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Ellen Mayer Contents:
Case NarrativeTomasito's Portfolio It was early spring and the final round of parent-teacher conferences was over. Linda Brady, in her sixth year as a classroom teacher, was cleaning up her classroom at the end of the day. She tucked inside Tomasito's second grade portfolio his most recent story, about traveling to a distant planet with his school friends. Like the rest of his work, this was excellent. Pausing in her chores, she leafed through his portfolio. A smile spread over her face. His carefully drawn self-portrait: a tall boy, looking very big, standing proudly in new Nike sneakers, the faces of his best friends in the background. Copies of his many Good Citizen school awards. Then she came to his math work. For the first time a shiver of concern ran through her. His math test results seemed so erratic. Was it possible that his math learning wasn't that solid? Perhaps he was even slipping in math? Yet his homework was always perfect. What was going on with Tomasito? Tomasito at School and Home Linda Brady, Tomasito's Second Grade Teacher “He's also doing well in school academically. Most of my students aren't on grade level, but Tomasito is. He's very conscientious and hard working in all his subjects. My sixth sense, though, is that we need now to look at him closely in math, and I've just been talking with my classroom aide about it. But we haven't been able to figure out what's going on. It's not because of his language skills since Tomasito is virtually fluent in English. I haven't signaled to Tomasito my concern about his math, since he's trying as hard as he can, and sometimes his self-confidence isn't all that strong. And the last thing I want is for him to stress out over it.” “At home, I think if I'm right, Tomasito is the oldest child. My sense is that he has a loving, supportive family that takes wonderful care of him—getting him to school everyday on time, clean, and well fed. Tomasito's main weaknesses are that he has limited English parents and my guess is he probably doesn't have an academic role model at home. Other than that I can't really say. He's a pretty reserved little guy and compared to most of his classmates doesn't share anything about his home life with me. All these second graders are pretty good talkers by now, and most of them aren't self-conscious about what they say. Boy, just the other day chatty Susie told me that her divorced Mom had just lost her job. Some of my girls do indeed keep me posted on every daily event, large or small! It's funny, but when we go around the room on Monday mornings talking about what we did over the weekend, and again on Fridays when the kids can volunteer for Show and Tell, I sometimes learn a good bit about my kids' life outside school. But not from Tomasito—all he ever talks about is playing Nintendo over the weekend and he's never once participated in Show and Tell.” “Even though he doesn't chitchat to me, I do have my special teacher radar, and it tells me that somebody at home is following up and making sure Tomasito does his homework. His homework is always very neat, correct, and thorough. I've never asked Tomasito anything about his homework, partly because I haven't ever been that concerned about him, and because whatever he's doing is looking fine.” Ria Montero, Tomasito's Mother [translated from Spanish] “I call him ‘Tomasito two-face’ because he can be shy out of the house, but at home he is so talkative and expressive. With Tomasito, everything he sees and hears, I swear he tells us about it, whether it's something in the street or at school. Like he told us the teacher uses his works as examples for the other children. At home, what a mimic he is! But at school he does not always participate. This is because he is a reserved personality, like his father. He will not be like me—I have a strong personality; I like socializing with all people. When I went to school I loved participating in all the social activities!” “We are a very happy family at home. I have vowed not to be harsh and neglectful with my children as my mother was with us, when I was growing up in Mexico. Tomás and I tell our boys that they are nuestros muñequitos, our little dolls, the most precious things we have in life. I try and kiss and hug my Tomasito a lot. When I am cleaning shops part-time my husband takes care of the children, and we have never ever used a babysitter. It is important that our sons have love and attention and what pleases them. Why would I give them food that I know they don't like and they're not going to eat? But sometimes I worry if I am doing all the right things. Like should I have rules about watching TV? I like it when experts give me advice. Once his first grade teacher told me I should let Tomasito read to me everyday, so I stopped reading stories to him, and I appreciated that. I also learn a lot from watching other families and analyzing what they do.” “When Tomasito grows up, most of all, we want him to have a corazon bueno—good heart. Even though we are la classe pobre, in the poor class, we want him to finish college, although we don't care if he gets to be a professional in life, and for him to be intellectual, no. In Mexico, I myself never went to college. Tomás graduated, and works here as a restaurant manager. Tomasito's older brother Edward, who is a year and a half older, is really an example to Tomasito. I know I shouldn't compare the boys, but Edward is much smarter than Tomasito. Edward's teacher says he is an outstanding