Parents became my greatest resource. I openly solicited their active involvement and suggestions on
how to better serve their child. I also presented them with ideas and activities they could do at home
with their child to enhance their learning process. I later set up a homework/classroom Web site for my
community of learners on the Internet so both parents and students could access the homework schedule.
I purchased a cellular telephone for my classroom and turned it on during my 90-minute planning block
so parents could reach me, if needed, on a daily basis. Joe W.
Steph B. believes that children learn best
when given the opportunity to taste, feel, see, hear,
manipulate, discover, sing, and dance their way through learning.
But the parents of her students were clamouring for a more back-to-basics approach. Steph could have given in, turning her back on strongly held beliefs, or she could have ignored her parents' concerns altogether, promoting bad relations. Instead, she navigated the tougher but more rewarding course. She showed parents how effective her pedagogical strategies could be and ultimately won parents' support, which has proven invaluable.
She began a weekly newsletter to inform parents about learning events in the classroom. She also invited parents into the classroom.
This created a sense of well-being since they knew I had nothing to hide. Watching the children's
excitement and 'aha' looks of accomplishment said it all, Goldman remembers. The long-term benefits of
Goldman's efforts became clear over time: parental support for her teaching methods, which yielded a
cadre of classroom volunteers and an improved, solidly reinforced learning environment.
Teacher outreach efforts to parents most typically include writing a newsletter or inviting parents into our centre. Calling parents with good news about a child's progress also strengthens the teacher-parent relationship.
Home visits, done either before or after the school years starts, can also be extremely valuable. These visits can improve significantly the relationship between teachers and parents.
From the very beginning, I knew the importance of soliciting help from parents, says George A.
I sent a weekly newsletter home explaining our week's worth of activities, and in it, I gave ideas for
working with the children. Conferences and phone calls also served as wonderful opportunities for me to
get parents involved. Periodically, I sent papers explaining developmental stages of reading and writing
so that parents might gauge their child's progress and look forward to the next step. It's amazing how
quickly a child can achieve mastery when the support of a parent is present.
Teachers say parents may not make the first move but generally will respond when asked to help at home or play a role in the classroom. Some teachers involved parents in academic activities such as reading and tutoring, while other teachers turned to parents to relieve them of duties that otherwise would get in the way of teaching.
Joe W. writes:
It wasn't until I discovered just how handy parent volunteers can be, that I finally
got the paper tidal wave under control. I overcame my time and paper management issue by delegating to
my parent helpers. I had them construct the bulletin boards that I would create in my mind, so I could
spend that time giving feedback to my students. I have one parent who could give any Kinko's employee
a run for their money. She not only is the fastest copier person in the West, but she can run more types
of machines in this school than anyone. It's rumored that she can fix them too, but we try to keep some
things quiet around here.
Parental support can improve your outcomes immensely, If parents back a teacher's discipline of a student, and the parent restricts privileges at home, the teacher notices real improvements in the student.
We are saddened to learn that not all parents can be persuaded to take an active role in supporting their
children's education. When this happens, teachers must recognize that they are limited by factors outside
Naturally, I expected that the parents of my students would be active in helping their
child at home. I expected to have full support from each student's parents, for who wouldn't want to
help their most precious gift, their child? writes Joe W.
Unfortunately, my expectations were not always
realistic. Although they may want to help their child succeed in their educational career, some parents
do not always have the time to help their child. In addition to this problem, I was shocked to find that
other parents did not seem interested in their child's success (or failure) in school at all.
Brighter Tutors make it a priority to bring parents into the educational process. We send home mid-quarter progress reports, checklists, and a written evaluation. Her comments noted areas where a student was doing well and showing improvement, and where the child needed to work harder. Her reports also discussed academic standards and behavioural expectations.
If I could only pass along one important piece of information to other teachers it would be, keep the
communication lines open between you and your students' families, says Nana D.
Keep your door open to visitors,
volunteers, and parents who just want to drop in and say 'Hi!'. Send home weekly letters to let families
know what is going on in the classroom for that week. Often times children do not tell their families
everything that goes on. Call or send home letters as soon as a problem or concern arises with a student.
Create family-oriented projects for homework and classroom activities for families. Part of a healthy and
successful education comes from the home. If you involve families and the community you will have more
resources for your classroom. You will find that an extra set of hands in the classroom or supplies that
are sent in from home will help you as much as the children. Families will feel as if they are a part of
the classroom and their child's education. Learning will also happen at home, not just in school.