In schools, our students come to us from a larger community of friends, family, and other loved ones, most of whom are typically invested in our students’ social and academic well-being. The village that surrounds our students is critical to their overall achievement. It is unfortunate that teachers aren’t afforded the time they need to become part of the villages represented in their classrooms. Never before have our schools experienced such social, academic, neuro, racial, cultural, religious, socioeconomic, and other diversity. This rich diversity has the potential to positively impact the lives and social awareness of students, faculty, parents and communities.
Recently, I had the privilege of meeting with the immediate and extended family members of one of my students to collectively problemsolve and strategize around the social & functional needs of the children in the home. The experience was refreshing, enjoyable and fulfilling. I left the gathering with a profoundly positive outlook, not only for my student, but for the entire family. Rather than everyone operating as a separate entity, everyone came together for one purpose: To improve outcomes for all the children and the family.
I wish education could get to that place where the village is valued as part of the education process. I realize all villages may not want teachers involved in their function. That’s okay. For the villages that welcome the presence of educators, it would be great if there was time and support to allow teachers to join the effort to improve student achievement outside the classroom, at social events, in the evenings or on weekends.
Many teachers may understandably look at this opportunity as “one more thing to do.” But for those so inclined, consider the many different ways you might become a greater part of the villages that welcome you. Consider attending students’ sporting events, church or worship activities, home visits or phone calls. Young children love to send and receive mail. Perhaps sending a short note would be appreciated by students in your classes. A post card in the mail that is connected to an earlier lesson could be both interesting and reinforcing academically.
Of course, check with your campus or district leadership to ensure your efforts don’t violate district policy in some way. If there is no precedence in your school or district related to teachers proactively joining villages, maybe now would be a good time to introduce and support the concept as a campus or district wide activity. This free and immediate effort could potentially improve students’ social and academic achievement. It’s also a great way to bring schools and communities together and to celebrate what makes us alike and what makes us unique.
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