Readiness for CLD Families and Students

Time needs to be invested in employing strategies such as semi structured conversations with CLD students and families, which can bring unexpected, useful rewards. Teachers need to effectively maximize CLD student’s experiences to focus on instruction for cognitive and academic growth. This will reduce reteaching and increase the relevancy of instruction. Teachers who use these conversations increase their effectiveness as educators and their time available in the classroom. Time is further maximized at home visits. At home visits, the teacher learns about the student, the family, the community, and extended family members who are key stakeholders in the CLD student’s education. Questions that will be answered through these conversations include “what cultures are represented by students in the school and in the classroom?”, “what native languages do students bring to the learning community?”, and “How many students will need accommodation and at what levels?”

Here is a link to an article on accomoation readiness. I really liked how he discussed common misconceptions, but discussed family support as well.
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CDIQFjAA&url=http%3A%2F%2Fwww.joci.ecu.edu%2Findex.php%2FJoCI%2Farticle%2Fdownload%2F183%2F152&ei=o_gvUcTfK6aS0QHuooHACA&usg=AFQjCNHhHxd3GJuMSaiGiYrpGG3r5ClNgA&sig2=BdSl7dxoiIoXsRUaa33sgQ