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We become the learner of our students' backgrounds.  It's not about us: we're listening intently to the students.

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We become the learner of our students' backgrounds.  It's not about us: we're listening intently to the students.

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To become an outstanding teacher, you must understand the backgrounds of the students

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Our experiences as teachers can intertwine and overlap with those of our students and their households, and we put ourselves in the position of learner rather than just teacher/expert.

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Our experiences as teachers can intertwine and overlap with those of our students and their households, and we put ourselves in the position of learner rather than just teacher/expert.

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-LH

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To reach students most effectively, we must understand what perspectives they are bringing to the table.

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To reach students most effectively, we must understand what perspectives they are bringing to the table.

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So many of our students' knowledge bases can be helpful to learning experiences of other students in the classroom and aid in our instruction.-LH

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So many of our students' knowledge bases can be helpful to learning experiences of other students in the classroom and aid in our instruction.-LH

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If you don´t know where your students come from, it is going to be very hard to know how to teach them successfully.

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If you don´t know where your students come from, it is going to be very hard to know how to teach them successfully.

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The very concept of "funds of knowledge" is validating. It acknowledges that all people, from all walks of life, have inherent value.

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Understanding the background of your students are essential to understanding possibly they respond and behave the way they do.

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Teachers MUST always remain teachable.  We must seek to understand our students in order to serve them.  We must be able to understand the world from the shoes of the students and from their lens.  This can only happen when we KNOW their background.

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Teachers MUST always remain teachable.  We must seek to understand our students in order to serve them.  We must be able to understand the world from the shoes of the students and from their lens.  This can only happen when we KNOW their background.

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While it's important to know the passions and daily routine of students, it is also essential to know the areas in which they have no knowledge. Not taking those things for granted in lessons will encourage teachers to provide more thorough scaffolding for a student's benefit.

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While it's important to know the passions and daily routine of students, it is also essential to know the areas in which they have no knowledge. Not taking those things for granted in lessons will encourage teachers to provide more thorough scaffolding for a student's benefit.

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Teachers must connect with students on a personal level in order to get them to reach their full learning potential.

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In reviewing these materials, I realize how lucky and fortunate I am to be a Latino teacher whose students are predominantly Latino as well. Growing up, all of my teachers where mostly white females, and while so many of them were hardworking teachers who knew their craft and pushed me to be a better student, none of them truly could understand my Mexican-immigrant experience. However, I am, essentially, my own students. While no two experiences are exactly the same, I do have a better understanding of their personal, familial, and social struggles because they were similar to mine. Their parents' blue-collar, immigrant experiences are my parents' own experiences. In a way, they can see me as an example of the possibilities--an example of what the future *could hold in a way that I never had. Consequently, there also seems to be more pressure on me, on my job, on my performance. (Not sure if I answered the question or if I'm just rambling--haha.)

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In reviewing these materials, I realize how lucky and fortunate I am to be a Latino teacher whose students are predominantly Latino as well. Growing up, all of my teachers where mostly white females, and while so many of them were hardworking teachers who knew their craft and pushed me to be a better student, none of them truly could understand my Mexican-immigrant experience. However, I am, essentially, my own students. While no two experiences are exactly the same, I do have a better understanding of their personal, familial, and social struggles because they were similar to mine. Their parents' blue-collar, immigrant experiences are my parents' own experiences. In a way, they can see me as an example of the possibilities--an example of what the future *could hold in a way that I never had. Consequently, there also seems to be more pressure on me, on my job, on my performance. (Not sure if I answered the question or if I'm just rambling--haha.)

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Learning about the students is a perpetual experience; no two kids are the same. Their experiences, their maturation has fostered their cognitive and behavioral skills. 

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Learning about the students is a perpetual experience; no two kids are the same. Their experiences, their maturation has fostered their cognitive and behavioral skills. 

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Key words: "essential for household or individual functioning."  Knowing students' backgrounds helps us better understand where they're coming from.  No judgment or bias.

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Key words: "essential for household or individual functioning."  Knowing students' backgrounds helps us better understand where they're coming from.  No judgment or bias.

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Our students have skills that we know nothing about--we can learn more from them than they can from us!

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Our students have skills that we know nothing about--we can learn more from them than they can from us!

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Some teachers view students as "Clean slates" at the beginning of each new year, but it is vital to remember that there are "deposits" that cannot be erased and instead must be embraced and supported in the educational setting

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Diversity creates greater funds of knowledge.

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Tapping into personalized prior knowledge is essential to reaching students at all levels.

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Tapping into personalized prior knowledge is essential to reaching students at all levels.

