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Parents Involvement In Schools

903 Words4 Pages

According to G. Olsen and M.L. Fuller, researchers have evidence for the positive effects of parent involvement on children, families, and school when schools and parents continuously support and encourage the children's learning and development (Eccles & Harold, 1993; Illinois State Board of Education, 1993). According to Henderson and Berla (1994), "the most accurate predictor of a student's achievement in school is not income or social status but the extent to which that student's family is able to:
1. Create a home environment that encourages learning Express high (but not unrealistic) expectations for their children's achievement and future careers.
2. Become involved in their children's education at school and in the community (p. 160) …show more content…

Teachers and principals often earn greater respect for their profession from the parents. Consistent parent involvement leads to improved communication and relations between parents, teachers, and administrators. Teachers and principals acquire a better understanding of families' cultures and diversity, and they form deeper respect for parents' abilities and time. Teachers and principals report an increase in job satisfaction. Benefits for the School Schools that actively involve parents and the community tend to establish better reputations in the community. Schools also experience better community support. School programs that encourage and involve parents usually do better and have higher quality programs than programs that do not involve …show more content…

It produces more robots, mechanical work force rather than thinking human beings.
In a bid to receive high grades, there are many ambitious students who choose tasks that are much below their capacity. This in turn reduces their chances of learning more and sharpening their skills. When it comes to gaining knowledge, instead of how much you have learnedt, it is important to know how better you have understood it so that when it comes to practical applications, the same knowledge can be used effectively. But gradation system creates a division between the higher grade students and lower grade students due to which unknowingly an attitude of superiority or inferiority gets developed in them.
The students with low grades feel that they are not on the right track and are losers whereas those who receive high grades feel that they are going to be super successful. Once such grade-oriented thinking starts seeping in the minds of the students, they feel motivated only to get high grades and not to learn and explore more or to develop something new from what they have learned.

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3.08 Review Questions 1. Explain the difference between a protective environment and a nurturing environment. The difference between protective and nurturing environment is, that in protective the parent seeks to physically keep the child out of harm’s way; while in nurturing the parent seeks physical well-being and emotional stability for the child. 2.

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Children who grow up in dysfunctional families suffer in their early life and in their adult life. A dysfunctional family is defined as inappropriate behavior, continuous argumentation, and potentially, the direct or indirect abuse or neglect of said children. When life problems become chronic and unsolvable, they affect the ability to maintain a healthy home environment. A memoir by Jeannette Walls, titled The Glass Castle, will be used as an example of a successful outcome, after having overcome living in dysfunction. Jeannette and her siblings are successful in their adult lives, although this is not a typical outcome of child cases that are in distress from a dysfunctional family.

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In the novel, 1984, written by George Orwell the country of Oceania has completely eliminated human connection within its own people. The citizens of Oceania are under control, so much that they are unable to marry for love and are unable to have a relationship based on love and human connection. The Party makes sure citizens are making love to their spouses for the sole reason of making babies for the Party. Citizens in Oceania live with little to no true human connection.

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The Pursuit of Grades Over Happiness There are many accomplishments that we have achieved, yet many to achieve, and the race towards them never seems to stop. Well, this is the case for many students because the race towards achieving high grades never comes to an end. Grades are meaningless in the grand scheme of things, as they do not control the rest of your life, but yet are still overly looked upon and can affect a student’s life drastically. However, a poet once said, “Life is not a race, but a journey, to be savored each step of the way” (Nancye Sims).

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First high achieving students grades are what keep them focused and motivated in school. On the other end of the spectrum are students who simply do not have the willpower or drive to earn high marks in school. There are students who focus who too much on grades, and by doing this end up memorizing the material being taught and not absorbing. They are like little robots spouting facts and information, but not being able to truly comprehend its meaning.

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The Grading System: Completely Necessary Grades are an important part of the school system. Grades set the extraordinary students apart from the ordinary ones. In Jerry Farber’s essay, “A Young Person’s Guide to the Grading System,” he argues that grades are the only motivation students have in school. Farber even calls it “phony motivation.” He argues that students do not actually learn anything.

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In this practicum I will narrate an interview that was done with a Hispanic parent. I will describe her and her family structure. I will also elaborate on her involvements in her children academics, and teacher parent relationship. Also better ways to encourage parents to get involved in their children education will be added, and how teachers can assist with making the parents feel welcomed inside of the classroom.

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In Kurt Wiesenfeld’s article “Making the Grade”, he address the issue that students want a higher grade than they deserve. He goes on to prove this be by giving examples of previous students that he has had and what can happen when students get the grades that they want and not what they deserve. In Wiesenfeld’s article he states that about ten percent of students that take his class do not care about their grades until final grades are over. “You might groan and moan, but you accepted it as the outcome of your efforts or lack thereof,” Wiesenfeld stated.

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We can notice students ' academic achievement are increasing when parents involve in the education of their children (Ramirez, 2003). On the other hand, some parents do not make any effort to help their children at home although "the family is the most influential context for learning" (Copple & Bredekamp, 2009). Maybe they think teachers have a better understanding of how to educate their children, therefore they avoid of becoming involved in the classroom or talking with teachers too much. As Latino parents mention that, we have to help our children in every way possible.

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Parents are aware of their children’s weaknesses and strengths, "Parents can choose the amount of structure that is best for them and their children. Each program can be individualized to suit the needs and interests of each child. Each child can progress at his own rate instead of at the rate of the group" (Gorder, 1987, cited in Margaret, p.11).Moreover, parents are able to assess their children on a daily basis and provide additional instruction if required. Another argument against homeschooling is that homeschooling generates isolated unhealthy environment for the child.

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822 Words | 4 Pages

Dietz(1997) argued that when a school limits parental involvement to a particular type of involvement (e.g. fundraising, committee membership) then only a small proportion of parents become involved. As a result the school neither really involves parents, nor reaps the potential benefits from involvement. Instead, a more comprehensive model of parental involvement which elicits a wide variety of parental involvement is advocated (Dauber & Epstein, 1993). Epstein and colleagues (Epstein, 1992) thus developed a typology which aimed to comprehensively categorise the variety of involvement activities in which could potentially engage. These are summarised in the table below.

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1215 Words | 5 Pages

Context Motivation is regarded to be an important tool that can be utilized in accomplishing a given task. However, lack of motivation could result in inability to accomplish the task of poor performance. In this regard, it is worth noting that there are various factors that contribute to lack of motivation among individuals. Additionally, while an individual can be motivated at other times, some circumstances can make him or her to lack motivation. This reminds me of the time when we were doing group work that I realized that most of my group members were not motivated to do the assignment.

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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.

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EFFECTS OF PARENTS AND TEACHERS INTRACTION ON DELOPMENT OF EARLY CHILDHOOD STUDENTS IN MIANWALI 1.1 Introduction: The importance of good parent-teacher relationships has been well documented. Research has shown that parent involvement in education benefits not only the child but also the parents and teachers (Eldridge, 2001). The function of a good parent-teacher relationship is much more than just like a vehicle for status reports from teacher to parents on a child’s performance.

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