Home/School Relationship (Whanau involvement)
At the beginning of the
project the parents were informed by letter about the project and its
purpose. I also provided a games pack
which included dice, laminated games, pens, spare paper and a pack of cards.
The children remarked on what fun they were having at home being supported by
their parents. Of note was one of my Pacific Island boys who comes from an
unsettled background. His sister would seek me out during interval or lunchtime
to tell me she had been practising the games and homework with her brother. It
was very encouraging to see that type of support from another child when
parents were unable to help. Homework was returned by most children each week
with varying support from families. One boy lost his notebook twice I kept
replacing this in the hope that he may take some responsibility to do some
homework. There was little support from this child’s family.
Two thirds of the way
through our ALiM sessions we had a family day. We invited our parents and
siblings (at our school) to come and see what we had been learning. The session
was run as usual for about 10 minutes. The children then had sharing time to
show their work books and then taught the family members how to play a maths
game. At the end we had a shared afternoon tea. It was heartening again to see
such wonderful support for old siblings and in particular that tuakana teina
relationship happening. I wonder if this is something as a school we should
explore more with children who are under achieving.
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