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When you understand and are more  aware of the experiences and background of students, and their funds of knowledge, I feel the educator is better prepared to shape their way of teaching to accommodate and incorporate students' experiences. The educator, in turn, can also add to their own funds and further develop how they teach.

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I like the idea of having interdependent roles: If I am always the teacher, and my students are always learners, there's too much emphasis on a one-way flow of information. If I can be the student, and the others in my class can be teachers, then we begin each to see all the others as learners -- a humanizing and bonding experience. dn

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I wonder whether "essential for...individual functioning and well-being" is not a bit reductive. Challenge and even crisis are also constituents of any fund of knowledge I'd want to discuss: How , for example, so many students were impacted (in sometimes terrifying ways) by the economic crash and the pandemic that has caused it...

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This quote reminds us that different families and cultures have unique ways of establishing a functioning household.  There is no one "right" way to do it.

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From the blog post, "While traditional home visits tend to focus on teacher as expert authority by reaching out to each family to share the work and mission of the school, a “Funds of Knowledge perspective” recognizes the abundant social and intellectual resources of each family and the school community beyond and embraces the resources as content worthy of deeper exploration at school." --I like this idea of switching the roles from expert to learner so that we can bring more into the classroom other than our teaching and experiences. -LH

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This sounds like KWL to me.

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What really stood out to me was how a teacher's funds of knowledge also determines how we teach and communicate our content.

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What really stood out to me was how a teacher's funds of knowledge also determines how we teach and communicate our content.

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It strikes me that the concept of Funds of Knowledge is a way of de-colonizing or de-hierarchizing knowledge. It's not that "school knowledge" is superior to traditional or folk knowledge, as has often been implied. It's a more inclusive way of thinking about knowledge. By making these forms of knowledge equal, we allow them to inform each other and students can make intimate connections to new knowledge that otherwise would be difficult.

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It strikes me that the concept of Funds of Knowledge is a way of de-colonizing or de-hierarchizing knowledge. It's not that "school knowledge" is superior to traditional or folk knowledge, as has often been implied. It's a more inclusive way of thinking about knowledge. By making these forms of knowledge equal, we allow them to inform each other and students can make intimate connections to new knowledge that otherwise would be difficult.

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This is cool to have so that teachers can help recognize what subjects a student may naturally be comfortable with based on background information, and help provide comparisons using these topics in subjects they may not be as knowledgable about.

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Knowledge is gained through experience. I believe that the more experiences a student is observant or participatory to, the more knowledge they accumulate. We limit kids' cultural cultivation by not exposing them.

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Knowledge is gained through experience. I believe that the more experiences a student is observant or participatory to, the more knowledge they accumulate. We limit kids' cultural cultivation by not exposing them.

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KWL is absolutely a way to identify funds of knowledge that are content-specific

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KWL is absolutely a way to identify funds of knowledge that are content-specific

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Love the information in this one.  Students have such rich lives, and it's essential for us to invest and learn about them.  It makes our lives better.

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Love the information in this one.  Students have such rich lives, and it's essential for us to invest and learn about them.  It makes our lives better.

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We need to embrace where are students come from, to learn from them and perhaps have them teach us.

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We need to embrace where are students come from, to learn from them and perhaps have them teach us.

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I can now look at me as the learner when it comes to my students. I have always understood that students have different experiences than I have and their peers. As an educator, I have to be considerate of the differences. 

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I can now look at me as the learner when it comes to my students. I have always understood that students have different experiences than I have and their peers. As an educator, I have to be considerate of the differences. 

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When I first viewed the phrase, funds of knowledge, I didn't know what to expect. However, it has come together as what we learn from experiences through colleagues, students, family, and other associates in our lives.

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When I first viewed the phrase, funds of knowledge, I didn't know what to expect. However, it has come together as what we learn from experiences through colleagues, students, family, and other associates in our lives.

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Knowing what a student is already capable of or has a knowledge base in can help inform meaningful lessons.

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Knowing what a student is already capable of or has a knowledge base in can help inform meaningful lessons.

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When we listen to others, we tend to learn from them. I have found this very true when it comes to my students.

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When we listen to others, we tend to learn from them. I have found this very true when it comes to my students.

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When we did home visits, it was for teachers to learn things about individual students.

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Spending that extra time to get to know your students will improve their performance in the classroom

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We have to learn from our students and their families so we can truly teach them.

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I spend a lot of the beginning of the year learning about students and having them learn about me and each other. It is a lot easier to build these relationships in person, but it will be a challenge to do this remotely.

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I spend a lot of the beginning of the year learning about students and having them learn about me and each other. It is a lot easier to build these relationships in person, but it will be a challenge to do this remotely.

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Many of the professions on the list have been historically associated with those of a lower social status. By recognizing these experiences as extremely valuable gifts from which the entire class can learn, students will feel empowered.

