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When Parents Get Involved to Help Children Learn: They Succeed
Lawrence Heights Parents’ Association runs a tutorial program during the school year for students ages 6-16 in the Lawrence Heights community. The "Connecting Families" program of Family Service Toronto is collaborating with the Lawrence Heights Parents’ Association for eight weeks to provide a parent education and support program while the tutoring program is in session. Family Service Toronto is also providing consultation and support to help enhance the tutoring program.
We interviewed Mohammed Ali-Aden, one of the founders of the tutorial program, to find out how he and other parents in the community started and have sustained a volunteer-run, two-day-a-week tutorial program for the past two years.
How did you start your program? And what motivated you?
In April 2008, some fathers met to discuss the direction of youth in our community. The drop-out rate from school was very high and we wanted to do something about it. We formed an association called Lawrence Heights Somali Fathers’ Association, (which eventually evolved into Lawrence Heights Parents’ Association). We came up with ideas for elevating the children’s success; we wanted to provide programs in tutorial help, faith, ethics and Somali language. To make the environment more secure we also wanted to help by patrolling the streets during the hours teens usually roam around. My friend Feisal and I were given the responsibility of assisting with the education.
Why did you take this job on?
I was reminded of my teaching days back in Africa. I wanted to contribute in the best way I know how. Although my teaching degree and experience are not recognized here in Canada, I found a way to use my skills. I knew I could assist the children with their education in math and English. Feisal, a French teacher by profession, was the perfect complement.
How did you get the program started?
It was May 2008 and the children were still in school. Islamic classes led by Abdirizack Hersi got underway and Ali Gaxnug started the Somali class. Islamic principles and the Somali class got space at the community centre; both subjects were held on weekends. It was an exciting time. A flourish of good feeling rang thoughout the community. The Tutorial Group started looking for space. We knocked on doors trying to access public space. It was intimidating. Then we met Linda from the Barbara Frum Library, who believed in our project and offered us space in the conference rooms at the library. We signed a contract. Later we got another evening a week at the Community Centre.
Initially I thought we would start off with a small pilot project. But word got around and the number quickly grew to forty students. Other parents offered to tutor. It was a community effort.
Where did the program go from there?
Over the summer, the French tutoring picked up so well that the class was communicating in the language. Although we covered the structure of writing an essay and some English skills, there was a stronger emphasis on math. In math we covered fractions, division, integers and multiplication.
How did your name change from Lawrence Heights Somali Father’s Association to Lawrence Heights Parents’ Association?
Well, we started off as a bunch of Somali fathers talking and eventually realized we were going somewhere with our programming and wanted to include the whole community to make a stronger community as a whole. We changed our name to Lawrence Heights Parents’ Association to include women and people from all backgrounds.
Your program is all volunteer run: how have you kept the program running so long?
Everyone has been very supportive of our program and has contributed in some way. Lawrence Heights is very community-oriented and this is why our program is able to survive. Over time the program has evolved because of the changing nature of volunteers and demands of students. Right now, I run the program with Mahamud Hussein. We have a great partnership with the principal, David Debelle at Lawrence Heights Middle School, who refers students to us. We now have space at Toronto Community Housing Corporation (TCHC), at 10 Old Meadow Lane, two nights a week, thanks to Dominick, the superintendent. We also recruit volunteers from the University of Toronto and currently have a volunteer, Denise Omand, from Frontier College. The more networking with other programs, organizations and parents, the more successful we are.
Tell me about the JUMP Math program you are now running.
The JUMP Math program has started to really take off. I was talking with Owen Hinds from “Pathways to Education”, who told me about JUMP Math and encouraged us to try it out. JUMP Math is a tutorial program started by John Mighton, a professor at University of Toronto. JUMP Math believes that all children can be led to think mathematically, and that with even a modest amount of attention every child will flourish. By demonstrating that even children who are failing math or who are labeled as slow learners can excel at math, we hope to dispel the myths about kids that currently prevail. JUMP Math kindly donates all their books to our program.
Have you noticed improvement with the students?
Yes we have noticed improvements with the students. Students’ grades have improved from C’s to A’s in mathematics. More importantly, the interest in school has jumped. If a student is doing well at school, they are more interested, hence work harder, do better and actually want to learn. The school drop-out rate lowers.
Where would you like your program to go from here?
Currently our program is non-funded and has been volunteer based for the past two years. We would like to work towards funding, expand the curriculum and bring our program to other communities.
What advice do you have for the school system? What do you think is missing from its programming?
The school system tends to concentrate on the students who perform well at school and neglect the students who may learn differently and do not do well at school. These students tend to fall behind and have difficulty catching up. It is also hard for the teachers to manage such large classrooms. The curriculum moves too fast for both students and teachers. There may be only three weeks to cover a topic that could otherwise benefit from a more in-depth and holistic approach. As well, schools can suffer if the principal is closed off from parents. A school needs parent involvement to thrive.
What advice do you have for parents?
I encourage parents to get involved with their children and come together as a community to solve problems collectively. It is not a lot of work for a parent to be involved in their child’s life; sitting together at the dinner table, a discussion can take place and a relationship of sharing evolves. Parents must train their children to communicate feelings and interests.
It is also important for parents to develop a relationship with their child’s school. Teachers like parents who are involved in their child’s learning. The teacher can tell you if there are any problems and you can talk to the teacher about any concerns you may have. Your child will consider how you value their studies by how much of an interest you take in what they are learning. We are our child’s role model.
For more information about this tutoring program please see the website www.familyservicetoronto.org and click on the link for "Connecting Families”.
To arrange for counselling, please call our Service Access Unit, Tel: 416.595.9618
