Good morning all. Great to meet you yesterday. Hope it was not information overload. And I hope any anxieties about this format will dissolve after today. Beautiful day again and I hope you can mix your research with being outside a bit.
Ok---let's get down to business.
Your first blog question: In the the Monroe article, the author posits that understanding cultural contexts is the "key to effective discipline". The author goes further and puts out several strategies in order to become more culturally connected to the lives' of our students. In your blog response, assess one or more of these strategies as it relates to your own cultural contexts and teaching environments. Weigh any merits or shortcomings to her argument given the challenges of teaching in the 21st century classroom.
Remember if you are using a pen name for this project make sure I know it by e-mailing me.
Subscribe to:
Post Comments (Atom)
36 comments:
I am just testing the post. Good luck. MZ
In the Monroe article, she suggests that as teachers we need to establish strong relationships with parents and other student caregivers. I definitely agree with this strategy. I think it is important for us as educators to make parents feel like they are apart of the education process. They need to feel important and equal in the partnership of educating their child. If we have a strong bond with the parents, I feel that it definitely increases student success. Constant communication with parents is very helpful in equipping you in reaching that child. It is a two-way street. They gain classroom expectations that they can reinforce at home and you can learn about how to better reach them at school.
In my district, technology is used very heavily. This past year, we have pretty much gone paperless so most things now go home through e-mail. Having a class distribution list has definitely open many doors in communicating with parents. They are use to checking their e-mails more on a frequent basis and communication has increased because it is easier to hit reply and let me know what is happening in their child’s life than to write a note or call and leave a message on my voicemail. The downside is that everyone doesn’t have the Internet at home so that presents some obstacles and makes more work for me because I have to print out materials and send it home. Then it sometimes doesn’t make it home so more effort is made in keeping that communication line open with that parent. Some parents have even complained that they did not have time to check their e-mail because of their lives being too busy. So, I think you will have shortcomings with whatever you try to do, but you have to focus on all of the positives and not let the negative comments get you down.
Also, Monroe suggests that teachers should integrate themselves into students’ communities through visits to youths’ homes, religious centers, and community organizations. I agree that if you integrate yourself like suggested that would make your relationship stronger, but I don’t think I would be comfortable with going to my students’ homes. There are so many things that you have to be careful about in this century and I don’t know if the outcome is worth the risk. Now I have gone to a couple of softball and soccer games because students asked me to go but I never had a bad feeling about going to these kinds of events. What do you think? Do you see anything wrong with going to events in our students’ lives?
Good luck with your presentations! See ya tomorrow!!
The following exerts from the Monroe article are interesting to me and I spent last night trying to figure out how to implement these strategies into my classroom in a successful way. Firstly, I teach in a low income school district. We are at almost 85% free and reduced lunches. We have many cultural backgrounds within our school with a 100% European American teacher population. The first classroom strategy that I found interesting was "Understand yourselves as cultural beings." I realized that my own preconceived notions enter the classroom with me, but as I further think about it "socialization, experiences, values, and perceptions" do play a part in how I teach. I am the English Language Learner classroom, and I am definitely only fluent in my own language. Last year was a "cultural shock" for me because I had to weave into my teaching aspects of Three Kings Day, traditional Puerto Rican and Mexican folk-tales, etc in order to make the learning environment even more rich for my ELL students.
I also read in the Monroe article that, "behavior, for students and teachers, is both learned and adaptable." I was thinking about how if I were to act uncomfortable around the ELL's, then my students would also act uncomfortable, thus making the ELL's even more "singled-out." I agree with Monroe that teachers should have knowledge about the cultural backgrounds of my students in order to be the best teacher that I can be.
The Monroe article further instilled in me that having a strong knowledge of the cultural backgrounds of your students will lead to a lower amount of disciplinary issues. It will take a long time to be able to learn about each culture, especially if the ELL's are from different places with different values or traditions. It will be cumbersome and require one-on-one talking to the students, parents, previous teacher, and doing research. All of this work, however, will provide the ELL's with the knowledge that you are interested in them, you are trying to understand them, and thus the respect will come . . causing the misbehaviors to cease.
As I was reading this article, I was shaking my head in agreement. Monroe really hit the nail on the head when she said "developing teachers' sense of cross-cultural competency is crucial for promoting student success and closing the discipline gap."(pg164) If we as teachers don't attempt to understand where all our students are coming from, there is no way that we can make the best that they can be.
