Effective Parental Collaboration for Safe Environments
In the state of Hawaii, most students have a close connection to family, extended families, and the community. This is a life style and true Aloha that many find upon arriving. Of course, there are families who do not have the community supports necessary to raise their families, but the school system does offer character education curriculums and try to involve families. Collaboration with families through programs during school, activities after school, and parent/student after school activities and service projects help students and families stay on track.
The state of Hawaii supports parents through parent/child intervention programs that help teach parents effective ways to handle problems that arise, with positive outcomes. The state is dedicated to early education intervention through pre-school and Kindergarten programs that feed and house children and give parents necessary tools to react positively to children, which promotes respect and responsibility to young children. Although this is good news, I quit teaching High School English because of pervasive cheating and two dangerous students who were selling drugs and handling fire arms. Students are learning character education at the elementary and Intermediate through DARE programs and curriculum, but once in High School, many forget what they have been taught. Many parents believe that they no longer need to monitor their students, thus, peer pressure and the need to be self-satisfied become more important (Lickona, 1991). At the High School level and beyond, students will benefit from organized service projects that will enlighten their responsibility to others instead of selfish intentions (Lickona,1991)....
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...er curriculum from K-12, I paid close attention to what they were learning. My children enjoyed this part of their day when they had a voice and comfort knowing that the whole class knew the rules. These classes gave my children tools to handle bad tempers and deviant behavior without becoming a statistic. I always felt it was important to teach children that no matter what their GPA was or how good an athlete they were; it was their responsible and respectful character that will ultimately bring them success in life. "Intelligence plus character - that is the goal of true education" (Dr. Martin Luther King, Jr).
References:
Character Education retrieved from http://schools.cms.k12.nc.us/endhavenES/Pages/CharacterEducation.aspx kapalama.ksbe.edu/high/home/departments/index.php?id=5 Lickona, Thomas. (1991). How Our Schools Can Teach Respect and Responsibility.
Effective partnerships between families and school emerge from a mutual trust, respect and understanding of each other’s values and goals. By maintaining such partnerships, we create a healthy environment for children to develop. All families have something unique to offer and educators need to recognize this and make the most of it by incorporating all families into the school community.
”Kids are more successful when their parents are heavily involved in their lives,” a mother concerned about the school rules for parent involvement wrote in a letter to Superintendent Greg Cuttemloose of Hardy Knox Union School District. Parent involvement in schools is positive to the extent that the child is encouraged and they can get help with their homework when they need it. If the child is neglected without any influence that they need from their parents, they would think that there is no use to studying and getting good grades. The letter from a ”Concerned Mother” and the article, ”In Defense of Helicopter Parents” by Lisa Belkin from the New York Times, show evidence of the support of parents being beneficial to a child. The influence
Surveys will ask parents, teacher and students about school engagement and how they foresee their role/behavior to affect parental engagement. Students attendance, grades, behavior records will be used to see if there is a pattern of academic success and parental involvement, as well as teacher perception having an effect. Interviews will be conducted to help find a pattern on what parents, students, and teachers/school staff see as an obstacle or a welcoming for parents. Interviews with parents will collect data on what factors attribute to parent disengagement and what can teachers and school staff do to make them feel welcome and engage in their child’s
Parents are responsible for a child’s education. They must make the key choices regarding educational direction and set the tone for accountability. The school is the medium for content delivery and an important part of the educational team. Today’s educational system is full of choices for students and parents can maximize these opportunities. Regardless of the options, students must be present to reach their potential.
Oregon State Department of Education. (1990). Parental Involvement: The Critical Link. Retrieved from ERIC http://files.eric.ed.gov/fulltext/ED387219.pdf
Parent school involvement in children’s education is associated with positive outcomes, educational and otherwise. Within the last two decades parent involvement has increased in American schools. While initially parents were
National Coalition for Parental Involvement in Education is responsible for ensuring that the parents learn about why this integration is necessary. As the old saying goes, it takes a village to raise a child; it takes the school along with the parents, to make these changes happen. The parents have to motivate their students to want to do better, to want to increase their test scores and their overall school performance. Some parents do not realize that they’re their children’s number one key to their success. Getting their children to develop their attitude and motivate them to do better. The schools can help communicate this need to the parents
This essay forms a rationale for how important an appropriate curriculum is. The rationale clearly states curriculum’s importance and is supported with principles and practices from attachment theory and the framework that guides educators.
A big gap exists between stereotypical "poor" schools and "rich" schools. Millions of Americans do not enjoy the option of enrolling children in schools where better teachers and materials are affordable. They are forced to remain with whatever the district can provide. Usually these children are not of lower intelligence, they just do not have the opportunities to learn educational necessities. Most parents want to place posterity in institutions where they will obtain a better education, but lack the means to do so. If the government could implement programs emphasizing curriculum, these children would have a better chance of becoming leaders of the country. From here, one must consider courses.
Parent involvement is a major topic of concern among policy makers, educators, and researchers (Brooks-Gunn, Duncan, & Maritato, 1997; Rouse & Barrow, 2006; Young, Austin, & Growe, 2013) for more than 20 years. School districts, educational leaders, and researchers all agree with the premise that strong school-family partnerships improve children’s learning and outcomes. Parents and schools, separately or together, represent noteworthy influences on the essential sources of support for children’s learning and development. Children develop within multiple contexts, and development and learning are optimal when effective networks and permanencies among these systems are created. Semke and Sheridan (2012) affirm methods
...n the classroom is very important. I would encourage each student that they are capable of whatever they desire, whether to grow up to be the first woman president, an astronaut, fireman, or a cashier; along with those dreams they must know that all of their dreams start in the classroom with their education. I will also teach them that whatever they desire in their future, to be the best they can be.
Discussions continue about improving the U.S. public education system. One question which is frequently overlooked is: What is the role of parents in education?
“Teach the children, so it will not be necessary to teach the adults” is a famous quote by our former president Abraham Lincoln. In modern days, we are schooling instead of educating. This produces an uninformed society who is trained to spit out information instead retaining it. My hometown, Scranton, also known as “the Electric City”, has an abundance of ignorant citizens. It was a very toxic community to grow up in. This affected the youth in the community by not projecting their potential into their minds. To have a well-educated populace, we need to make sure we graduate well-rounded youth after grade school. I believe this can be achieved by following common-core guidelines, while also striking their creativity within the subjects so that they are retaining information, not only memorizing it. I will discuss my beliefs on the roles of the teacher, the children as learners, the curriculum, and the purpose of schools in society.
There are many benefits to teachings having a good relationship with the student’s family, guardian, or parents. Teachers should begin the school year with building positive relationships with the student’s families. In the book it mentions that there is ongoing research that indicates the benefits of family involvement in children’s education. Some of these benefits mentioned were children earning higher grades, tend to have better attendance, have higher rates of homework completion, and are more motivated and have positive attitudes towards school. Through the reading it also emphasizes on the increase in family involvement in children’s education will result in a decrease in students participating in substance abuse and violence. Students
The educational system is plagued by disparities in achievement, the absence of pedagogical reform, and inclusive curricula. When students are deprived of fair and equitable educational opportunities this hinders their ability to flourish and grow into healthy learners. Lundberg and Ornstein said it best, children develop best through a foundation of diverse education, essential elements of the Humanistic Learner Centered ideology, culturally responsive teaching, and culturally responsive curriculum development as well as, character