Hispanic students are at a disadvantage in the school system for many reasons. The lack of proficiency with the English language makes simple communications difficult with English speaking peers and with teachers who speak only English and may have limited experience with non- or limited English speaking students. The student's parents often speak only Spanish which can make communication between the school and home complex and inconvenient by requiring translation between the teacher and the parent. Parent participation has repeatedly been linked to higher student achievement especially for low income children. Some Hispanic parents had negative experiences with schools and do not wish to repeat the experience. Sometimes these experiences are the result of a lack of sensitivity and understanding on the part of school personnel (Lara-Alecio, Irby, & Ebener, 1997, p. 28). Many parents of Hispanic students are unfamiliar with how the school system functions in the United States and are unaware that they are welcome and encouraged to ask questions and assist in the classroom. They often are ignorant of the link and the relationship between home and school. The language barrier effectively prevents parent participation in many schools and classrooms. Sensitivity to these issues on the part of the teacher can result in more effective learni

This teacher uses cooperative learning groups to advantage in her classroom. The primary problem she finds with her students is the difficulty some have of being quiet during a lesson or with seat work. Some of the children will try to explain the concept to others before the instructor has finished. This can be a strength when lessons are given in English and the more proficient students are able and willing to assist the less fluent English speakers with understanding the concept, but it is also a distraction to other students during the teaching of the lesson by the teacher.

This tale is based on a pre-Columbian Aztec myth. In it the god of wind, Quetzalcoatl, and the sky god, Tezcatlipoca, meet to discuss the silence of the world. Tezcatlipoca, the sky god, convinces Quetzalcoatl, the god of wind, that the world is too quiet and needs music. So Tezcatlipoca sends Quetzalcoatl to the House of the Sun to bring back the best of the musicians and singers. After many adventures the god of wind, Quetzalcoatl, returns with music makers to fill the forests, valleys, and deserts with beautiful music. This book could be used as the introduction to a lesson on different types of music or as part of a history lesson on the Aztec.

Students living within the Hispanic cultural tradition have a great strength in the support they are able to garner from the group. Peer to peer learning is often the method of choice with these children. The barrier of language between the student and parent and the school can be surmounted with effort. The rich traditional folklore can be an addition to any classroom and can be beneficial to all students. The attitudes of respect and kindness shown by most Hispanic students would be well emulated by everyone.

Ober, H. (1994). How music came to the world. Boston: Houghton Mifflin.

Baldauf, S. (1997)