I'm not so sure I would be willing and able to visit my students' homes though. I prefer to send notes home or make impromptu phone calls to let the parents know of the successes of their child. I have found that many parents are always on the defense. In some cases rightly so. The last thing a parent wants is an evening visit with his/her child's teacher. It's unfortunate, but true. I know that I wouldn't want my child's teacher coming to our house for a visit. Life is way too busy for such things. I think it is more appropriate to make yourself seen in the community where you teach.
In Hanover, there are several community activities such as Dutch Days and the Halloween Parade where teachers are seen "outside" of school. I have arranged and transported several of my students to a Summer Camp. The parents are grateful for the extra help and kindness shown to them at these occasions. My hispanic families (one-third to half my class) have always been activiely involved in our school. They seem to be very willing and open to help in all areas.
It has been very beneficial for me to learn about the schooling and cultures of all my students. It helps me to understand why they do the things they do. My first year of having ELL's in my classroom was an eye opener. I was so irritated that everyone was late for their parent conference. We as European-American teachers look on that as being rude or lazy when not showing up on time.Other parents would be upset that we were not on schedule too. It took my ESL colleague to inform me that in their culture, it is far more rude to pass a friend on the street and not stop to talk to them than it is to be late for a meeting. After knowing this, I now schedule an empty block in between all ESL conferences so that they can talk to each other and I don't get too off schedule. It makes us both happy.
I thought Monroe's article was deinitely worth the read. My district used to be considered rural, although now many families from urban environments are more prevalent in our population. With the increase in student diversity it obviously becomes more important to make those attempts at "cultural synchronization." I have witnessed first hand the discontinuity between our (decidedly NOT culturally diverse faculty) expecatations and the behavior of students moving in from more urban environs. As the Learning Support teacher for one young man moving from a city to our district, I found myself doing a fair amount of PR work on his behalf. I wanted the other teachers to see him as the great young person he was, and not the rather rambunctuous and disruptive student he sometimes portrayed in other classes. I have found students in similar situations do not handle confrontation well, and a lighter touch, humor, and a welcoming approach work much better.
In addition, Monroe's point about the importance of explicit expecations is well taken. As an LS teacher, I have learned to never assume anything! This may relate not only to cultural norms and expectations, but also to academic expectations as well. Students with learning disabilities have their own unique sets of strengths and needs. If you add cultural diversity to the mix, it makes it necessary to be explicit about almost everything!
I also echo what Nicole has said about the importance of establishing strong relationships with parents. As an LS teacher this probably comes with the territory more than it might to teachers with more students on their rosters. I try to have fairly regular contact with all my families, especially early in the year before any problems can develop. That relationship can then help carry you through the rough spots that may occur. I have made a few home visits, gone to sporting events, and called parents from my cell while their child was with me. Parents and students both seem to appreciate the efforts that were made.
That being said, I did have a question or two on the article. Monroe encourages teachers to "modify their own behaviors and avoid sanctioning culturally based actions that are not intended to be disruptive." But what if the behavior, intentionally or not, WAS disruptive? I assume Monroe doesn't mean all such behavior should be ignored or encouraged, just because the student didn't mean to be disruptive. Is there anything wrong with teaching the student a more acceptable replacement behavior? Also, Monroes suggests communicative approaches may include "switching between standard-English and African-American dialect, and mirroring community-based verbiage, cadence, facial expressions, conversation topics, and demeanor." I really have to wonder about this; it would seem that this would feel rather contrived. However, I can believe that perhaps for a teacher who teaches in an urban and culturally diverse setting for a period of time this might be possible. Has anyone experienced this first hand?
Although many classroom strategies were mentioned in the article by Monroe, I am reflecting about my biggest concern within my district; the lack of effective communication. Ultimately,this affects the parent and teacher relationship that Monroes strongly suggests.
I believe we as educators are quick to blame parents/caregivers for their lack of communication and interest involving their
child(ren)'s education. This of course is due to the lack of returned phone calls, written reponses, delayed paperwork, absences from meetings and school activities, etc.
Within a new position this past year as the Reading Specialist, I was enthusiastic about getting parents involved in their
child(ren)'s reading. Lack of participation with my initiatives was disappointing; again another reason to put blame on the parents!
