How Effective Teachers Become Partners With Parents

Parents are the main source of information about their children. Teachers have to gather information about home literacy practices and dialects spoken in order to provide a meaningful and relevant literacy program (Makin, Jones Diaz and McLachlan, 2007). Information related to children’s interests gathered from family can assist in the settling in process and in ongoing programming. Incorporating diversity into the program can be authenticated by getting parents involved (Birckmayer, Kennedy and Stonehouse, 2008). Teachers must attempt to actively involve parents in all aspects of the classroom. Despite efforts being made to involve parents, it is inevitable that some parents will show little interest or have little time to become involved; therefore, teachers must respect the level of involvement that a parent chooses. Utilising information from parents can assist teachers in developing relationships with their students.

Timothy Rasinski and Nancy Padak, in their article, “Write Soon!” from The Reading Teacher (2009) emphasize that reading and writing are important skills and explain how parents can easily incorporate them into everyday life. They support this idea by presenting simple ways that parents and their children can do this, such as writing notes to each other, exchanging journals, or making lists. The authors wrote this article in order to help teachers guide parents through developing and supporting their child’s literacy. Rasinski and Padak’s writing is aimed toward teachers who can ultimately use these instructions to encourage

In order to work in partnership with parents, practitioners should work very closely with the parents and carers of each individual child to make sure that there is continuity in provision in the setting and at home by inviting information about children’s interests, sharing information about learning activities, discussing children’s development and accessing children’s progress. Parents and carers are the most continuous adults in a child’s life and that makes the transition process easier for the child as long as they are kept informed about the transition process as the child progresses from the home setting through Foundation Phase settings and then into Key Stage

Successful teaching occurs when the teacher is able to select the most efficient method for reaching out to each student’s individual style of learning and inspire students to rise to their highest potential. While the responsibilities of a teacher are extensive (as one can serve as a teacher, a friend, a counselor, a disciplinarian, an entertainer, a facilitator), I believe that students should play a big part in shaping own education as well.

This literature review is my work in progress for my master`s final project at Washington State University. My chair Dr.Tom Salsbury recommended some of the articles that I included in this literature review. The key words are engagement, motivation, English language Learners, reading, struggling readers, parent involvement, home literacy, literacies, home-school connections, and funds of knowledge.

How many of you had the opportunity to look up to your parents for them to help you read or write? Did your parents read a book to you before bed every night? Studies say that children who get read to before bed have a better chance at becoming a better reader. Only one in three parents of children ages eight and under reads stories to their kids each night, according to a new survey by the literacy organization Reading is Fundamental (RIF) and Macy’s. Having the parent(s) by your side is an amazing feeling to have whether you think it is or not. Growing up with a complicated life like mine would take anything to have just one parent by your side helping you learn to read or write.

In Chapter 11 and 12 of our text illustrates the need for schools and teachers to connect with families and English Language Learners. “The Southwest Educational Development Laboratory found compelling, research-based evidence that when schools and families work together, student achievement spikes, particularly in low-performing schools’’(Syrja 81). This presentation is based on what I would like parents to know when partnering with me as a teacher. I will design three activities parents can do to help me in educating their child. The point of these activities is to help me know more about

The research theory that the direction of causation between child and adult behavior is a two-way street can cause the parents to change the behaviors of the child and the child can change the behaviors of the parent. Additionally, research has shown parents of children with disabilities are very adapt at adjusting their interactions with their children to maximize positive development. Research has proven the purpose of early intervention is not to train the parents but to develop the parent-child relationship.

Utilizing Ms. Killion’s tips on how to build a partnership will allow parents and teachers to become more involved in helping all students become successful. The results demonstrate that both parents and teachers want to be supportive and to do what is best for the students. To accomplish this, teachers need to establish clear expectations and to a build positive partnership with

Students’ parents and carers are part of the school community and should be encouraged to stay involved in their children’s education, and behaviour management and discipline if needed. Bryk and Schneider (2003) suggest that students’ academic levels and achievements are improved when teachers have relational trust and support from parents and carers. Effective communication with students, parents and staff will assist the process of resolutions should difficulties arise.

Relations between home and school can be strengthened by multiple strategies developed by the teacher and the parents to benefit the child. The friendship between the school and the home of the child is crucial. The open communication between the school and parents is important because it allows the teachers to gain insight and understanding of the child’s development and behavior. In the book, A Child Goes Forth A Curriculum Guide for Preschool Children by Barbara Taylor, it suggests sending a daily note home with the child, so the parents are able to read about their child’s day. Along with that, a newsletter is also recommended to post weekly and/or monthly about the classroom to keep the parents up-to-date and inspire questions or comments

In every learning situation, the teacher stands as an important variable in learner achievement. The influence of teachers transcends the confines of the classroom. Effective teachers tend to shape the students’ cognitive development as well as their lifelong quest for personal growth and development.

Public schools have discerned the relationship between parental involvement and the acquisition of literacy and the necessity of supporting parents in their roles. This is evident by the various literacy based programs which incorporate parents that have been initiated. Schools have implemented English as a Second Language Family Night (Teaching English, Building Community, 2012), Madre a Madre Parent Programs (Mitchell, 2016), Parent Partnership for Achieving Literacy Program (PALS) (Colombo, 2006), Global Book Hour (Truesdell & del Prado Hill, 2015), and Home Literacy Bags (Barbour, 1998; Downing & Grande, 2004; Huang, 2013). While there are a wide variety of programs that focus on fostering school-home connections in an effort to

The home environment is essential in early learning, while preparing for school readiness. The conceptual framework includes behavioral, emotional support, school readiness, cognitive and knowledgeable factors that make children ready for school in every way. Also, when parent’s get involve in their child’s early literacy development it will have substantial effect on a child’s success in reading. “Parents’ involvement in children’s early reading experiences has been associated with stronger pre-literacy skills, literacy experiences during the preschool years and subsequent reading achievement” (Wambiri & Ndani, 2015). It is very important when children are in the home that parents provide learning skills, and a set structure time to help the success of their child in school. Parent involvement should embrace homework time and at home learning to improve and reinforce skills learned at school. Through conceptual framework many parent goals have control, involvement and cognitive learning, which are factors of child efficacy. Many researchers showed that K-12 students have the same factors associated with performance, goals, and parental self- regulated support. When there are different types of parental support, the outcome will not be the same as every home environment. When there are different support systems each child will have different outcomes with academic achievement.

After becoming a single, young mother I found that I was lost, confused and had several reservations. I was alone and didn’t have anyone I knew that was in the same situation as me or had the answers to all the questions that lingered through my head daily. Living in a small town like Atchison, Kansas, I figured there were no programs being offered to young single parents or should I say I didn’t think there were any programs that were being offered to young single parents. Little did I know there was one that was going to change my outlook on development, parenting, and being the best mom and teacher I can be, for my son. I later found a program called Parents as Teachers that offered support, classes, activities, field trips, and