How To Explore And Discuss Students' Feelings And Experiences Regarding Family Involvement

By Author: Chris Paul
Total Articles: 24
Comment this article

An example of a lesson he taught was one in which he introduced an edited version of the song "Test of Ay Faith" by Petey Pablo and discussed what it meant o be at a difficult point in life and make decisions. As Theo used examples from his own life, he challenged students to consider what has tested their own faith and to reflect and write on that topic through poetry, after a 15 minute introduction that included students listening to a song and reading lyrics related to the topic, students were encouraged to work together and move to a comfortable place and write. Pamela, Theo, and I would circulate through the classroom as students wrote and Vibram Five Fingers read, and Theo would often provide individualized instruction based on his knowledge if the students inside and outside the classroom. The workshop was wrapped up with an opportunity for students to read their work to the class.

Although I observed the program and spoke with Pamela and Theo during the first year of its implementation, my role as a researcher documenting this program began during its second year, ...
... while the students were in eighth grade. During that time, the grant administrator at UVE was pleased with some aspects of he program, particularly because many parents who had previously not been involved in their children's schooling were attending the evening coffeehouses and submitting poetry for the anthology. Some of the coffeehouses did not have the level of attendance the administrator was hoping to see, and she began to question her support of the program. There were three coffeehouses held over the school year; on average 10 students attended with 6 family members. Within the class, 12 out of the 21 students, 6 boys and 6 girls, participated in the evening coffeehouses. Eight of the 12 participating students invited a guest to come; 6 students brought family members to the coffeehouses, and 2 students brought another caring adult or friend to attend. In addition, many other community members that either knew about the program; through UVE or the school, teachers, and other adults were in attendance, reading and participating with the students.

Both Pamela and Theo deemed the program a success due to the complexity of the students' poetry and because the Vibram FiveFinger Discount students were provided with opportunities to work with various caring adults who were involved in the program; some were family and some were not. It was in this context that I organized and began meeting with students in focus groups designed to explore and discuss their feelings and experiences regarding family involvement.