The way through which schools communicate and interact with parents has an impact on the level and quality of parental involvement in their children’s learning. Schools that convey negative news about academic achievement more consistently than encouraging stories about student achievement, for example, may discourage parent involvement by making parents feel as if they are unable to effectively assist their children. Parents benefit from participating in their children’s education by learning more about the academic program and how it works, as well as obtaining suggestions from the school on how to help and support their children. Perhaps most crucially, parents acquire faith in the value of their children’s participation in school. Parents have a greater grasp of how important it is for their children to receive an education.
There is compelling evidence that parental involvement benefits students in a variety of ways, including academic achievement. Children gain from increased passion for learning, improved conduct, more consistent attendance, and a more positive attitude about homework and school in general when their parents become engaged. Parental involvement, according to study, allows teachers to focus more on the work of teaching children. Instructors also obtain a greater awareness of their students’ needs and home circumstances by having more contact with parents, which they can use to better meet those needs.
Personal interaction, such as conferences, home visits, phone conversations, and curriculum nights or open houses, appears to be the most effective and familiar method of communication. However, as society has evolved, establishing good school-home communication has become increasingly difficult. Because families are so diverse, it’s impossible to rely on a single medium of communication to reach all of them with a single message. Consider how you would feel as a parent if you were approached by a teacher or the school administrator and told that your child was doing well in school or had overcome a learning or behavioral issue. Be prepared for parents to seem surprised pleasantly when you call to share positive information with them. According to research, individualized positive telephone contact between teachers and parents improves school-home communication significantly.
Parents and teachers can provide the optimal learning environment for pupils at home and at school if they collaborate. Students should also be aware that their parents and teachers are working together to achieve their academic success. One method for parents to do this is through homework. Homework allows parents to learn more about their child’s schoolwork. They may guarantee that their child performs their best by reviewing their work and assisting them when they require additional assistance. Homework is an important tool for reinforcing classroom lessons, and parents and instructors must find ways to encourage pupils to accomplish it. Setting up a framework for holding pupils accountable at home and at school is one method to do this. Students can, for example, fill up homework charts. They can then be awarded or commended for their work in both venues.
Sharing which rewards are used at home and at school is also a great way to collaborate. Teachers and parents can encourage students to work toward a goal by reminding them of the reward they will receive at home, as well as the school incentive. A growth plan is another option for instructors and parents to collaborate on. You can meet with parents throughout the year to set mini-goals for the child, whether it’s a behavior or academic plan. For a certain time period, such as a week, two weeks, a month, or even a school year, you set one or two goals. This could be a way for instructors and parents to collaborate. If you and your child are both aware of the aim you are attempting to achieve, the kid is more likely to succeed because it is reinforced at home and at school.
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The difficulty in creating good collaborative activities is ensuring that all students, including those who struggle, have a significant role to play. Collaboration should not only increase students’ existing talents, but it should also ensure that their interactions stretch and expand one another’s knowledge, such as Online Qurani Qaida. If a student, for example, is significantly better at one skill than her colleagues in her group, she can teach others and have her grade based on how much her classmates learn. We want to ensure that students not only share physical space in collaborative activities, but also intellectual space so that they learn more, do more, and experience more together than they would individually. By shifting our role from instructor to coach and promoting team autonomy, checking in on students and providing direct feedback, and trying to assist them in learning to work together productively to attain a common purpose, we can help students learn to work together fruitfully to achieve a shared objective.
