Involve Parents/Carers In The Educative Process

There are many ways for parents to actively participate in their student’s education. Scholastic.com recommends including tips for helping parents get involved. In this 6th grade classroom, each EC parent will receive a copy of their child’s IEP goals, along with the date of their annual review and re-evaluation date, if applicable to this school year. Parents are asked if there is a preferred day of the week and time to best schedule future IEP meetings. Attached to this information will be contact information for both co-teachers including email address, school phone number, planning time and a calendar denoting the designated monthly parent-teacher conference days and times. Additional components of the parental involvement piece to Curriculum Night includes an invitation to join our PTO, sports schedules, and information about proctoring. Parents are also encouraged to occasionally eat lunch with their child in the school

The Essential Conversation: what parents and teachers can learn from each other, written by Sara Lawrence-Lightfoot, focuses in on the “essential” discussion that occurs between parents and teachers when it comes to a child’s education and life while looking further into the hidden meanings behind this exchange. Lawrence-Lightfoot describes how often times the dialogue that occurs between parents and teachers has hidden undertones such as anxiety along with parental ghosts from the past along with several other trajectories that may impact how effectiveness of parent and teacher discussion/collaboration. The theme of Lawrence-Lightfoot’s book can best be summed up in a quote she shared about parent-teacher conferences; “Beneath the polite surface

Parent teacher conferences take place on ongoing bases as the child moves from classroom to classroom. In the conferences child’s behavior, progress, social and physical needs are discussed. Additional meetings may be added during the year if the request is made by the teachers or the parents. The parents sign a form documenting the conference and are placed in the child’s file. Group Placement and Classroom Transitions: Child Transitioning- Teachers Responsibilities Checklist

The symbiotic relationship between teachers and parents is crucial to the educational success of a student. Parents must be involved with their child’s education through consistent attendance of IEP meetings and advocate for their child and their needs at school. Teachers can encourage parent involvement through, traveling notebooks home and note home programs which establish an open line of communication between teacher and parent. Parent-teacher conferences are a great way for teachers and parents to be involved in the success of the student's educational experience.

By involve parent in the school life will be a positive influence upon pupils' programs and development. This included help in classrooms and on educational visits, and attendance at meetings to discuss children's progress. Parent involvement in pupils' educational development within the home was also clearly beneficial. As a public health practitioner once we involve parent in our policy making we will have a positive effect upon our children's learning, and practice of good life styles.

In the early childhood field teachers do not use the traditional A to F grading system to provide a valid measure of where the students are at. When meeting with parent about the progress of their student educational progress, teachers provide work samples from a portfolio. Within the portfolio there are pictures of the student completing projects and participating in classroom activities, weekly writing samples, several self-portraits drawn throughout the year, formal assessments done on mathematical concepts and letter knowledge, dictated stories with drawings and cutting samples. Parents also have access to teacher observations. During the conference the teacher and parent discusses where the child is developmentally, emotionally, cognitively and physically in relation to their educational progress based upon the material in the portfolio and teacher observations.

There are numerous explanations on why families should be involved in their children’s education and the main reason is that by being involved in their child’s education they will help their child flourish in class. A report by Southwestern Educational Development Laboratory in 2002 reported that “When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more” (National Education Association, n.d. para. 3). If parents are not involve in their children education then it is likely that their child will feel that school does not matter as their parents do not ask them what they did during the school day.

Remember, parent-Teacher Conference is an important opportunity where we can sit down and discuss your child’s progress in school

To collaborate with a child’s parents, I will first establish a connection with them. I will add a welcome sign and interactive parent/child activities, such as a message board, so that they always feel welcomed into my class. Part of collaborating with a child’s family is maintaining them informed of the student’s progress and allowing them to voice their concerns. Therefore, I will let the families know at the beginning of the year that I am available for parent-teacher conference Monday to Thursday from three to five P.M. I will make myself available in the mornings for those parent who prefer to have early parent-teacher conferences. During the school’s open house, I will provide my professional email and encourage them to email me at anytime about any questions, concerns, or issues. I will keep them informed weekly about the upcoming class and school-wide activities through Remind 101, an application, and our class website. Last but not least, I will encourage parent or volunteer in our class and/or on

Unfortunately, as educators we often find ourselves thinking, “there is only some much we can do”. Although educators are with the student’s the majority of their days and can offer guidance and resources to parents, there does come a time that collaboration between the teacher and parent is necessary. The key to a successful collaboration is an open communication with frequent interactions. Meaning, simply greeting parents every

I will use the following strategies to increase parents involvement in dealing with behavior issues for instance, building a positive relationship with parents. Having a foundation based on trust and respect will help develop positive relationship with parents. Using dropped off and pick up as a way to speak to parents by using 15 second to say something positive about the child. Setting up a parents teacher conference in a private area and at an agreeable time to discuss the child behavior issues. In the conference listen to the parents as the discuss the childs behavior at home and compare notes and come up with a solution. Using frequent commuincations suchs phone calls, emails, and written notes. Sending out written notes once

Staples and Dilierto (2010) suggested developing a communication system that included daily parent-teacher journal, weekly newsletters, monthly phone calls, and quarterly IEP related activities (p. 60). During the recruit stage, teachers survey parents to gather information and parent by-in. Sawyer (2015) suggested if all parents have computer and internet access to create a class web page and forum where parents can ask questions and make comments regarding class activities and school events (p. 173). Also during the recruit stage, teachers will need to gather information regarding parent communication needs: test message, email, phone, and in person preferences (Sawyer, 2015, p. 174; Staples & Diliberto, 2010, p. 60). Effective communication and collaboration strategies to promote partnerships with families and provide comprehensive support for students was also supported in the article “Teachers + Families = Success for All Students” (Ludlow, 2012, p. 4).

Parents’ involvement in the Early Childhood Program is very important to enrich the quality child care program. Some family may show lot of enthusiasm and interest while others may show little interest to involve in the program. As mentioned by Essa and Young, “Regardless of the extent or type of involvement, an involved parents is a far greater asset to the program than an uninvolved one, since planning, implementing, and evaluating becomes a team effort” (2003, p. 184).This program is a team work where three important players children, parents and teacher work together to achieve the goal of the program. Parents might contribute to the program in the following ways:

Parental involvement in children 's education is very beneficial for both children and parents. First of all, it helps to enhances children 's self-esteem, improves children 's academic achievement, improves parent-child relationships, helps parents a better understanding of the schooling process. But most of parents are over busy with their work, so teachers’ help sometimes become vital in building bridge in between parents and their children. And there are many different ways for it, such as parent-teacher conferences, written communications with teachers, be volunteers for after school activities, participating in Parent Teacher Associations, or getting involved in decision-making about the educational services their children receive. Teachers could send regular newsletters and notes, and obtain information from parents by the phone calls. Teachers can call parents to let them know about positive behavior and to get input, stay in touch, it is easier to discuss problems when they occur. Teachers can encourage parents and children to do some home activities together, and can focus on the opportunities that the activities provide for learning. For example, although television viewing is a pastime for most children and adults, they do not often watch shows together. Teachers can suggest appropriate programs and send

The article covering child and teacher interactions was designed to help educators find new and improved ways to communicate with children and families while benefiting the child’s learning and development. After reading this article and the information provided, I feel that this source is credible.