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School and Community Relations

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  • 1. SCHOOL AND COMMUNITY RELATIONS
  • 2. “ It takes a village to raise a child.”
    -African Proverb
  • 3. The school and the community are the mainsprings of effective and powerful forces that can create wholesome climate for mutual gains and betterment.
  • 4. They can forge a kind of partnership where both are willing to share information as well as responsibilities to the best interest of the children while in school, likewise when dealing with members of the community.
  • 5. A. The Teachers, Parents and the Community
    • The parents are the first teachers in the home.
    • 6. They are responsible for the development of values, attitudes and habits that will be needed as their children associate with classmates in the school.
    • Teachers in the schools continue to enrich the students’ experiences at home, thus strengthening the valuable personal traits and characteristics initially developed.
    • The members of the community, in addition to the parents and relatives like the government officials, the professionals and all the residents are highly motivated to participate in the parent-teacher activities and projects.
  • Difficulties
    Children experience difficulties and problems regarding:
    • ability to accomplish assignments,
    • 7. irregular attendance,
    • 8. study habits in school
    • 9. negative attitudes, and
    • 10. Problem with self-discipline
  • 2. Solutions
    The best way to thresh out causes and come up with solutions is to conduct a dialogue wherein parents may be invited to drop by the school or the teacher may pay a visit to their home.
  • 11.
    • A calm and friendly face to face exchange of observations could straighten some disturbing interactions ending with a promise of undertaking remediation in both quarters.
    • Positive attitudes of kindheartedness and patience are developed through modeling.
    • 12. Regularly in attendance and doing daily assignments need strong motivation and encouragement from both sides.
    • Letters and praises to parents for outstanding performances build confidence and strengthen determination to continue the good work.
    • Interesting lesson never fail to motivate students to present everyday for an enjoyable participation in them.
    • 13. Extreme of behavior need detailed consideration of past experience in school and at home.
  • 3. Values Developed
    Values and strong inclinations are instilled starting from the home and are developed further in the school.
  • 14. Some of the most desirable are:
    • respect for elders and for the right of others.
    • 15. cooperation
    • 16. willingness to share
    • 17. deep sense of responsibility
    • 18. persistence
  • 4. Interests
    Special interest and innate talents noticed at young age such as heightened propensity foe music and drama, athletics and the arts must be attended to by sensitive mentors and guardians in order to provide them with continued opportunities to attain the full realization of their natural gifts.
  • 19. B. School and Community
    The community would in turn show their gratitude and appreciation by keeping their school’s surroundings clean and comfortable for the children, and by sharing resources whenever needed.
  • 20. Collaborative Relationship
    a. The school officials actively participate in community projects such as literacy assistance project for out-of-school children and house campaign for healthful practice.
  • 21. b. The municipality/city officials are likewise ready to provide help in improving the physical facilities of the school.
  • 22. c. During historic celebrations in both places, participation by each is easily elicited with such positive and civic-consciousness activities enjoyed by the school and community, a strong feeling of togetherness become evident.
  • 23. 2. Organized Associations
    Schools have organized Parent-Teacher and Community Associations with the officers coming from both their members.
  • 24.
    • A strong spirit of cooperation is exhibited as well as sharing of expertise and material resources.
    • 25. Representations during town or school affairs create strong affairs create strong ties among members, thus, helping hands are volunteered in times of needs.
  • 3. Public Safety, Beautification and
    Cleanliness
    • Peace and order, safety in public conveyances and compliance with ordinances afford ample protection and disciplinary measures developed by all.
    • Beautification of the community through tree planting in every household and cleanliness through proper waste disposal are voluntarily undertaken by both, thus creating a disciplined and wholesome community.
  • 4. Values Exhibited
    • Outstanding school personnel as well as barangay officials are honored.
    • 26. This serves as a motivation for both parties and their followers to continue their commendable practice.
    • Values of nationalism and unity are developed through the examples demonstrated by the school and government officials.
    • 27. Respect for authority and self-discipline are modeled for the young to follow.
  • 5. Instructional Centers and
    Materials
    • The community can serve as rich sources of instructional materials.
    • 28. Professionals and practitioners form the community can be invited as resource speakers during observance of significant school rites.
  • Reference:
    THE TEACHING PROFESSION
    By: Bilbao, et.al. pages 80-84.