TAPP para Familias Latinas

Nebraska Center for Research on Children, Families and Schools Author

12/20/2018 Added

2 Plays

Description

Teachers and Parents as Partners (TAPP) is a proven, research-based intervention that fosters collaboration and builds relationships between teachers and parents. When relationships are formed, teachers and parents can better work together to promote students’ academic and behavioral outcomes. Our current study, TAPP para Familias Latinas, is using this same intervention to support partnerships between Latino families and schools. We invite you to bring TAPP para Familias Latinas to your school. tapp.unl.edu

Searchable Transcript

Search:

[00:00:00.179](light, bright music)
[00:00:11.720]My name is April Stortvedt,
[00:00:13.920]I work at Clinton Elementary School.
[00:00:16.510]I have been a teacher for five years
[00:00:19.830]in a classroom setting and I teach fifth grade.
[00:00:24.700]Okay, is there anybody that would just love to go first
[00:00:27.570]and get it out of the way?
[00:00:28.600]Oh man, lots of volunteers
[00:00:29.907](children giggling)
[00:00:31.230]When families are not engaged,
[00:00:33.580]it definitely presents some challenges for me as a teacher.
[00:00:36.940]One of those would be,
[00:00:38.770]the student then seems to not care quite as much
[00:00:41.870]about how they perform in school or what they do in school.
[00:00:45.470]I think parents can also affect
[00:00:49.080]the respect that a student has for a teacher, as well.
[00:00:53.050]It's definitely a lot more challenging
[00:00:54.490]if that partnership is not there with parents.
[00:00:57.840]My name is Melissa Burke,
[00:00:59.390]I'm a resource teacher at Hawthorne Elementary School,
[00:01:02.330]and I have third through fifth grade kids.
[00:01:06.347]"She said in a voice that sounded like she was correct..."
[00:01:10.680]I think it's important to collaborate with
[00:01:12.710]the Latino families because sometimes I think the students
[00:01:15.940]know their parents, or parent, does not speak English,
[00:01:19.980]and so they know that we cannot easily call them
[00:01:23.040]and communicate what's happening at school.
[00:01:25.170]I think the benefits of collaborating with Latino families
[00:01:27.730]are the same as collaborating with any families,
[00:01:29.740]in just that, the students
[00:01:32.570]know that the school and the parents
[00:01:34.850]are talking to each other and working together to help them
[00:01:38.640]and to help with any concerns that we might have.
[00:01:42.430]I decided to participate in the TAPP program
[00:01:45.700]because I thought that it sounded like something
[00:01:48.510]that could benefit a student that I had in mind
[00:01:52.130]and communicating with the family.
[00:01:53.940]I just had a couple of students in the back of my mind
[00:01:57.120]that I knew were from that Latino culture,
[00:02:00.270]they were kids that I saw potential in
[00:02:02.230]and knew that if I could put a little...
[00:02:05.780]Little bit of work, little bit of effort into it,
[00:02:07.670]that maybe they would be able to kind of turn around
[00:02:10.700]from where they were,
[00:02:12.200]and be able to become the amazing student and learner
[00:02:16.350]that I know that they're capable of being.
[00:02:18.600]I'm Amy Kelly,
[00:02:19.640]I work for the Hastings Public School district,
[00:02:21.810]I'm the elementary principle at Hawthorne Elementary School.
[00:02:24.470]When we think about student progress,
[00:02:26.240]family engagement is core.
[00:02:28.000]TAPP provides
[00:02:29.930]that venue to share ideas, to come up with plans,
[00:02:35.090]to implement those plans,
[00:02:36.600]to look at the evaluation of what was happening
[00:02:39.540]with the student progress and with the relationship
[00:02:42.640]with the school and the family.
[00:02:44.870]I think sometimes it's hard to do that on your own
[00:02:47.550]and TAPP provided the systems of support
[00:02:50.040]that we needed to be successful.
[00:02:52.365](speaking foreign language)
[00:03:08.904]You know during reading time when I was
[00:03:10.496]already done with all my work,
[00:03:13.040]I'd be reading but one minute later,
[00:03:14.845]I'd get back up and do other stuff,
[00:03:17.480]and then in a minute I'd go back,
[00:03:20.004]in a minute I'd go back up,
[00:03:21.572]and I would keep on doing that,
[00:03:22.781]and yeah that's how I was then.
[00:03:24.633](speaking foreign language)
[00:03:38.770]The TAPP process impacted
[00:03:42.020]my relationship with a Latino student
[00:03:44.530]by helping see that I care enough to take the time
[00:03:47.710]to develop a program for him
[00:03:49.070]and then communicate with his mom,
