As an educator involved in the life of a homeless child, there are many things that they can do to assist the children in their literacy learning and developmental processes. Educators can make a considerable difference in the literacy development of children, even if they are only involved for a short period of time. One thing to keep in mind while working with a child who is homeless is that they may not have space or time for homework (MacGillivray, Ardell, & Curwen, 2010, p. 391). As a teacher, you can learn to be more flexible with the student regarding their homework requirements by having a few assignments that are due weekly (MacGillivray, Ardell, & Curwen, 2010, p.391). According to Noll and Watkins (2003/2004), “Homeless students,
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You want to make the child feel comfortable so that they are ready to learn. A child may be living in a noisy, crowded or threatening area so having a calm and welcoming classroom can be important (Willingham, 2012, p. 37). Children may be encountering entirely new situations and some welcoming strategies such as assigning a peer buddy or having an immediate academic assessment will help ease them into the new, uncomfortable situation (MacGillivray, Ardell, & Curwen, 2010, p. 390). Another way to help make the child feel more comfortable in the classroom would be to make them a “Welcome Bag.” A homeless child may not have the supplies needed to start school such as notebooks or pencils, so creating a bag of some necessary items can make them feel more prepared and equal to their classmates (Noll & Watkins, 2003/2004, p. 368). All of these aspects are things that educators can do to help the transition for a homeless child into an environment that may be completely new to them. According to Willingham (2012), all children have the ability to learn despite the challenges that they may be facing (p. 37). As an educator just being there for the child and showing that you care and believe in their abilities can give them the motivation that they need to
You want to make the child feel comfortable so that they are ready to learn. A child may be living in a noisy, crowded or threatening area so having a calm and welcoming classroom can be important (Willingham, 2012, p. 37). Children may be encountering entirely new situations and some welcoming strategies such as assigning a peer buddy or having an immediate academic assessment will help ease them into the new, uncomfortable situation (MacGillivray, Ardell, & Curwen, 2010, p. 390). Another way to help make the child feel more comfortable in the classroom would be to make them a “Welcome Bag.” A homeless child may not have the supplies needed to start school such as notebooks or pencils, so creating a bag of some necessary items can make them feel more prepared and equal to their classmates (Noll & Watkins, 2003/2004, p. 368). All of these aspects are things that educators can do to help the transition for a homeless child into an environment that may be completely new to them. According to Willingham (2012), all children have the ability to learn despite the challenges that they may be facing (p. 37). As an educator just being there for the child and showing that you care and believe in their abilities can give them the motivation that they need to