In recent years, it is a fact that more and more parents are increasingly engaged in teaching and learning their children, although their working hours are often devastating. In every opportunity they have they try to teach their children more and more things from infancy. With this in mind we can say that parents are the first teachers of a child. But what involvement do parents have in educating when their child goes to school? What happens then?
It is necessary to clarify that parental involvement is when parents work with teachers and teachers with the ultimate goal of fulfilling not only educational goals, but in general the learning, health and development of children and adolescents. Let us not forget that the right parents and teachers are not only concerned with the education but also serve as role models for learning other important areas such as values, morals and more. Thus, parental involvement also involves parents in school-related issues, such as school meetings, events, and volunteering at home. Encouraging parental engagement is one of the best ways to create a positive learning environment for every student. To create a community based on parent-teacher relationships at school, we need to see what parental involvement is and how it can be fostered.
It is true that parents often make a very big and crucial mistake… We don’t want someone else to make a comment to our child. It’s difficult for us to admit that our child made a mistake and when things don’t go as we want, we choose to “attack” the teacher, the school management, or even in the system itself. We are not discussing the facts with our child, seeing what really happened, why our child was punished, behaving badly, and trying to correct this misconduct, or even justifying the teacher’s behavior in our child’s eyes (talking about non-extreme cases). We attack to the teacher and sometimes we end up doing it in front of our child’s eyes. The result is that instead of solving the problem we just perpetuated it, we give the wrong example to our child and the child himself will behave even worse next time.
With such behaviors, we become an obstacle not only to the teacher, not only to school and its functioning, but also to our own child, who only receives in the wrong behaviors a kind of “reward” for his behavior. We forget that the teacher tries to maintain peace and tranquility in the classroom by managing several different characters. And so, in more difficult situations, the defamation of schools is created.
Children need healthy standards. These patterns can be found in the school and family environment, and in combination with exemplary confidence, once they are faced with a difficult situation they will turn to either their parents or their teachers when perhaps it is too late. As parents let’s ask our children how they feel, if everything goes well at school / family, what they care about, what their day was like. Just that someone has shown interest can be especially important to them. Next, filtering information, sharing it with teachers, and paying special attention to behavioral changes, as the child may need help and support but not outsource it.
When parents and teachers work together to create a thriving classroom, the impact on their students is profound. Students with participating parents have not only high scores but also higher self-esteem. In fifty different studies of parental involvement, educational researchers found a relationship between family involvement and academic success. Parental involvement reduces absences. When teachers worked with parents through home visits (in some countries this is permissible), student absences were reduced by 20%. Even after calculating the grade level and past absences, students with participating parents report fewer school days lost overall. Two-way parent-teacher communication engages students in day-to-day attendance and increases classroom engagement. If teachers do not create a space for parents’ collaboration in our schools and if parents do not ask for it, then the ability to develop the classroom and the school as a whole is limited.
Studies have shown that parental involvement in schools can promote positive education and mental behavior of children and adolescents. Research shows a strong relationship between parental involvement and educational outcomes, including school attendance, higher grades, and classroom test results. Parental involvement in schools has also been recognized as a promising protective factor for behaviors and outcomes of sexual and reproductive health risk, gender, early sexual activity, frequency of sex, and pregnancy / birth. In addition, when students find a supportive school environment that cares for them and parents participate in their school life, they are less likely to be involved in substance abuse, violence, and other problematic behaviors related to the risk of HIV and sexually transmitted diseases.
Students are not the only ones who benefit from family devotion. Teachers can prepare parents to help with work or academic concepts. And the parents involved also tend to think highly of teacher, which improves teacher morale. Knowing more about a student’s family life can also help teachers prepare lessons that best fit the student’s needs or interact more effectively with families. And because students receive more support, classrooms with the parents involved perform better overall. When parents and teachers work together, everyone wins!
The factors behind this event for reduced parental involvement in school are multifaceted. Some parents find it difficult to work, or find it of secondary importance to be more active and involved for their child and school, or simply do not recognize the importance of their involvement. Still, they may think that their participation is simply to get the child to school read and everything else is a matter of teachers, teachers or school management. Some may have planning and transportation issues. As mentioned above, parents may have a wrong attitude towards the teacher and the school, which is a low level of education, but may have some kind of high level of education and, however, discredit the teacher. At the same time, some may discredit public school either because of ignorance of their potential offer or ways they can help their child. At the same time, however, there are teachers who are devaluing parental involvement, perhaps because they fear criticism of the methods they use in the learning process, as well as classroom management and organization. Still, the lack of teachers’ training in effective parenting strategies in school life can be an obstacle to the process, even if there is the will of both school management and parents.
It is never too late to build the foundations of parent-teacher communication in schools. But the sooner you do it, the better equipped students will be to get closer to the goals. The sooner parents are given opportunities and contact information the sooner they will get to know each parent. This way, when there are questions from both sides, they will be more comfortable discussing. Providing parents with opportunities to communicate with the school and classroom activities or parent-teacher committees are all excellent opportunities to participate. Creating goals and expectations from all sides (students – teachers – parents), communicating as often as possible, using e-mails, texts or apps to inform parents about activities, lessons, tasks or upcoming trips are methods that could help build a healthier relationship. Such cooperation could enhance or prevent common challenges that prevent parental engagement, such as conflicts or an atmosphere of intimidation!!!
It has to be understood that relationships of trust must be built, and mutual respect is also essential. Respect is nurtured by the family and the teacher and passes on to the children unconsciously by both parents and teachers. Children will respect the teacher if they are respected by their family and will behave badly when the family lacks respect. If the parent is constantly in school and engaged in activities, talks with teachers and is close to their concerns and concerns, then it is highly likely that the child has a successful school career. If the teacher is receptive to suggestions, discusses with the parent equally and shares their concerns and concerns, then it is likely that the child will have a smooth and successful school experience.