When thinking about this topic in depth though, I now realize that I am partly to blame, as are others within the district. With such a tight schedule and large roster, time is limited, making it quite difficult to even distribute daily paperwork let alone make a phone call or write a note home. To add to the work load, many of these communicative tasks, whether positive or negative about student behavior/performance, require ESL translation.
It takes many individuals as a team to make this work. Sometimes our lack of communication to the parents is delayed because of the state,admin., grade level decisions, etc. Is it possible for this strategy to be successful in our society today with the work load and other stressors in life of so many involved in the process?
I found Monroe's article to be good information for teachers who have difficulties in this area. I, myself have not had this problem since student teaching. I was, I guess, lucky enough to teach in many different areas of the country from center city Pittsburg, Bridgeton NJ to Denver Colorado and have faced many different cultural differences and diversities. I definately agree with the strategy, that teachers need to integrate themselves into student communities and into their interests, likes and dislikes. I know she states that you should also create a strong relationship with the parents, but alot of times these parents don't care and really don't want to hear from teachers. So I have found success in getting to know the student.
The Monroe article does make an excellent point with establishing relationships with the students, especially those diverse. It is key understanding where are students come from and what they bring to the classroom on a regular basis. My district has a very large spectrum of socio-econommics. At one point, we had a substantial tax base, yet there are several students that are free/reduced lunch. This can make it challenging for all students to feel welcome and an important part of the classroom.
In Central, all employees are required to take 3 cultural diversity classes, lasting about 6 hours each. The district proudly employs diversity specialists to make sure that all students feel comfortable in the school environment, as well as the employees making the correct decisions throughout interaction. They conduct personal meetings and large group activities, such as our Cultural Diversity Day each March. So both faculty and students have the opportunity to learn and adapt.
I do not visit my student's homes, but I do make it a point to attend one extracurricular activity sometime throughout the year. I share personal stories so the students understand where I am coming from, and encourage open communication with my students and parents. I utilize e-mail, notes & phone calls (both good and not so good), teacher pages & planners. Most of my instruction is collaborative in nature, so it lends to learning to work well with everyone.
My only hesitation with this article is that sometimes, you find a parent or group of parents whom don't have an open mind. This can lead to problems regardless of how proactive you try to be! Ultimately, a student and their family has a choice to behave/act appropriately.
I think the Monroe article brings up many points of consideration for educators and school districts. I agree that establishing strong relationships with parents is essential in promoting student success with all students, not just with minority students. I always look forward to parent/teacher conferences in the fall because meeting the parents helps to give me a much better understanding of the students. This also gives me a better idea of how to deal with the parent should a discipline problem arise during the school year.
I also think it's important for educators to be seen at after school functions or community events, but I agree with Nicole that I would feel uncomfortable with home visits. I believe that parents and students would be uncomfortable with that also.
The overall students population of my school district has changed over the past few years with the influx of students moving in from Maryland, specifically from the Baltimore area. To close the discipline gap, I feel that school districts should offer workshops and in-service programs to their teachers that deal with cultural differences. Does anyone teach in a district that has this type of program in place?
This article bears a strong alliance with our district's cultural diversity modules. Our district has made these three diversity courses mandatory for all employees of the district because the picture of our district has changes from a suburban setting to an urban setting.
In the article when Monroe talks about the cultural backgrounds of low-income students of color, she states that they often differ significantly from the institutional norms of the school. Students can be penalized and misunderstood.
This makes me think about a student in my Kindergarten classroom who arrived in the second half of the year from Puerto Rico. He entered the classroom as 6 1/2 year old who had speech and learning issues. If I had not been aware of the cultural backgrounds of Latino families there would have been a huge communication break down between home and school. It is not a norm for Latino to communicate with the teacher/school. Their expectation is a hands off approach. What happens at school stays at school. I was able to create a home/school relationship that fostered the build blocks for this child to become successful. As he continued through the school I was a facilitator for the family with the school. Through our combined efforts the family was able to take a more active role in the younger siblings education however I remained a significant link.
It is imperative that teachers look beyond the walls of their classrooms at each child. Instead of seeing a child who does not care understand the environment they arrive from and use that to help the child to succeed.
