Building connections with students and their families are essential to the child’s educational success.  When we take the time to really get to know them, how they live day to day, what they do for a living, and how they celebrate their cultures we make an emotional deposit into the developing relationship.  It is not always as easy as it sounds, however, if we tap into the “funds of knowledge” our students and their families possess, it would make a better and stronger connection within the classroom.  Cobb and Kallus defines “funds of knowledge” as the cultural knowledge and skills accumulated by students within their family settings that enable the household to thriven and build diversity in the classroom.  Begin playing games or asking questions about their parents, siblings, and grandparents.  Then ask what makes each one of them special and their talents.  Showing interest in their loved ones presents an idea that you care to know about them and their families.  Students can draw pictures of what their parents do for a living. 

I have used opportunities of the funds of knowledge of my students and families during lessons, such as when we read a social studies text on different cultures and clothing, I asked families to send their children dressed in their culture of clothing for the day.  The students were so excited to wear Sari’s, embroidered Mexican dresses, a mariachi suit, and silk linen Pakistani dresses.  We took pictures and displayed them all on our concept board.  Each student had stories they shared of when and what occasions they would dress in the clothing.  The events would open opportunities for deeper conversations of what type of foods and drinks were at the events. 

By investing the time into students’ cultures and family beliefs, they become stakeholders in their student’s success.  We could invite families to participate in family literacy events by reading books which entail their cultures and background.  They could share a recipe and directions on how to make their family favorite dish.  Families could display a cultural dance dressed in their cultural garb. 

One explicit memory I have of a teacher gaining funds of knowledge of my family and lifestyle was when my kindergarten teacher visited my home before I started school.  It created a strong relationship throughout the year.  I vividly remember her referring to our family parrot we had and my father being a mechanic.  I recall that wonderful feeling as if she ‘really knew’ me and my family.

It is very important to get involved with not only our students, but their families too.  Including them to teach and share their skills and resources with one another and with the children builds a great fund of knowledge and a deep classroom culture within itself.

                                                            Reference

Cobb, J.B., & Kallus, M.K. (2011). Historical, theoretical, and sociological foundations of reading in the United States. Boston, MA: Pearson Education.students