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I think this approach would definitely lead to more compassion from educators and a stronger bond between teacher and student

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I think this approach would definitely lead to more compassion from educators and a stronger bond between teacher and student

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While I have not literally visited the homes of students, parent conferences can bring much enlightenment to my relationship with my students. This tells me much about the language spoken in their home which leads to understanding of culture.

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While I have not literally visited the homes of students, parent conferences can bring much enlightenment to my relationship with my students. This tells me much about the language spoken in their home which leads to understanding of culture.

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I couldn't get the blog to open- but when I used to work for a preschool for autistic children, the teachers would make home visits to work with the child in an environment that was comfortable for them and also get information about what their home life was like (used as insight into behaviors in the classroom)

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When we start digging, it is absolutely amazing, and quite impressive, to see what our students know. Then, if we can connect our studies and readings to their knowledge and experiences, the results are powerful.

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When we start digging, it is absolutely amazing, and quite impressive, to see what our students know. Then, if we can connect our studies and readings to their knowledge and experiences, the results are powerful.

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Sometimes I forget the origin of my funds of knowledge, perhaps block them out.  I shouldn't be doing that, this part of me may allow me to connect to students that I may have not be able to.

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Sometimes I forget the origin of my funds of knowledge, perhaps block them out.  I shouldn't be doing that, this part of me may allow me to connect to students that I may have not be able to.

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As teachers, we should be observant of what students lack knowledge about. We can't assume they know the same things, have lived through the same things. This is important when referencing topics in class. I like to touch upon "hot topics" in class, especially if they align with what we are discussing in class. However, sometimes only 50% of class knows the reference. I want to be a part of unpacking important cultural and societal entities that they might be blind to or unknowing... and as I helped them unpack, I hope they will foster unique, original perspectives about the world around them

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As teachers, we should be observant of what students lack knowledge about. We can't assume they know the same things, have lived through the same things. This is important when referencing topics in class. I like to touch upon "hot topics" in class, especially if they align with what we are discussing in class. However, sometimes only 50% of class knows the reference. I want to be a part of unpacking important cultural and societal entities that they might be blind to or unknowing... and as I helped them unpack, I hope they will foster unique, original perspectives about the world around them

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I like the reminder to think of our students' backgrounds as valuable knowledge. Too often education systems overlook or sweep this knowledge aside, but it is essential knowledge.

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I would like to know how to bring these kinds of knowledge to bear in the classroom, especially when they are outside my own wheelhouse

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I would like to know how to bring these kinds of knowledge to bear in the classroom, especially when they are outside my own wheelhouse

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Recently, I delivered Graduation signs to Seniors at my high school, and it gave me my first realistic glimpse at the housing situations for a lot of our students. It was eye opening!

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Recently, I delivered Graduation signs to Seniors at my high school, and it gave me my first realistic glimpse at the housing situations for a lot of our students. It was eye opening!

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This sounds to me as tools we can use to make our teaching more approachable using what the students already know.

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This sounds to me as tools we can use to make our teaching more approachable using what the students already know.

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The blog presents two essential questions: What do you do at the start of a new school year to get to know your students? How do you tap and build on your students’ Funds of Knowledge?

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The blog presents two essential questions: What do you do at the start of a new school year to get to know your students? How do you tap and build on your students’ Funds of Knowledge?

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I have always spent the first days building relationships with my students, but this perspective leads me to believe that I also need to build relationships with their families and incorporate their expertise into the classroom...

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Mind Shift - See the positive when it may be tempting to see the deficits.  They're not poor or disadvantaged. They're making it, using resources productively, and they're safe.

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Mind Shift - See the positive when it may be tempting to see the deficits.  They're not poor or disadvantaged. They're making it, using resources productively, and they're safe.

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As an AP Spanish teacher, this is essential to me. It works as a diagnostic exam so that I can determine the starting point of many of my students

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As an AP Spanish teacher, this is essential to me. It works as a diagnostic exam so that I can determine the starting point of many of my students

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We need to incorporate students' prior knowledge into the lessons we are teaching.

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I can definitely see this approach as a way of making the class more relevant to students and allowing them to shape our teaching and our classrooms.

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Interestingly, remote learning may allow us to literally enter students' homes and learn about their families more than ever!

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you have to know your students to be a good teacher...that's what connects your students to your class.

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you have to know your students to be a good teacher...that's what connects your students to your class.

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I learn things from my students all the time bc their "funds of knowledge" in some cases are different from mine, so their perspective on a piece of lit are different and insightful at times...

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I learn things from my students all the time bc their "funds of knowledge" in some cases are different from mine, so their perspective on a piece of lit are different and insightful at times...