Homeless-ness In Real Life

Homeless-Ness In Real Life

Residential instability is a disruptive experience for children and families (Fantuzzo, LeBoeuf, Chen,  Rouse, & Culhane, 2012). Unpredictable and undesired moves from one’s home adversely affect the family support system and children’s development and well-being. (Fantuzzo, LeBoeuf, Chen,  Rouse, & Culhane, 2012). As much as disruptive it is to be without our home, the uncertainty of life while raising two daughters, teaching, and working in graduate school caused enormous anxiety and worry.

Some who shared the last class with me may know that in late September a major leak occurred in my home. This leak flooded the third level, second level, and basement of my home. A water mitigation company came in and demolished large water soaked areas of my house. Because of the lack of walls and floors in many areas, my daughters and I were sent to a hotel. We attempted to gather what we needed, as I thought we would only be there a short time. I wasn’t sure how to proceed for many days, as the insurance company had to work on our “estimate.” Until then, I couldn’t plan for contractors to come in and begin the repair. I was devastated as I had just remodeled my kitchen. For the first few days, I thought I would be going on after a few days. Later I realized we would be without our home for months.

In the beginning of our time without our home, I suffered severe anxiety. I was worried about how I would get everything done while working, mothering, and being in graduate school. Life was truly hectic and chaotic. I didn’t manage anything well, and everything seemed to be a day late and a dollar short. I couldn’t focus on anything well. We moved back into our house last week and then left for New York City for Thanksgiving. Our house is still in boxes, and although we are home, nothing is in order. We are still playing catch-up.

While at the hotel, our normal mornings went from my girls walking 50 yards to their bus stop and me leaving the home just after that, to me getting my girls up early and dropping one child off at her school then taking my other daughter to my mother’s home so that she could take her to school at the regular time. I was stressed everyday as traffic can be brutal in DC, and my normal commute is 45 minutes, and these extra steps added to the time.

I had a bit of a breakdown at school one day and ended up crying in my principal’s office. I felt frustrated by a variety of issues, and it bubbled up and into tears at school.

Despite high levels of risk exposure, many children who experience family homelessness demonstrate competence across developmental domains, suggesting resilience (Herbers, Cutuli, Supkoff, Narayan, & Masten, 2014). This was the case for my daughters. Although I did a poor job of juggling everything on my plate, my daughter’s report cards were on par with what they had last year.

Homelessnesss is by far worse than our temporary situation. I can empathize with families going through struggles. I had the support of my family, boss, friends, and mainly my insurance company. For me there was an end in sight, for the homeless families there is no end in sight.

An Observation

       This week, I chose to observe a teacher/student interaction. This week our math resource teacher worked in my classroom to introduce a math game. She used several techniques to extend the children’s language (Rainer-Dangei & Durden, 2010). 

     The teacher, Mrs. ***********, began with a demonstration of the game. She asked me to choose a student to play with her. During the game, the little girl was shy and nervous. I had not anticipated this. The goal of the game is to match domino cards to their number on a board. As the card is placed, the players have to say, “I count 9, I need the 9 card.” (Or) “I count 9, I do not need a 9 card.”  Each time, the student I chose, would count, but forget the words to say. Mrs. Johnson would look at her and the shrug her shoulders. Sometimes she would say, “Class, what should ***** say?”  Each time, I wanted to rescue my student, and help her. Her facial expression seemed afraid and embarrassed. Her voice near to a whisper. This is a bright child who normally raises her hand and shares with smiles. I was mad at myself that I had not chosen a different child.

      Research notes the impact that the changing notion of childhood has had on policies. Silin’s article suggests that we reflect on research and consider strategies that we must reconsider (2005 & 2008). We as educators are asked to consider new frameworks based on the complexity of the world in which our students live and learn. As I reflect on the lesson, I wonder if the math resource teacher has reflected on best practices for early learners.

       It appears that the chosen student was too nervous to produce the words she needed to say. A gentler approach may have helped. Maybe I rescue my students. Maybe I don’t allow that tense silent period..

I allow for wait time, but when I see the blush come over my students’ faces, I often give them a life line. Example: “Do you want to think about it a little more?” “Do you want someone to help you?”

Resources

Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=47964033&site=ehost-live&scope=site

Silin, J. G. (2005 and 2008). Who can speak? Silence, voice and pedagogy. In: Yelland, N. (Ed.) Critical issues in early childhood education. (p 81). Berkshire, Great Britain: McGraw-Hill Education. Retrieved from:http://site.ebrary.com.ezp.waldenulibrary.org/lib/waldenu/docDetail.action?docID=10175188

Home Child Care and Education-The River Academy

The River Academy

It is important for all parents to know that the center or home where they have chosen to place their child is regulated, licensed, and safe. So at the entryway to my center would be a check-in spot where all information is posted.

Also in the "arrival area" a resource center will be in place.

Parents will also have access to their child's binder which will contain all emergency information, behavior notes, doctor's letters, teacher notes, and any other information about that child.

As families bring their children into the learning area of the center, they will notice bursts of color which welcome the children and family.In each area, differing races, cultures, faces, jobs, and identities will be pictured.

The flags above can be specific to the cultures of the people attending. New flags can be added as needed. This space is used for teaching, centers, and play.

This room is an additional room with materials that are used then returned. This would be a perfect space for children in "before and after" care as it requires the child to place items in higher shelves. This smaller area can also be used for children who prefer small item tasks such as Legos.

A Resting Room

This layout would be similar, with much smaller beds, and no toys in the room. 

It is important for 2, 3, and 4 year old children to rest. In my center,  there would be a sleeping room for each age group and children will have a their own cot. Families will bring in blankets and stuffed animals from home to offer that home school connection for the child. The sleeping rooms would be permanent rooms that require no set up each day. When children lie down to sleep, lullabies from around the room will play.

The Outdoor Space

The outdoor learning areas would be the place where families can make the biggest impact on the cultural awareness of the children. Each family will be encouraged to plant seeds, bring in items for the musical garden, or paint murals throughout the area.

Parents will be asked about their talents and special skills so that they can come to the center and make presentations, read books, or teach the children a new skill.

The Staff

The staff will be representative of the community. It will be important to be aware of special skills and talents, and look for diversity when hiring all teachers and support staff.