Scenario 1: Lost in Translation

For the last three years, Kim Barnes has taught in a middle-class suburban elementary school. This year, she moved to a different school and is teaching third grade in a high-need area. About 75% of her students are Hispanic, and 50% are Limited English Proficient. The parents of these students typically are unable to communicate in English. Although Ms. Barnes studied Spanish in college, she does not feel comfortable writing or speaking to parents in Spanish.

Ms. Barnes feels that the inability to communicate with parents is adversely affecting her classroom. She assigns about 30 minutes of homework each night, but the majority of students do not complete it. Although she has a good rapport with parents, she feels she needs to build a stronger bridge between school and home.

Ms. Barnes stares out the window of her classroom after school. Her mentor teacher, Ms. Mendez, pops her head in and asks how things are going. "Que paso?" she asks, smiling.

Ms. Barnes sighs and explains that she wants to open up communication between school and home. "But I don't know what to do," Ms. Barnes says. "Without language, true communication can't happen. We smile and wave at each other but that's not enough." Ms. Mendez nods in understanding.

"I assign homework, but few students bring it back," Ms. Barnes continues. "Some bring it back weeks late and want credit for it. Their parents don't have a clue about what's going on in class."

"You need to schedule a meeting with Mr. Vasquez," Ms. Mendez suggests. "Isn't he the after-school program director?" Ms. Barnes asks.

"Yes, but he also serves as a bilingual translator for the school. He is available for parent-teacher conferences, making phone calls to parents, writing notes, newsletters, and comments on progress reports — practically anything!"

"That's great!" Ms. Barnes says. "I didn't even know that kind of service was available."

Ms. Mendez enters the classroom and opens her bag. "These are copies of the newsletter I created for my classroom. I send one home each Monday." One copy is in English, and the other in Spanish. "The newsletter provides an overview of what we will be studying each day during the week. It also includes all of the homework assignments. I've had better luck with this strategy. Families are busy and overwhelmed — this gives them more flexibility and time to complete the homework."

Ms. Barnes is excited about the idea and wants to try it immediately. "You'll just need to be well-prepared in your lesson planning," Ms. Mendez says. "Mr. Vasquez needs your newsletter by Friday each week so that he has enough time to translate. I know of six other teachers who regularly ask him to translate materials into Spanish. If he isn't available, you can always ask me for help!"

Ms. Mendez reminds Ms. Barnes to review her orientation materials for additional helpful resources, including occupational and speech therapists, and language and behavior specialists.

1			In today's classrooms, there are many barriers that prevent teachers and parents from communicating regularly. In this scenario, which of the following is the primary obstacle to family interaction?
			A)	Personal and family problems
			B)	Poverty
			C)	Limited English ability
			D)	Lack of time
2			Which of the following describes Ms. Barnes' problem-solving attitude?
			A)	Ms. Barnes displays a "let's solve this" approach.
			B)	Ms. Barnes depends on others to act on her behalf.
			C)	Ms. Barnes searches for new approaches and is prepared to deviate from old habits.
			D)	A and C
3			Ms. Barnes plans to send home a weekly newsletter that is written in both English and Spanish. She intends to solve which of the following types of classroom problems?
			A)	Affiliation
			B)	Control
			C)	Parent relationships and home conditions
			D)	Time

Scenario 2: Time on my Hands

Ms. Tulane is a second-year math and science teacher at Roosevelt Middle School. Her classroom is between two other math and science teachers, Mr. Parker and Ms. Omar. Both teachers introduced themselves at the staff meeting before school began and seemed friendly. They also greeted her on the first day of school and encouraged her to ask for help whenever she needed it. Since then, Ms. Tulane has tried to chat with Ms. Omar but feels that she is increasingly standoffish.

The younger teacher tried talking to Ms. Omar during lunch one day, but she gave short, one-word answers and continued grading papers. "What's her problem?" Ms. Tulane had asked herself. On subsequent days, Ms. Tulane experienced the same kind of reception. She tried talking to Ms. Omar during the planning period, but she was busy calling parents. On another day, Ms. Omar was writing lesson plans for the following week. Ms. Tulane started talking to her about weekend plans and Ms. Omar mumbled something and left the room. "I can't believe that woman!" Ms. Tulane fumed.

Ms. Tulane decides to confront Ms. Omar about her unfriendly attitude.

After school one afternoon, Ms. Tulane knocks and enters Ms. Omar's classroom. Ms. Omar is busy removing work from a bulletin board. A new set of borders, stenciled letters and student work is neatly arranged on a table, ready to be posted.

"How are you Ms. Tulane?" Ms. Omar asks, continuing her work on the bulletin board. "I'm fine," Ms. Tulane answers. "How are things for you?"

"Busy as usual," Ms. Omar answers, pinning up one corner of the border. "Yes, I noticed," Ms. Tulane snaps. Ms. Omar stops working and looks at the young teacher curiously. They both stand staring at each other in silence. Finally, Ms. Tulane asks, "Did I do something wrong or something to upset you?"

"No, why do you ask?" asks Ms. Omar. "Because every time I try to talk to you, there's a wall," answers Ms. Tulane. Ms. Omar looks surprised and thinks for a moment. She vaguely remembers the times during lunch, planning periods, and after school when Ms. Tulane tried to make small talk. She smiles, remembering her own thoughts about the young teacher, "What is her problem? Doesn't she have something to do?"

Ms. Omar sits on the table next to the new bulletin board materials. "I figured you would have asked the other teachers about me by now!" she says. "People will tell you that I'm unsociable, focused, and single-minded. I just like to think that I'm a busy teacher trying to get things done. Do you have children?"

"No," answers Ms. Tulane. "I'm not even married."

"Oh, well I have three children of my own," says Ms. Omar, "so as you can imagine, I'm very busy when I get home. It would be nice, I suppose, to take it easy during lunch breaks or planning periods, and save the work for later. But I know better. My evenings are filled with my own children's activities and homework. Plus, I like to save a little time for myself."

Ms. Tulane blushes and takes a few steps back. "I'm, uh, I'm so sorry," she stutters. "I just misunderstood you. I had no idea that..." "Please don't apologize," Ms. Omar says. "I don't mean to create barriers, but if I don't stay focused, things at school and at home start to unravel for me."

Following her discussion with Ms. Omar, Ms. Tulane reflects on her own use of time.

4			Teachers say they have problems within five general areas: affiliation, control, parent relationships and home conditions, student success, and time. While the new teacher, Ms. Tulane, is concerned about ______________, Ms. Omar focuses on _______________.
			A)	affiliation, control
			B)	affiliation, time
			C)	student success, parent relationships
			D)	control, parent relationships
5			Lack of time is one of the primary areas of concern for teachers. All of the following accurately describe Ms. Omar's time management skills EXCEPT:
			A)	she knows her goals.
			B)	she gives students less homework so she has less to grade.
			C)	she acts and doesn't procrastinate.
			D)	she sets priorities and knows how to say "no" to others.
6			Following the discussion with Ms. Omar, Ms. Tulane reflects on her own use of time. What is the best lesson for Ms. Tulane to learn from the experience?
			A)	She needs to share responsibilities and tasks with hardworking teachers like Ms. Omar.
			B)	She needs to realize that teachers like Ms. Omar burn out quickly.
			C)	She needs to establish friendships with teachers who have similar time management skills.
			D)	She needs to eliminate distractions and use uninterrupted time more effectively.