Much like Judge Sotomayor, I am aware that my cultural background influences my behavior and expectations. As a substitute teacher in the School District of Lancaster, as well as other districts in the area, I quickly became aware that there was a world out there that I didn't understand. To that end I took a course in Understanding Diversity this summer at Millersville. I participated in BaFa BaFa which helped me to appreciate that some culturally based actions are indeed not intended to be disruptive. Students need to know the rules and understand the expectations before they can be held accountable
Here is you go !
This is from Molly
After reading this article it reminded me of the Culture Diversity Modules
our district requires all teacher to attend. There are 3 levels we must
complete. Each one dealing with various levels of cross-cultural
competency.
To me reading about all the strategies reminds me of what an effect teacher
does naturally. Assuming multiple roles in students' lives has always been
who I am as a teacher. Many of my students come from low income families.
Many times the students arrive on a cold winter day dressed in a sweatshirt
or without mittens or hats. Having a supply in my closet that is ready to
be placed on their heads before they venture out to recess is a natural step
for me. Calling families to check on a student who has been ill and
bringing food/supplies to help out a family has certainly created a strong
bond for me.
I remember a student who came to school with no lunch money. His family had
no money and was unable to pay and the child was forced to eat cheese
sandwiches and water. I paid this child bill. The parents were not aware
of this and soon the boy left our school. Months later I saw the dad in my
neighborhood picking up our trash. I was so excited to see him and find out
about the student. I ran over to the truck with cold lemonade for all the
guys on the truck. The father was unsure who I was at first but after I
reminded him he was just as excited to see me. He filled me in on his son
and I was thrilled to learn about him. My point is that I would not have
approached him if I had not become personally involved in his life. Teachers
by nature are caring individuals who I think enter this profession to help.
While I understand that we must all be accepting of all cultures I strongly
feel as I mentioned above that we as teachers lend ourselves to playing
multiple roles in the lives of students.
Understanding myself as a cultural being is helpful in my classroom at Central York High School because in the 21st century there has been a significant increase in minority students. Having grown up in a school system with approximately 30% minorities, I believe that my experience living within mixed cultures allows me to blend better with my changing student body population. I am more used to being around people who look different and speak differently from me, so teaching a mixed class feels more natural. One drawback, though, is that 20 years ago the pop culture was different, less "in your face" about a lot of things. That has been a struggle for me to accommodate in my classroom.
Another strategy that seems to work for me is assuming multiple roles in my students' lives. I genuinely try to get to know my students and talk about what interests them. If they are from another culture, I try to inquire about how that affects their lives so that they can see that I really do care about each of them as a person. Unfortunately, some are less than willing to open up about anything in their lives outside of the classroom because of a perceived distrust in the teacher. I wish I knew why some cultures do not value education as much as others; maybe showing them that I care enough to take a personal interest in their lives will help to change that.
I can agree with many of the points Monroe brought up in his article. It is really hard as a teacher to have students who do act in a way, which is not conducive to the way you teach or run your classroom. It is also unfair to the other students who have difficult time learning when a cultural difference affects the classroom atmosphere. I did think a lot of the strategies that were given were good for any discipline problems, ethnic or other.
As others from Central have posted, we do three different sessions on Culture Diversity. With our changing population, it has been important to change how I explain the expectations in my class. I try to explain why it is important that things get done a certain way and remind students of the expectations in the classroom.
I do find that it is more and more difficult to find the bond with parents. Many of our parents work in Baltimore or DC and have long commutes. With my schedule it is very hard to get to students after school activities, but I do try to make a bond with kids and ask about what they like to do, but that can only go so far. I also try to use humor with difficult kids.
Central York High School also has a “Culture Diversity Team” who I have used to work on discipline problems with my students. They will come into the classroom and help to explain to the kids why behaviors are not acceptable. Coming from two African American teachers, it does seem to have more impact. I think Central is doing a wonderful job of helping teachers figure out if students are misbehaving or misinterpreted.
I need to echo Brina's comment that this article highlights some key things to think about, and I have not had many problems myself. I attribute this to growing up in a low income single parent family, then spending seven years in a boarding school in Philadelphia similar to the Milton Hershey school. I was the minority in the school, being the 1st white girl to ever graduate from my high school and in only the 2nd class to have girls graduate at all. I share some of my experiences with the students during the first week of school and find that many of them can connect with me based on this school experience, and some can connect with my middle class, married, European life.
