Families have emphasized and put into their children’s mind the importance of the school in their lives. It is an institution that the families hope will develop their children into the mature responsible, independent and one day contributing adults to their families and society, and schools have done their best to help them be that. Families in turn, for what the schools are doing and have done for their children, have invested their resources and time in them. They have given their trust to the school to provide their children with a good education and eventually to ensure their bright future through education.
Much has been demanded from the families for the continuance of the school, especially schools that are not subsidized by the government- the private schools. These schools exist mainly by the financial support, time and other material and human resources given by families to them. The parents, aside from paying for tuition fees, books and school materials that their children need in their schooling, have to render countless hours in fundraising and services for the schools to continue their operation. The schools depend on the families heavily, making them “partners in education” of the children under their care. And families have taken pride in that.
How about the other way around? How much time have the schools given to the families for their extensive support, to make them feel important, and for the children to realize how important families are? What have the schools done to know these families better and where the children come from? It is not enough for schools to accept the parents not responding or giving a little time to know more about the families, or the time to show case the importance of the children’s families and their culture and traditions in school.
If schools would like to help the children to live effective, responsive, satisfying, and productive lives, the school should help instill pride in their families, their ancestors and their culture. The children should bring home the message, “My family, ancestors and cultures are important, just like my school.” If families get this message, they feel comforted with their support of the school.
Schools should define in their curriculum awareness of the children’s families, ancestors, and culture if they have not done it yet and make it a strong inclusion. They should provide activities for children to be aware and proud of the families and ancestors that they came from, and the richness of the culture that they live in. The child comes to us not just a single entity, but a rich package of influences from home with its traditions and culture. If we are to help the child in our care, our curriculum should also be rich in cultivating awareness of families and their culture and tradition. And since our children come from different homes, different ancestors, and traditions, we have to provide for all their traditions and cultures. It is what makes this country great – it is so rich with its peoples of different cultures, ancestors and traditions.
Here are some ways to promote multicultural awareness in the classroom and in the school.
Start with having a theme about multicultural awareness such as: “Multicultural Awareness in the Children.” Assign a period in your curriculum time to develop that theme. And since it is a theme, it should be carried out across the curriculum that covers activities not only in social studies but also in Language Arts. So children will be reading and writing about their families, and the different cultures and traditions that the class has.
Have lessons on ancestors, traditions, and cultures, where you have discussions on the meanings of ancestors, traditions, and cultures; have readings of articles that will give examples of the meanings of these key words.
Have the children construct a “family tree” that can go as many generations back as the teacher may decide depending on at what level she is teaching. Have the children’s families attach their pictures on their “Family Tree” to make it personal and nice to see.
The primary grades may want to draw pictures about their families and write a short story
about their families, and what they like about their families.
The students may wish to interview their parents and grandparents, and have them talk about their families, what they liked when they were children, what things they were given by their ancestors that they still keep and treasure, any stories they want to share about their families, and what values their ancestors have instilled in them. It is easier for the students to accomplish the interview, if their teachers prepare the questions or discuss the questions with the students prior to the actual interview. The students should share the interview that they did with the whole class. This activity gives the parents and grandparents the feeling of importance in their child/grandchild/s thoughts.
Invite parents and or visitors, possibly a grandparent, uncle or auntie to talk to the class about their family traditions and culture. Encourage them to bring crafts with them to show the children family treasures from their ancestors such as blankets, crafts, jewelry, pictures, etc. Ask them if they will teach the children a song, a dance, or make crafts in the tradition of their families. You would be surprised at how much richness in activities these families bring to your classroom if you get the parents to come to your class.
Have the children learn words or sentences of the classmates’ languages that they speak at home. Have a “Foreign Language Banner” Parade in the school where children write on construction paper some of the words that they have learned from classmates’ languages to be shared with their school mates on the playground. Ask other students in the school to look at and read what these children have written on their banners.
Provide lessons on the different countries where the children’s ancestors came from.
Have parents share any information with the class that the children have not been able to research from the library or from the internet information that the children would like to know about that particular country, such as, “What is the people’s favorite sport, food, clothing style or dance?
Hold a day in your class to celebrate, “Multicultural Day” and invite the children’s families including grandparents and relatives, where the children can show their skills in dancing or singing or reciting poems that are part of their families’ tradition and culture.
On this special day, parents might decide to have a “potluck” where they bring food that is a traditional food of their culture. And better still, with the principal’s permission and with the cooperation and participation from the different classes, make it a school event and hold a “Multicultural Day.” This will become a big and a memorable event not only for the children but especially for your children’s families whom you have been asking for support.
