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Summary of the interview

The teacher admits that partnerships with families have been very essential in creating a positive classroom environment. He observes that the more the parents are involved in the education of their children the better their success rate in learning. He has adopted a friendly and kind hearted approach to ensure that the parents have brought on board. There is a PTAS representative that the teacher works in liaison with in order to establish regular and meaningful communication between the school and home. Parents are invited in order to act as full partners in making classroom decisions which affect their children as well as the families. Parents are always welcomed as volunteer partners in some classroom initiatives. Parents are many at times allowed to come and tutor the children on specific aspects. There are students’ exhibitions where parents are also involved, and sometimes parents are also invited as observers to see how their children are learning, and can make their suggestions to the teachers afterwards (Prior & Gerard, 2007).

The teacher insists that an effective learning community in class cannot be created if parents are not brought on board. Some parents can be positive role models to the children. This implies that engaging them in such activities as assemblies and curriculum activities creates a positive learning environment. Parenting with parents also reinforces positive behaviors during the learning process. Parents can use the opportunities to recognize positive behavior and this enhances intrinsic motivation, and positive behaviors are enhanced among all the learners. Families are central to the development of the child. This therefore implies that the family is the not only the first, but also the main teacher. As such, accepting parent partnership in their own terms creates a stringer alliance and conducive classroom environment for educational support and solving problems. The involvement of families makes it possible for the teachers to frequently communicate the student performance and progress, the personalized teaching and learning strategies that are being adopted among other things. This enables the parents to promote the ongoing achievement of learners, and consistency when it comes to finishing and handing in of homework (Hornby, 2011).

Family involvement activities

Family involvement activities Time Place Agenda How each activity will strengthen family connections in your future classroom learning environment
Volunteer opportunities(PTA, volunteer tutoring, and field trips) The second and weekend of every term. In the classroom Giving parents an opportunity to actively participate in the education of their children. The parents will be in a better position to reinforce what has already been started by the teacher, hence increasing the chances of a better classroom environment in future. The parents also get firsthand information on the values and which the teacher is trying to inculcate, and therefore can follow up and also support the child. Parents can also take note of the behaviors of the children (Epstein, 2011).
Educational sessions for the parents and parenting workshops. The first week after the mid-terms break. The school multipurpose hole Delivering a thorough presentation in order to orient the parents and discuss the curriculum. It will also be used as a chance to inform the parents the most preferred teaching style you are using, your philosophy on homework and tests among other aspects.

The parents to be given an opportunity to ask on comment on what they think about the same.

Open lines of communication are encouraged between parents and teachers to promote classroom learning.

Since parents can also share their cultures and hobbies, the teacher is in a better position to understand how this can be incorporated in the learning process for the benefit of the leaner.

The teacher is empowered to prepare a better individualized education program that is well aligned with the needs of the learner, and the same is reinforced by parents who are very much aware of what is happening in their school. Parents become more cognizant with what is expected of them from the teachers, thus making it possible for both sides to read from the same script in assisting the child (Epstein, 2011). Learning is done from the classroom and reinforced at home. Effective parenting techniques imparted, and this manifests itself in classroom environment in form of good behavior.

Promotion of specific short-term projects for the class and school at large(e.g. book donation, fund raising, chaperon for different events and beautification of the school grounds) Conducted at the intervals of every three weeks The school multipurpose hole Donation of the learning resources at school, making the school environment safe and welcoming, Encourage the out of class events as part and parcel of learning. Parents ensure that the classroom environment has adequate facilities for a conducive learning environment (Epstein, 2011).

 

 

 

 

 

References

Hornby, G. (2011). Parental involvement in childhood education: Building effective school-family partnerships. New York: Springer.

Prior, J. O., & Gerard, M. R. (2007). Family involvement in early childhood education: Research into practice. Clifton Park, N.Y: Thomson Delmar Learning.

Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.

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