In order to do this the teacher must build and develop relationships (Rogers and Rogers, 2006). For the teacher to gain the professional authority, the children will want to know that the teacher believes in the children and will help them to reach their highest potential, intellectually, socially and emotionally. Rogers and Rogers (2006) supports this as they suggest that once the children know that the teachers care about them as individuals, they will judge the teacher’s discipline within the accepting that the teacher cares about them. Glasser (1998) reports that emotionally warm relations between teachers and students, characterised by open communication, support and involvement makes students feel secure and self confident at school. This can be crucial as the if there is no feelings or emotions from the teacher to the child, the child will want to misbehave and act disruptive as they are not receiving any attention from the teacher.
This has been a significant factor in all of my professional experiences. Developing respectful partnerships between educators and parents is noted in both EYLF and QKLG. I have attempted to achieve this through greeting the parents and introducing myself. This will hopefully be seen throughout the rest of my professional experience. I do however, acknowledge that this professional experience is only ten days, therefore making it quite difficult to gain these partnerships.
Warmth and security are two very important characteristics to have when it comes to working with children. Parent-child research is also an important topic discussed in this journal. Building relationships with your students, and their parents is an invaluable part of working with
As parents, few decisions hold as much importance as one’s child’s education. From the second they walk out the door to their first day
Tensions in Home-School Partnerships: The Different Perspectives of Teachers and Parents of Students With Learning Barriers. 2012 A review of the different perceptions teachers has for parents, and parents have for teachers, in regards to the shared responsibility over a child with learning difficulties. This article looks into examining what each of the partnership assumes the others ‘parental role’ is regarding their shared student, and how potential tension between teacher-parent relations could be lessened into something more productive for the student.
1. The Guardian published an article called Parents’ evening: the questions that teachers never seem keen to answer, written by Disappointed Idealist on December 9, 2014. The author truthfully addresses several questions that parents ask that tend to make teachers uncomfortable. This includes topics such as student comparisons, formulaic school reports, academic “levels”, and bullying.
When the National Parent Teacher Association (PTA) was created it was for the mothers that they would believe to support their mission to eliminate threats that endangered children. Though many years down the road there have been many changes within The National Parent Teacher Association, that now they have entered in which school have their own PTA. For the community the PTA have been getting teachers and parents to work together for the children, supporting children in need, and for providing self-funding for the schools. Teachers and parents have been coming together since February 17, 1897, when Alice McLellan Birney and Phoebe Apperson founded The National Parent Teacher Association (PTA). From then on, the PTA has valued their mission statement which states “PTA’s mission is to make every child’s potential a reality by engaging and empowering families and communities to advocate for all children”.
In the book, Ron Clark talks about how it is important to know every students name and their parents, grandparent, aunts, uncle’s names, because you do not know whom the students live with. In the book he gave an example about when he was talking to someone father about how their child, not doing well in school and the parent said that unfortunate, but that’s not my child. As teachers we need to make sure who the child parent is. The book makes an important point on how relationships between teachers, parents and students are, to be a successful teacher. The book talks about how Ron Clark wants a bond with his children.
Students of both low socioeconomic status and high socioeconomic status still achieved at the same level (Hayes, 2011). Consistent communication between home and school throughout a child’s education seems to be an important factor in a student’s academic success. The school can also gain significant improvement from the helping of parents involved. As described in the article, “We are the Professionals: A Study of Teachers’ Views on Parental Involvement in School”, the author provides a teacher’s perspective on parental involvement. Baeck examines teachers’ attitudes and experiences towards parental
These parents start out with the full intention of supporting the teachers and their children’s schools. Yet, something goes wrong along the way as they and their children fall into a homework trap. The problem starts in elementary school. The notes come home, and the parents get “the call.” They meet with the teacher and make plans to make sure everyone is on the same page.
Analysis The section pages 161 to 166 in the book, Introduction to Teaching, The authors start this section of the book using the CARS method by establishing a territory. They intrigue the readers by making a topic generalization. In the section, How Can Teachers Work with Families and Communities, the authors use this technique to hook the readers by explaining the researches importance.
The teacher should also take in to consideration that personally sometimes a person must put their personal feelings to the side. There will be people with different perspectives and as teachers it is their job to acknowledge and accept that. By ignoring the differences in behavior, communication style, and beliefs created by culture, teachers run the risk of creating real conflicts and barriers to effective partnership with families.
Families or parents are responsible for providing children with basic needs that comes automatically; these needs would include security, food, clothing and shelter. According to Engle and Black in their article, parents are also responsible for transmitting cultural and educational values and help children adapt to societal demands and opportunities. It is imperative that parents are positive role models for their children. Students often learn from their experiences and then gradually adapt to society’s culture. Bergeson (2006) find that communities, families and school need to have good partnerships and at the same time have programs that can aid struggling students.
As a teacher, it is my responsibility to share information on the development of the child and have a clear and constant flow of dialogue with the family. This will enable both parties to deal with any issues that may arise within the family, school or community. It also my belief that parents should have an active part in their child’s learning and be able to lend a hand whenever necessary, and having open communication with them will allow this transparency and connection between home and school. The community is vital in ensuring that the facilities around the community and school is appropriate for the different children and families to live in and grow. A very good example of this successful collaboration is the Reggio Emilia approach in Italy.
Today’s in complex global scenario societal and school environment in which we are living where teachers are faces challenging classroom management troubles, it has become necessarily required to establish partnerships between parents and teachers as a strategy to support students’ learning and development. In the late 1800s, it was a common practice for a community to hire a teacher who lived in the community. Such a practice encouraged close and frequent contact and shared norms between home and school. Contrast this with the situation facing most school communities in the mid-20th century, when a physical and social distance between the school staff and community became the norm. Stimulated, in part, by the movement to professionalize the teaching profession, teachers increasingly chose to live outside of the school community in which they worked.
