By Charlene Klassen Endrizzi, Westminster College, PA
Their story, yours, mine — it’s what we carry with us on this trip we take, and we owe it to each other to respect our stories and learn from them.
- William Carlos Williams
“Reading is life!” Laura began as she outlined her view of reading for a colleague. This succinct declaration from a literacy coach in western Pennsylvania contains marvelous implications for teachers, especially those intent on understanding children’s distinct ways of understanding their world. When teachers value students’ resources developed through family and community life, they use these insights to make well-informed literacy decisions. Thus reading events, evolving not from curricular mandates but our student’s rich life experiences, hold the most relevance for children as readers.
Building on Laura’s expansive view of reading, this month’s four blogs focus on building connections across our students’ home and school literacy lives. Throughout this past school year, classroom teachers, graduate students, student teachers, and I explored Family Message Journals (Wollman-Bonilla, 2000) as one possible avenue for creating conversations between children and families. During several weeks in February and March we focused these weekly written exchanges around children’s books depicting family stories. Our intent was to invite students’ first literacy partners, their families, into our conversations about books.
Tasha, a Westminster College graduate student, described the possibilities she witnessed with Family Message Journals, as one vital way of “bringing families closer to their child’s education.” Janet relayed an even more fundamental view. “Journals and family story books say to parents, I care about you and your family.” Talking about family story books connected either to students’ life experiences or cultures from around the world led to generative interactions, the focus for my blogs.
“Learning is always a process of connecting our current experiences to our past stories,” (Short, Harste & Burke, 1996, p. 446). Emileigh, a Westminster student teacher, emphasized connections in her November theme “Telling Stories” through an invitation to share favorite family stories. Her cooperating teacher, Pam, and I were investigating how her second graders, from predominantly rural, working class backgrounds, used family journals to learn about writing. Emileigh extended our exploration by writing a letter to children’s families, requesting that they record a beloved family story in their journals.
It is not surprising to discover the power of storytelling when we pause to consider our daily verbal interactions, filled with numerous story moments. We love to tell and hear stories. Moms, dads, even sisters regaled second graders with tales, recounting vacations, cherished holiday moments, even an escape from a fire, but one tale in particular caught our attention. The author, a father of triplets, had maintained his stance as a distant participant thus far in the school year. His wife along with their triplets attended our second grade fall Family Writing Night. Allie rationalized her husband’s absence to Pam by explaining, “John doesn’t feel very confident about his writing so he stayed home with our younger children.” Our family evening, while never designed to evaluate parents as writers, somehow appeared threatening to this dad. Yet one month later John penned this touching letter to his oldest son in his family journal.
- Dear Jaden,
I have many memorable moments in my life like being a United States marine or marrying your mother. But I would have to say the day I was turning 30 years old was the best birthday I have ever had. Because that day your Mother was so brave and strong. And your Dad was so nervous and scared. I know you’re thinking, My Dad, scared? No way! But I was! There were about three doctors and eight nurses in the room. I was even dressed up like a doctor. And that’s when I first met you. Then a minute later I met your brother Niles and then Simon. You were all crying. I was so happy and very proud of your Mother for being so strong. From that moment on, life was different. Because now my new job was to take care of you and teach you everything. I am so proud of you and love you.
Your Dad
Another graduate student, Jennifer revealed the potential of journaling for teachers, students, and families when she observed, “Families view message journals as non-threatening since it comes from their child.” As we continued to mull over this story, we contemplated the need to honor families and their unique lives first before we delved into children’s books depicting family stories. Somehow this writing invitation enabled an ex-marine to open up and reveal deep emotions not readily apparent. We maintain Jaden’s father became more willing to engage in his son’s second grade school experience once we demonstrated our appreciation and respect for his family’s life through this call for storytelling. “The stories we are willing to share with one another give our culture its values and goals, binding us together into a cohesive society, allowing us to work together with a common purpose” (The Call of Story, 2006). Parent participation grew when we fittingly began by eliciting family’s experiences from their world.
My upcoming blogs will highlight examples of children and various family members corresponding through their message journal about children’s books depicting family stories. We plan to delve into various successes and struggles, such as coping with families who chose not to respond.
References
The call of story: An American renaissance. (2006). KBYU Television, Provo, UT. In association with Osric Productions. www.callofstory.org/en/storytelling/ Accessed May 26, 2010.