[00:03:50.870]and I think his mom, being able to come to school
[00:03:54.400]and talk to me with an interpreter
[00:03:57.140]and develop a plan with an interpreter there,
[00:04:00.130]I think that helped her to trust us a lot more.
[00:04:03.780]Changes and growth that I've seen in the student
[00:04:06.270]that participated in TAPPs program with me are,
[00:04:09.200]I feel like he's very aware of himself,
[00:04:12.700]and I think that's why I'm able to just say his name
[00:04:15.830]and kind of look at him and he'll be like,
[00:04:17.497]"Oh yeah, I'm doing this thing that I said that I wasn't
[00:04:19.827]"gonna do and that I'm trying to work on right now."
[00:04:22.040]He's much more respectful to me,
[00:04:25.370]I feel like he cares a lot more about
[00:04:27.540]just even my perception of him,
[00:04:29.390]and how he acts in my class and things like that.
[00:04:32.450]And pretend like you're a teacher,
[00:04:34.171]and you're up here teaching the class
[00:04:35.632]about the books that you've read.
[00:04:36.823]And the TAPP process was a lot
[00:04:39.940]easier than I thought it would be.
[00:04:42.330]I think I thought at the beginning that maybe
[00:04:44.610]it would be pretty time-consuming,
[00:04:46.210]trying to balance everything else and having that, as well.
[00:04:49.340]But the consultant always did a really good job
[00:04:52.890]of making sure that she came in during parts of my day
[00:04:55.540]that I already here so I didn't have to come early
[00:04:58.220]or stay later after school.
[00:04:59.940]I think we met three or four different times,
[00:05:02.670]and each time it took maybe a half hour,
[00:05:05.830]so not a huge time commitment at all,
[00:05:08.760]and that time was really beneficial.
[00:05:10.800]I can say the acronym Teachers and Parents as Partners
[00:05:13.960]is just what it is.
[00:05:17.100]When we used the TAPP program,
[00:05:18.620]we gained a lot more with our parents
[00:05:20.900]and a lot more with our families.
[00:05:23.270]I would definitely recommend participating
[00:05:25.270]in the TAPP program.
[00:05:26.930]Communication was very well-organized, it's systematic,
[00:05:31.180]structurally it fit into what we're already doing
[00:05:33.610]with action plans and goals.
[00:05:36.270]It provides success for everyone involved,
[00:05:39.040]our parents, our teachers, our students,
[00:05:42.740]I really can't see any disadvantage
[00:05:46.130]to being in the TAPP program.
[00:05:47.770]It was a very positive experience.
[00:05:52.405]To teachers who are considering participating
[00:05:55.010]in TAPP's program, I would say if you have a student
[00:05:57.740]that you can think of that
[00:06:01.080]maybe just that little extra bit of help,
[00:06:03.160]this was a great way to understand
[00:06:06.480]the Latino culture, and just what's important to them
[00:06:09.050]and how to do things.
[00:06:10.150]I would say I have a bond with this student
[00:06:12.700]that I probably wouldn't have had otherwise.
[00:06:15.010]And it also just gave me some good insight of
[00:06:18.420]how to handle things within that culture, as well,
[00:06:23.530]in ways that maybe I didn't understand before,
[00:06:25.840]and so just even with my other Latino students
[00:06:28.900]that I have in my classroom,
[00:06:30.660]I feel like once I started doing this,
[00:06:33.430]the way that I interacted with them
[00:06:35.160]and how comfortable they felt talking with me, as well,
[00:06:40.030]just changed dramatically.
[00:06:41.940]What I took out of the TAPP process was just that,
[00:06:44.350]most likely, the families of the students we work with
[00:06:48.690]want to be involved,
[00:06:50.440]and maybe they don't necessarily feel comfortable at school,
[00:06:54.890]but they do care and they do want to be involved.
[00:06:57.680]I would encourage other teachers to participate,
[00:07:00.470]especially because of the peace, the communication peace,
[00:07:04.390]and helping the students' families feel
[00:07:06.770]comfortable with school and begin to trust school,
[00:07:08.910]because that will go with them
[00:07:09.890]throughout their whole school career.
[00:07:11.530]If the parent feels like they can come to school
[00:07:14.720]and talk to us and that we'll help,
[00:07:17.740]then they will go to the next school
[00:07:20.000]and they won't be afraid to communicate
[00:07:22.300]with the staff and teachers.
[00:07:24.864](speaks foreign language)
[00:07:53.984](light, bright music)

The screen size you are trying to search captions on is too small!

You can always jump over to MediaHub and check it out there.

Comments

0 Comments

TAPP para Familias Latinas

Description

Searchable Transcript

Comments icon comment

Related Channels

Comments