultural support worker
• Ask the family to bring in another person who speaks English
• Don’t translate in writings: don’t assume all speakers of the language can read and write.
• Chatting with Dr. Shelley Hymel: Parent Engagement for non-English speaking families is an ongoing-researched topics. It is especially relevant to the SEL needs of the student and the families who are coming from Syria in the coming time. Shelley said there is research team she is currently putting together, and that I will be informed and can be involved outside my class time.