I have to disagree with the article about "talking the talk" that the kids use, because some kids may respect that you are trying to relate to them, but some students will feel insulted. I don't often mimic the dialects, but I do try to learn the slang (by asking questions where necessary) to know if there are inappropriate conversations occurring during class.
I feel that it is most important to engage the students in conversations about their interests outside of school and try to connect with them, but you have to be genuine about your attempts or the students will be reluctant to talk to you again about something other than your subject matter.
I have very strong feelings about the suggestion to pay a visit to your students' homes to establish a relationship with the students and parents. I try to attend as many out of classroom activities and sporting events as I can to learn about my students, but I feel that it is inappropriate to visit their homes. I doubt that many parents would welcome a visit from their child's teacher, because many parents get defensive about phone calls, even if you have good things to say. I think our society has become very untrusting as a whole, and would prefer to keep interactions with "strangers" to a neutral sight. There may be some exceptions to this in smaller communities where most people know each other, but I perceive it as the norm in larger areas. Does anyone feel comfortable visiting their students' homes from a larger district?
I published my blog last night. I was looking for it this morning and can't find it. HELP!
I am responding to Jamie's post regarding parent communication or lack thereof. I find myself suffering from this exact problem. Have you ever thought of having the students write their own letters? Give them a format and they can write how their week was on Friday afternoon. I sit in the back of the room and when they are finished they bring me their writings and I write a few comments on them as well so that the parents have feedback from their child and myself. It is time consuming, but it is a nice Friday afternoon relaxing activity!
I am finding that many of us take a stance as educators to advocate for all of our students. It's obvious that comunication is very key in understanding what backgrounds the students bring to the table with them. There are various methods in which we meet the end goal, and whatever it takes to make our students successful, is what we will do as conscientious educators.
Becky,
You raise some good points about how to accommodate students from another culture. It really is difficult for us as teachers to invest time outside of class with students at games, parades or the like. Most of us have families of our own who deserve our attention outside of school more that our students do. But even if we can do this just once or twice a year, I have found, it is noticed and appreciated by our students. Also, the cultural norm of being late to appointments is a good example of how things can be misunderstood. I think what would be helpful for us as teachers is if there were some kind of resource we could access that would help make us aware of what some of these norms are so that we wouldn't get so upset or offeded when they do happen. Thanks.
I am responding to Jamie’s blog. I thought it was an interesting way to think about parent communication. I hear all the time in the faculty room about teachers blaming parents and I never thought about our availability. It is true- we are hard to get a hold of during the day and sometimes our evenings are filled too. We do have a lot of work and I never thought of this work inhibiting our time to interact with parents. This different look on parent communication is making me rethink how available I make myself to parents. I do not give my cell phone number to my parents but maybe I should. What do you do? Do you give out your personal phone number?
I am responding to Becky's post. I have to agree with you that "If we as teachers don't attempt to understand where all our students are coming from, there is no way that we can make the best that they can be." You also commented on the different expectations and behaviors of ESL students and their parents. I have had some of the best interactions and parent responses and involvement from my ESL students. I think that different cultures have a very high expectation on education and try to do all that they can to succeed. I also make the most exceptions in my classes for these students if they have more family responsibilities to help take care of their siblings.
It was very helpful to read that your ESL colleague said that many parents have cultural expectations to be social and polite rather than ontime to a meeting. I will keep this in mind when I schedule conferences in the future.
My post is in regard to Nicole's post.
Yo, girlfriend, I'm very impressed with the effort you've made to communicate with the parents. Have you received some interesting or unique insights into dealing with your African American students as a result? You raise a very important issue in the technolory divide. Once again we see our most at risk population kept from full participation in the community due to lack of a the internet in their home.
In response to Rhiana, we seem to really be on the same wavelength with our ELL students. I truly did not understand or feel the need to understand the many different cultures out there until I was faced with them in my own classroom. I was always under the assumption that these students should act like everyone else because they are here in the US. But that is not the case. We as teachers must fully understand where our students are coming from in order to be the best teacher we can to ALL students.
Jamie, I too feel the frustration with time limitations to keep open lines of communications with parents. My district changed our entire elementary schedule last year which eliminated a 45 minute end of the day planning period which allowed us to have time to call parents, have needed parent conferences, etc. Our time for those type of activities was pushed to the morning and parents were not nearly as responsive or willing to discuss problems,etc.
