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Parental Involvement

Chapter 6: Students of Families in TransitionReread the In The Classroom: Divorce and a 5-Year-Old case study presented at the beginning of the chapter 6 (pg. 163) and respond to the following questions:1. What characteristics of transitions have affected Emma and her family in a positive or negative way?2. What should Tamika do that will be supportive of Emma, her parents, and her new stepmother? To whom should she communicate her concerns, and what would be the best communication method?3. What strategies could Tamika use in her classroom to help Emma adjust to the transitions of divorce and remarriage?Chapter 7: Families Overcoming ObstaclesReread the In The Classroom: Out of School Supplies case study presented at the beginning of the chapter 7 (pg. 200) and respond to the following questions:1. How could looking at the Wallace family from a strengths perspective help Clara collaborate more effectively with Keisha’s parents? What are the other strengths of the family besides what the principal listed?2. How can Clara be more supportive of Keisha and her family in her education?3. What are the ways in which a district or school, such as Kennedy Elementary, can support and ensure a high-quality education for all children in the district, including those who live in poverty?Chapter 8: Families in Abusive SituationsReread the In The Classroom: Sharing Crackers case study presented at the beginning of the chapter 8 (pg. 239) and respond to the following questions:1. Should Kate report this situation to anyone? If so, to whom? What role do the school counselor and teacher play in these types of reports?2. What other school personnel and community members should be involved in this situation? What school and community resources are available for Kate in working with Travis? What resources are available for Travis and his family?3. Should Kate communicate her concerns directly to Travis’s mother? If so, what communication strategies would be best? How can she be supportive of Travis’s mother while also protecting Travis’s interests? As the school counselor or teacher, explain the support you would provide to the student and parent in this situation.Chp6: In the Classroom: Divorce and 5 years oldChp8: Sharing crackersChp 7: Out of School Supplies- will upload

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In The Classroom: Divorce and a 5-Year-Old
It was a busy morning in Ms. Tamika Grey’s kindergarten classroom. The children were working in their literacy
stations on a variety of tasks while she worked with small groups on beginning reading skills. At the reading table,
she helped Javier, Emma, and James write a sentence about the pictures they had drawn. Javier and James were
both concentrating as they “stretched out the words and tried to write the sounds they heard. Emma, however,
seemed to be a million miles away. “Emma,” Tamika said gently, “what would you like to write about your
picture?” Emma shrugged her shoulders and then scooted her chair closer to Tamika’s and continued to look at
her paper without writing anything. Tamika noticed that Emma had gotten clingier in the last month, and she
wondered if it had anything to do with the changes that had happened at home.
At the fall parent-teacher conferences, Emma’s mother, father, and new stepmother had all come for her
appointment. Tamika hadn’t realized that Emma’s father had remarried, and she wished that she had scheduled
separate conferences for the parents because Lori Chandler, Emma’s mother, looked uncomfortable and tense
during the conference. She remained briefly afterward and quickly told Tamika that Emma’s father had recently
remarried and the children were not adjusting to the change well. Lori’s eyes had filled with tears as she asked
Tamika to let her know if Emma was having any problems with her schoolwork and then quickly left.
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Tamika wasn’t sure how to handle the situation now. Emma was having more problems at school, both socially
and academically. Tamika did not believe that she had learning problems, but she just seemed unable to
concentrate or focus on anything, and her work was often unfinished. She also did not want to play with her
classmates at recess but instead wanted to stand close to Tamika or whatever teacher or aide was on recess duty.
Tamika knew that she should share this information with Emma’s parents, but she hated to add to the stress that
Mrs. Chandler seemed to be feeling. Mr. Chandler obviously cared about his children, and his new wife had
seemed interested in Emma’s schoolwork at the conference, but Tamika didn’t know whether she should notify
both parents and ask them to come in again or just contact Emma’s mom. She made a mental note to talk to the
school counselor about the situation and get her advice. At the beginning of the year, the counselor had started a
support group for children whose families had experienced a divorce, and she had recently expanded it to include
monthly parent meetings at night. Maybe it would help Emma to be a part of that group. Meanwhile, Tamika put
her arm around Emma’s shoulders and said brightly, “Let’s see if we can think of something to say about that
great picture you’ve drawn!”
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In The Classroom: Sharing Crackers
like some
As the second graders excitedly ran outside for their morning recess, Travis lingered at the door and said, “Miss
Harrison, do you know what we’re having for lunch today?” Kate realized this was the third time that Travis had
mentioned lunch this morning and felt a warning signal go off in her head. She said, “Travis, would you
crackers from my desk drawer? I keep a supply handy for when I need a morning snack. How about we share
some together?” Travis quickly came to Kate’s desk and ate the crackers she put on a napkin. As they ate and
talked, Kate gently tried to question Travis about his breakfast that morning and learned that he hadn’t had any.
“Mom was sleeping, and there wasn’t no cereal left. Joe said he’d get some money from Mom’s purse tonight and
go to the store and get some food. Kate realized that Travis was talking about his brother, Joe, in fifth grade.
“Oh, is your mom sick?” she asked.
“Nah, she just came home late, and that’s why she was in bed.”
“Is she working at night now?” Kate asked as she quickly tried to remember where Travis’s mom worked. She had
met Travis’s mom at the fall parent-teacher conferences, but she hadn’t come to any other school events. Kate
remembered her as being a young parent, who had said little at the conference and seemed glad when it was over.
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“No, she was just doin’ stuff,” he said matter-of-factly.
After Travis went out to play, Kate pondered the situation and decided to start keeping notes about anything
relating to Travis’s care and family situation. Over the next few weeks, she noticed there were several instances
where Travis came to school hungry or in the same clothes as the day before. He also did not have gloves or a hat
for the cold winter days, and she was glad to be able to get some from the closet that had been stocked by the
Poplar Grove Rotary Club. As their morning recess shared snack became a routine event, she learned more,
including the disturbing information that Travis; his 10-year-old brother, Joe; and 6-year-old sister, Tiffany, were
often left alone at night, sometimes overnight. Although Travis never said anything about his mother’s activities,
it was obvious that he and his siblings were fending for themselves on a regular basis.
Types of Child Abuse and Neglect
Federal legislation lays the groundwork for state laws on child maltreatment by identifying a minimum set of acts


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