student, who is always determined to be first in academics. But Tomasito could teach him much about kindness!” “In the last conference Ms. Brady just said that Tomasito was doing fine in all his school subjects. But Tomás and I share a worry about the math. Sometimes Tomasito just seems confused or he forgets what he has learned.” “When Tomasito does his homework, he is supposed to finish it before his father gets home, but he is allowed to do it whenever he wants in the afternoon. Tomasito often gets caught up with television, playing Nintendo, or with telling stories and his homework just sits in his backpack. Or he is doing his homework and he gets distracted by his baby brother, Peter, who is a lively toddler and wants to play. Unlike Edward, Tomasito needs a lot of help with his math homework. I am not much good at helping. I know at his school that in addition to English classes there are also special math classes for parents and meetings explaining the math curriculum, but I haven't been to those. Edward is the one who helps Tomasito with math most of the time. He has explained to Tomasito that he should use his brain and not count on his fingers. If it is still needed my husband helps when he comes home from work. Sometimes Tomás has to explain two, three, four times! Edward is so quick, but it seems so much harder for Tomasito to do math. I just don't know why it is so hard for him.” “A while ago I discovered that Edward had actually been doing Tomasito's math homework for him sometimes. Oh, I came so close to spanking Edward! I said to Edward, ‘I told you to help him, but by explaining, not by doing it for him. That's not helping, that's hurting.’ I put a stop to it.” Tomasito Montero “When I grow up, I want to be a football player like on TV. It's kinda boring just being an eight year old. You can't go to any countries, or other cities, and I like to travel. I can't drive a car. I can't have a wife.” “When my Mom hugs and kisses me I pretty much hate it now. Edward and me like to watch football with our Dad. Edward and me do a lotta stuff together. Like he is great at drawing, and I like to color in the cool pictures that he makes. The other thing I really like to do at home is watch Edward play Mario. He is so great and gets to really high levels! Sometimes he like even helps me when I play it. In our bedroom Edward and me we share a bed and we even have our very own VCR. Isn't that an important responsibility?” Tomasito's Mother Never Comes in Linda Brady, Tomasito's Second Grade Teacher “Apart from those formally scheduled things, like parent-teacher conferences, open houses, or awards ceremonies, his parents simply don't set foot inside the school. I'm not making a value judgment, but you know when we have a class party, poor Tomasito lugs in heavy bags of food all by himself, while his classmates' parents carry in the stuff for their kids. I know that Tomasito gets dropped off at school and picked up by his mother everyday, but all this happens outside at the curb. I have a bunch of parents who come inside for drop off or pick up and I get to chat with them. I have several parents regularly volunteering in my room, but not Tomasito's parents. I have to say I really, really like it when parents come in. Being able to have those informal chitchats feels like the best way to build up good relationships with the parents. And when you have good relationships, it's just so much easier to really talk about some things. I have to confess that sometimes when I encourage parents to volunteer in the classroom, it's not just because I need help, but I've got ulterior motives.” “It seems to me there are a bunch of reasons why Tomasito's parents don't come in. Mrs. Montero seemed to be just plain nervous being in the building that time with the book. She clearly lacks some self-confidence and is shy, just like her son Tomasito. When she does get in, like for a conference, her limited English isn't a problem—she's able to talk to me. Which is good, since we don't have enough interpreters here. It's got to be hard for her to just pop in with her baby. In fact, the school doesn't even have childcare for the formally scheduled meetings like conferences. I don't know whether she works, but I know that the father does. That's the main story around here—working parents just can't find the time to come into the building. But you know, I really should send home a reminder note to his parents that they are entitled to come into the building and hang out, observe in the room, volunteer. Since Tomasito is their first child, this is their first experience with second grade, and they just may not understand that they are welcome to be in the classroom.” “Speaking of notes, one thing his parents do, is respond to notes. I always send them notes via Tomasito reminding them about when he will be getting Good Citizen awards at the assemblies. And he dutifully trots back and hands me little thank-you messages from them. You know, actually ... it's partly thanks to Tomasito that we can communicate like that. Nothing ever gets lost in that backpack! Also, when I sent classroom parents notes home recommending the use of flash cards at home for math, Mr. and Mrs. Montero wrote back immediately, ‘Thank you, Teacher, for this advice. We have started to use the flash cards with our son.’ They certainly took what I said very seriously.” “Well, Mrs. Montero's behavior when she brought in the book surely was odd. That reminds me that there was another odd encounter with them—at the Open House in the fall. Mrs. Montero approached me, asked me how Tomasito was doing in school, and I said very well. Then she proceeded to tell me how Tomasito's handwriting was bad! Whaa…? The thing that amazed me was his parents seemed to believe that their son wasn't doing well academically. To me, that just didn't fit with Tomasito. I was surprised that they were so critical of his ability. It just made me wonder that maybe they don't appreciate how great their son is.” Tomasito Montero Tomás Montero, Tomasito's Father [translated from Spanish] “When I got home from work the other day my wife took me aside. She told me how mortified Tomasito was to see her come into school unexpectedly to give him the book that he had forgotten. She said she saw the terrible expression of embarrassment on his face and that this made her turn around and leave right away. Then later that evening Tomasito said that his teacher and classmates would think he was not obeying the rules because he was not careful with the classroom library book.” “Poor Ria, she feels sad that not long ago, Tomasito would squeeze her hand tightly while crossing the street and close his eyes. He was little and scared, and needed his Mama. 'Mama-itis' I used to call it. But now he leaves her in the street while he goes into school by himself. She thinks maybe he is ashamed of her. She herself would have thought it a wonderful thing if her mother had ever taken her into school. I tell her this is because of his getting older. He does not want his Mama being in school with him because this embarrasses him in front of his friends. But I don't think he would want me there either.” “Still I can see that there are times when he seems pleased that we are in the building. At Open House in the fall - that's when all the parents and little brothers and sisters come in to see the children's schoolwork—Tomasito seemed very proud to be showing us what he had done. Apparently the teacher had told the students how to show their work to the families. In fact both he and Edward had said the week before ‘Hey, Mommy—let's go to Open House, you know you have to.’ And Tomasito does not protest when Ria and baby Peter go to the big awards ceremonies.” Ria Montero, Tomasito's Mother [translated from Spanish] “But I have a problem in participating, with Tomasito's teacher, and with doing things in the school. The problem is that my English is not good, like my husband's, and Ms. Brady doesn't speak Spanish. I think her classroom helper speaks Spanish, but I do not know anything about this person. I can say things to Ms. Brady OK, but I have trouble really understanding her. When I was in school the other day to return a book, I just couldn't understand what Ms. Brady was saying to me - she was talking quickly, out there in the halls, with lots of commotion. I would like to learn English well, so I could volunteer for the teachers with whatever they need help with in the classroom. Also if I knew English I could be a better helper to my children when they do their homework. I would like to be able to volunteer also so I could see how the teachers teach, what the environment is really like. Maybe they need someone to help clean up? And I could bring Peter with me?” “You know, with Tomasito's teacher, I don't know if it's because I don't understand English well, or who knows, but she always says in the meetings that Tomasito is doing things well, that he is improving. But that's it. Also, she talks mostly about his behavior. I used to get very excited about those little certificates, and all the notes sent home about the award ceremonies. But then they give out so many awards to Tomasito, all for being a good citizen, for following the rules. I wish the teacher would let us know as much about his academic progress as about all those awards. It is true, after all, that Tomasito is not that far ahead in his schoolwork. And I wish she would tell us what to do about his math.” “I do like getting notes. Since my English is not good, this gives me a chance to slowly understand things. And notes, not like phone calls, you can share with your husband or show it to the child and tell them, ‘Look, this is what the teacher says.’ Sometimes on the phone you forget what you talked about. Mostly, though, I wish we could just talk together at school. But then Tomasito doesn't like that.” Communicating About Tomasito's Math Linda Brady needs to connect with Tomasito's family to figure out the sources of his math difficulties. Parent-teacher conferences are over for the year. With summer fast approaching, she feels she needs to do something soon, to prevent any further slippage over the summer months. What should she do? The people and events in this case are based on real-life accounts, but have been disguised to protect confidentiality. We would like to thank ethnographers Jane Wellenkamp and Gisella Hanley for conducting the in-depth interviews on which this teaching case is based, and for reviewing the manuscript. Special thanks go to Gisella Hanley for her early research analysis of this case. This work was supported by the John D. and Catherine T. MacArthur Foundation as part of its Research Network on Successful Pathways Through Middle Childhood. Discussion Questions
Online DiscussionThe Connect for Kids website hosted an online discussion of this case from February 14 to 21, 2002. Read the results of the discussion. Instructor NotesTo request instructor notes for this teaching case, send an email to FINE at fine@gse.harvard.edu. ^ Back to top |
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