Rachelle, I mirror your thoughts, even though my blog was quite short and not very informative. I really agree with your thoughts about talking the talk, kids do find it insulting and don't really appreciate their teachers speaking that way. As far as the family visits, have you ever tried to visit? I have not, I really feel that it is inappropriate and the parents don't even want to deal with a phone call. I deal with the students the same way you do, I find out what they like and what they value and go from there. My background and experiences have really helped me to deal with situations that arise here in little old Dover.
I agree that technology plays a huge part of the educational process. In our district we have the students submerged in using it. The students are exposed to laptops, smartboards and I-pods. While the students love all of this it is interesting to watch the comfort levels of each student. Coming from a school that has a low income base some of the students do not have access to technology at home so the exposure at school can be the first time they have used any of these items.
We have do complete a weekly newsletter. Some teachers send this via email but each year I survey my parents about internet access. I have yet to have a classful of families who have this and therefore need to still create a paper copy.
I feel that it is important to understand the background of all your families before you use technology in your classroom.
I am responding to Jamie. I agree with you. Many times I send note home or try to make contact with parents and recieve no returned call. This is very frustrating in our tight schedules. However, I try to model the importance of immediate feedback. When I receive messages from parents of questions or concerns, I reply to the parent in a timely manner to let them know that their message has been received and is important to me. My hope is that parents will value my immediate feed back and give me the same courteousy.
Nicole's response asks the question, "Is it a good idea to attend school events where we can be a physical presence to our children?" Without a doubt, in today's climate it's crucial for students to connect outside the school norm. I feel this is an integral piece of the social curriculum and that our students, especially elementary, view us as an extended part of their family.
In response to Slugo!!!
WOW!! Such an amazing thing your district offers...diversity training to its teachers!!! I think this is a wonderful thing. How nice it must be to be trained in something that is up to date and worthwhile!!! I"m sure that when you actually have to take these classes there may be some grumbling from the field, but I"m sure it is definitely worthwhile. I think I may even suggest it to Hanover!!!
I think what Nicole said about parents checking email is wonderful, but I see how this increases some problems for parents who do not have email. It is great when a teacher can see a student perform outside of school. Some of my worst students are wonderful athletes or actors/actress. I do agree that teachers need to be careful about how they build the relationship. I had a student last year who was very needy and I would make a point to talk to her. She started to stalk me during lunch and other classes. I can see how sometimes the risk could outweigh the benefit
WOW Jamie!!!
I completely agree with you. There is no way one person can do the translating for all the students. This individual is stretched way too thin. Although great in theory, the translating thing does take time which is not always pertinent.
It is great that districts promote the understanding of cultural diversity! It is evident from their responses, that Buffy, Molly, Lynn, and Slugo all get some inservices/workshops throughout the year on this topic. I find that my district wastes a lot of time on these, concentrating on curriculum, rather than the drastic cultural changes.
I had two ideas to respond to this morning. First of all, I would love it if our district would offer more in the way of diversity training, such as those from Central have mentioned, at all grades levels. Brina just told me that our district did offer it at the high school, but not at the Intermediate (where I teach). With the increased diversity in our district this type of program would be extremely helpful for all teachers.
Also, I have to echo what Rachelle has said about "talking the talk." I don't think most students want their teachers to do this. As she said, we should be aware of their interests, talk to them about these, show that we really care about their lives outside of school, and, as Rachelle says, be genuine. Kids can tell when we're not, and will then have even more trouble trusting and believing us.
Becky
I think its great that you attend student functions outside of the school! Not living in the community, I often do not get to attend our school's community activities. However, I do attend, with my children, several school extracurricular activitues, such as story night, talent show and many PTO events. This allows my family to get to know the families of my students. I hope to communicate to my students' parents that I want to know their children beyond the classroom.
I definitely agree with Marla, Nicole, and Rachelle that teachers should not go into a student's home, unless necessary like for Homebound Instruction. Times are too risky within this century! As an example, a few years ago, my brother asked an elementary female student to help him take some equipment to his car since he was a phys. ed teacher. Long story short, she claimed that he invited her in the car to listen to music. This of course went through an investigation with questioning, etc. She eventually admitted to lying about the situation so he is quite lucky. I can only imagine what type of stories could be created involving a home visit!
Post a Comment