Why I Am Interested For Making More Effective

Parental involvement in children’s lives comes in a variety of ways, and the idea of how involved parents should be may vary with different families. Jeynes, in Parental Involvement and Academic Success, states that for their studies “parental involvement” was characterized by “parental participation in the educational processes and experiences of their children.” There are many ways parents can be involved in their child’s academics, several are mentioned in the same work, by Jeynes. Parents may communicate with their children about daily school occurrences, help with and check their child’s homework, let the child know their expectations for his or her academics, and attend relative school functions (42). Another way parents may get involved in their child’s academics, mentioned by Schor, in Caring for Your School-Age Child, is to meet and

This can be done by having a two way relationship with parents for example parent’s evenings, this is when staff discusses children’s progress open days so parents can come in be welcomed and look around their child’s school or nursery. There can be coffee mornings, sharing information or just giving feedback to parents when they pick their child up from school at the end of the day.

The second is Communication between the Home and School. In order to help families create settings within the home to support their children as students we, the teachers, can provide suitable materials which give information and assistances on how the parents can help at home. Through pamphlets, e-mails, and phone calls teachers can inspire and encourage parents to converse and work with their child. Through our involvement with the families, parents become more aware of their child’s school platform, they interact on a more positive level with their children they are more skilled to reinforce the teacher's objectives in order to achieve better schoolwork. When we give parents information to become more knowledgeable partners with the school, their child sees that their parents and teachers are communicating with one another about their schoolwork, which allows them to become more aware of their parents involvement and abilities. This will open up the opportunity for the child and parents to talk openly about the child’s schoolwork and the decisions the child makes at school.

Academic scholars have noted that students who are thoroughly engaged are high academic achievers (Fullan, 2016). However, the subject of parent involvement has been introduced into the discourse over the past decades and now most educational leaders agree “ the closer the parent is to the education of the child, the greater the impact on child development and educational achievement” (Fullan, 2016, p. 158). As a result, the Ontario Ministry of education created Parents in Partnership: A parent engagement policy for Ontario schools. This policy is directly aligned with the ministry’s goal of creating and maintaining a welcoming and inclusive education system. The policy identifies parents as key individuals in education as they contribute to the work of educators, schools, and the community (Ontario Ministry of Education, 2010). An investigation into the framework of the policy reveals the main actors, which are the parents; who are defined as caregivers, guardians, and parents, the government, school boards, teachers, principals, students, and the

The article Involvement or Engagement by Larry Farlazzo focuses on how to engage families, the school and the community to work together to promote both student and parent success within the school and the community. The article began with discussing the different between parent involvement and engagement. Larry Farlazzo (2011) states “A school striving for family involvement often leads with its mouth—identifying projects, needs, and goals and then telling parents how they can contribute. A school striving for parent engagement, on the other hand, tends to lead with its ears—listening to what parents think, dream, and worry about. The goal of family engagement is not to serve clients but to gain partners”. It’s important to understand the

According to Michael Seville, a writer for Eutopia Magazine, “… parental involvement is a key ingredient in how well a student learns.” The idea of parental involvement in their school is not a concept exclusive to charter schools. There are many traditional public schools that are launching programs to do just that. In Saratoga, California, an elementary school has made it mandatory for parents to volunteer and attend a seven-session STEP (Systemic Training for Effective Parenting) class. This class is designed to help improve the parent’s usefulness when they appear in class. According to the principal of the McAuliffe Elementary, Michael Kalb, even single working parents are able to find a few hours a month to help out, even if it is in the evening. Since the inception of this program, teachers have noticed more cooperative behavior of their students and a willingness that was not present before. These types of programs could be and should be incorporated into any traditional public school in any part of the country and would create a synergy within the school of parents, teachers, and students.

Indeed, Excellence and Enjoyment (DfES 2003: p.17) directly expresses ‘partnership beyond the classroom’, where primary schools review their strategies for involving parents in their children’s education. Research (Bastiani, 2003; Desforges and Abouchaar, 2003) has shown that involving parents in their children’s education can help remove barriers to learning, raise attainment and improve attitudes and behaviour.

It is important that good relationships are established between teachers and the parents of their pupils. This is because if the parents are kept informed and are interested in what their child is doing then they will encourage the child to do the best they can and to do out of school learning and activities. It is also important that the parent trusts the school and the teacher to do the best by the child and the best way to create this trust is to keep the parent in the loop. This principle covers beneficence, autonomy and trustworthiness.

Parents are the child's first teachers, their active involvement helps the children to overcome confusion and challenges of starting school. Therefore, getting them involved through partnership with school, working together and supporting each other as a team is the key to a successful transition programme. Besides parents, other resources such as the police centres, libraries, health care and community centres also plays an important role in these programmes. To achieve this goal, we need to have muutal trust and respect for each other.

(Bredekamp, 2009). I will show the parent that we can be in harmony in the program and with the family’s values. I need to take away the feeling that I am right and they are wrong and I need to see that neither one of us are right or wrong. I need to see that we are learning and trying to help their child to grow, learn and develop. (Bredekamp, 2009). The role of our local community is to provide a physical, emotional, and cognitive environment that helps in the development and learning of the child. We with community will build a foundation that is consistent, positive, and caring relationships with adults and children. (Bredekamp, 2009). We will build that relationship with teachers and children and families and teachers. We as community it is our responsibility to contribute to the well-being and learning of the child. I will get the child involved in the community and their families because it helps them to learn about themselves and the world around them. The community involved in my school helps children respect and be able to acknowledge their differences. I as a teacher will develop responsibility and help with self-regulation with the

Although it is important for families to be involved with their child’s school, school personnel should also strive to create a positive interaction with families of students. Carl Dunst (2002) states that school and parent collaboration is necessary, and if schools take on a more family-centered approach, it will help create a supportive environment and help to strengthen a family’s capacity to enhance and promote a child’s development and learning.

Liz Bayram the Chief Executive at the Professional Association of Childcare and Early Years (PACEY), wrote an article for the Telegraph news paper dated September 4th 2014 entitled “Parents need more support for children starting school”. PACEY had recently concluded research in order to understand parental anxiety around their children beginning school. In the article Liz Bayram (2014), cited results of the research project in which findings showed over two-thirds of parents felt anxious regarding their children starting school and their desire for greater advice on how they can be more proactive in supporting their child prepare for one of the major challenges a child has to face in their early years. Beginning school is a major life transition for children and their families with some children taking this transition in their stride, yet others seeing it as a period of anxiety, uncertainty and confusion. In order to discuss the challenges faced by children starting education it is important to examine the emotional and social issues, how attachment impacts upon readiness for education, how resilience to risks experienced may affect coping with starting school and communication during middle childhood.

Chapter six – Working with families, the authors talk about parents need to be more involved in the education of their children. We always encourage parents to be more involve in their child’s learning because parents are a child’s first teacher.

Yes Freda parental involvement is critical through out the world for any school. According to research family factors plays a major role in teacher’s ability to teach students. Coupled with, principals and teachers agree that what is going on at home impact a student’s propensity to learn. Especially, when some teachers and administers try to work with children in less than ideal family environments, we can only do so much. Particularly, when parents are often not willing to partner with the schools to provide for the children. On a high note the earlier in a child’s educational process parent involvement begins, the more powerful the effects. Also the most effective forms of parent involvement are those that engage parents in working directly

The selection for this advocacy project was a result of my desire to advocate for parental involvement. As a former Parent Involvement Chairperson for the school’s Parent Teacher Association and a future teacher who recognizes the importance of parental involvement in