Short, K.G., Harste, J.C., with Burke, C. (1996). (2nd Ed.). Creating Classrooms for Authors and Inquirers. Portsmouth, NH: Heinemann.
Wollman-Bonilla, J. (2000). Family message journals: Teaching writing through family involvement. Bloomington, IN: National Council of Teachers of English.
Please visit wowlit.org to browse or search our growing database of books, to read one of our two on-line journals, or to learn more about our mission.
21 Comments
After trying Family Message Journals with a small group of students this past semester, I plan on involving a larger number of students next year. The enthusiasm the children showed as well as the great responses the children received from their parents encourages me to incorporate Family Message Journals into my virtual classroom this fall.
I love the idea of communicating with parents in such a non-threatening and fun way! As a former special education preschool teacher we used to use “communication books” as a conduit between school and home, a place where families could share basic information like, “John had a rough night last night because he is on a new medication” to heartwarming tidbits about their child that helped to forge a relationship between the teacher and a parent. I applaud your efforts to involve families in the schools in a way that is meaningful to them and to their children. I love all the ideas from sharing a family story to writing letters. In the current age of standardized testing, ideas and projects like this one help me to keep my faith in teaching!
I have also tried Family Message Journals this past Spring with a few students who I will have in class next year. I did not receive as much parent participation as I had hoped. Perhaps the parents of my students felt similar to Jaden’s father in that they saw the Family Message Journal more threatening than enlightening. For a while, I was frustrated because my hopes of accomplishing the Family Message Journals and bringing parents and their child’s education together was not working. However, for the upcoming school year, I hope to reevaluate and reflect upon my lessons from last school year, and try Family Message Journals again.
During student teaching, I was able to observe a teacher doing Family Message Journals with a student and her parents. I was in a learning support classroom; however, the journal was not used to keep track of reading or stories, but to keep data on the student’s behavior. The parents were concerned about their daughter and wanted to help her as much as they could. My teacher informed me that the parents were willing to back her up in the classroom and at home. Thus, it was important for the teacher to let the parents know what strategies she was using and how they were working. As well, the parent informed the teacher, so they could make modifications if necessary. I definitely think the Family Message Journals help bring families closer together and allow parents to share stories and communicate with their child/children. One day when I have a classroom of my own, I will be using Family Message Journals.
After trying the Family Message Journal with a group of four students, I plan to integrate them with my entire classroom next year. I did not have as much participation as I had hoped, but one student and his father made a huge impact on me. Together we uncovered so much about their family and education and I believe it was due to the Family Message Journals. It brings families closer to their child’s education and helps to form the family school partnership that educators strive for. For the upcoming school year, I plan to emphasis the importance of the Family Message Journals and share my experiences with the families of my students so that they can see how this activity can be beneficial to us all.
I agree that message journals between teachers and families with Special Education students is a great variation. I have used message journals between teachers and families when working with reluctant readers. Somehow the distance offered through a journal enabled family members to reveal deep-seeded fears about their child as a reader. With this open door, teachers could offer specific support and suggestions for the entire family. And using these journals in virtual classrooms is yet another great option. These families need real reasons to write with their child that family journals offers. In this era of high stakes testing, teachers feels such pressure and they don’t feel there is time to personalize learning but family journals offer one provocative solution.
Family Message Journals were a great success with a group of 3 of my Kindergarten students in the Spring. Writing to the most important people in their lives gave their message meaning and purpose. The students would skip down the hall at the end of their tutoring session anxious to show their journal to their parents. I am considering expanding the Family Message Journals to my entire class. I am thinking of structuring the writing in small groups that will work with me once a week to write in the journals. Another option would be to have volunteers come in to assist in supporting and providing dictation where necessary.
Message Journal writing is a wonderful way to connect home life to school life. As a teacher, I can see where they would allow for me to learn not only about the student, but also the family. Building that connection will allow me to better meet the needs of my students. I really like the idea and hope to implement it for this upcoming school year.
Message Journals seem like a great tool for any age! I am eager to try them next year with my kiddos! I teach Kindergarten and I always have parents wanting to be more involved but may not know how. This is a great way for parents to be involved and I agree that it is a non-threatening and enjoyable way! As a teacher, it is a great way to learn more about the families and involve them in meaningful tasks. I would love to see more participation from both the kids and families.
