Back to school night planning and implementation

Bloom & Back-to-School Night

Back-to-school' night is an important scholastic occasion for faculty, students, parents, and community members. It is during this event that all interested parties are able to witness the educational philosophies, progress, goals, and atmosphere of the school. Faculty attitudes along with tangible items communicate the school's values, mission, pedagogy, student roles, and level of commitment to authentic, multicultural education.

During 'back-to-school' night, faculty members who are approachable, focused, and who exhibit a keen understanding of the nature and significance of education facilitate meaningful communication. In this context, interaction between faculty, students, parents, and community members is constructive. Naturally, faculty must circulate in order to meet all attendees, thereby creating a positive rapport with them. Visitors should feel at liberty to inquire about school and classroom activities, objectives, and challenges. Building and classroom presentations not only inform visitors of such issues, they also indicate an organized and caring learning environment. By soliciting visitor input and offering concrete opportunities for parental and community involvement, faculty members encourage a bi-directional relationship between education and real-life.

The decor, layout, and practices of the school relay vital information about its dedication to multicultural education. Evidence of this should be found throughout the school. Multilingual directional signs allow students, faculty, and visitors the opportunity to easily navigate through the building. Display cases highlighting world cultures, particularly those of the student body, foster awareness of and tolerance towards diversity. Open spaces throughout the building create receptive atmospheres. The library may feature literature from numerous countries. What's more, librarians may invite classes to literature circles in which a student or visitor reads aloud to them in his/her native tongue. School-wide multicultural assemblies indicate an environment in which diversity is celebrated. Culturally themed decor, perhaps different for each wing or floor in the building, illustrates passion for cross-cultural understanding. Needless to say, student-generated projects should be the main source of material. A community events calendar and billboard provide valuable connections between instruction and real-life. Bilingual school newsletters, distributed to faculty, students, parents, community members, and/or organizations, demonstrate a continued effort in building and maintaining multicultural relationships.

The above examples are also employed in multicultural classrooms. Bilingual signs on objects; monolingual or bilingual literature; clustered desks and open work spaces; student-generated artwork and educational projects; world and regional maps; information on students' backgrounds; cultural games and pastimes; and genuine cultural artifacts create a nurturing ambiance infused with a pluralistic perspective of education and the world. In addition, it is prudent to exhibit instructors' development regarding multicultural awareness as it fosters student-parent-teacher respect; it also creates a stimulating and motivating work environment. Ideally, faculty would also engage in an ongoing effort to speak their students' languages.

Active, inquiry-based, and cooperative learning are central components in authentic education. Students must engage in constructive, multi-modal, and multi-dimensional activities in order to fully understand the curriculum and the learning process. Thematic, multi-sensory learning stations throughout classrooms provide students such opportunities. Quiet study areas and objects reflecting student interests also encourage meaningful learning. Activities that allow students to explore their learning styles enhance educational experiences and bolsters academic success. In addition, displays of community, school, and classroom pride encourage self-esteem and responsibility. Student-generated goals serve this end.

Instructors may also post the learning pyramid in order to make students aware of the various levels of thinking. With such an obvious display to act as a reminder, this undoubtedly would benefit teachers as they plan units and lessons. Logically, learning must take place at all levels of the learning pyramid, with a heavy emphasis on analysis, synthesis, and evaluation. Enrichment activities, based largely on students' curiosity and interests, encourage a never-ending relationship with discovery and education. To maintain the fluidity of learning, it is crucial for classrooms to display ways in which students may peacefully resolve conflicts. This is most effective when students partake in developing mediation strategies.