I love the idea of using family message journals! It is a great way of communicating with parents, and letting them be a part of their child’s education. This is also a wonderful way to get students writing and enjoying what they are writing. Most of the time families wouldn’t necessarily take the opportunity to write to one another, but this is a fun way to start it! I would like to start family message journals in my classroom this upcoming school year, and I look forward to seeing how it goes!
Message Journals seem like a great way to incorporate the family into the learning. I teach middle school and plan on trying this with at least my homeroom students to see how it goes. The message journal would be a great connector allowing parents to be involved at a time when some students may pull away.
I am so excited to start family message journals this year. I think it will be a great way to stay in touch with families throughout the year and keep the communication positive. Thanks for the great ideas!
I think that message journals sound great for all grades. They seem like a great way to communicate with families about what is going on in the classroom. They are also a great way to see if students are understanding curriculum. I am always looking for ways to involve my families throughout the year in their childs learning. I can’t wait to try this next year. Who knows maybe I can get my whole school to participate.
I am very excited to try family message journals next year in my 1st grade classroom. Not only is this a meaningful way to get my students excited about writing, but it is also a “window” for families to see into the classroom. It is a wonderful way for me to get to know the families in my class!
What a great way to not only get parents involved with the content but it also make kids feel very special and loved. I love the way that students are encouraged to write about what they learned from the book. Great connection!
I love the Family Response Journal idea. I’m often so intimidated by communicating with my students’ parents. I feel like I’m going to be pestering them or that they’ll think I’m judgemental. But if I come from the point of view that I understand how important they are as their child’s first teacher and express how much of an impact they have on their child’s learning success I think I could get a positive response…The story telling prompt was fantastic and most people have happy memories that they would be glad to share. Were there any families/parents that did not participate. How did you / would you handle that situation?
Katie M’s comments emphasize the reciprocity in these journals. Teachers learn about students’ families as parents learn about our classrooms. This way education truly becomes a shared responsibility, not just a burden dumped on teachers’ shoulders. Katie also highlights how we become more informed teachers through journals, better able to meet each students’ diverse needs. Talking and thinking with families is essential and family journals offer one possible avenue.
Katie T’s point about families needing meaningful tasks to complete at home with their child reminds me of how much I loved writing back in my son’s Kindergarten message journal and how I also avoid those math worksheets. The beauty of writing back and forth about family stories is that there is inherent meaning and interest for children and family members.
Susan helps us realize how middle school families need occasions to share in the responsibility of supporting their child as a learner. My son starts middle school in two years and I already see him sharing less about life at school. Journaling could create a vital opening, giving me a concrete way to stay involved after the primary grades.
Justina recognized how much curricular information Pam gained through her journals. By reading these journals closely each week, Pam realized what was working for students, what connections they made or missed, and therefore could respond in more informed ways.
Mary, how did you know I felt compelled to discuss our struggles? Head to my third blog next week and see how various teachers handled reluctant parents. It’s tricky.
The family message journal sounds like a great idea! What a great way to connect to families.
The website is full of great information.
I am currently working at a summer daycare. Some children attend as little as a few hours for two days a week, and some attend up to ten hours every day. Our staff is encouraged to share something special that happened to the child during the day with the parents when they come at the end of the day so the parents will have a nice conversation starter on the way home…a connection.
Family message journals serve as another fantastic way to allow parents to make a connection with the child’s school life. I can only imagine how difficult it is to send your child off to school for the first time, or even after a long summer! I agree with the statement made that “…Family Message Journals serve as one vital way of ‘bringing families closer to their child’s education’.” These journals are a great way to connect school and home life which really makes learning more memorable and relevant to the students’ lives.
Emileigh did a wonderful job of tying in what the student’s were learning about in school, and giving the parents a manageable prompt to write about. Expressing thoughts in writing to their child might be new for some parents, so providing direction (for example how Emileigh asked parents to share a family story) is very important and helpful.
It was very interesting to read about your studies, Dr. Endrizzi!
I love this idea. It is a great way to get the parents involved in their children’s schooling. It can also be a great tool to communicate and understand the families of the children in your classroom.
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[...] to see my poor writing skills.” Similar to Jaden’s father in Pam’s classroom, mentioned in Families Matter: Part I, we need to recognize and celebrate every parental [...]