H manzone home_school_partnership_part_aDocument Transcript
Hilary Manzone READ6421Home/School Partnership Project Part A Summary Article 1: The first article titled “Making home an advantage in the prevention of reading failure:Strategies for collaborating with parents in urban schools,” emphasized the need for parent andteacher collaboration and partnerships to promote a positive relationship between thestudent’s home and school environment. A key component of the school and home relationshipis communication and is referenced periodically throughout the article. The two case studies were included to highlightthe struggles parents and teacherssometime face when dealing with struggling students. At times, parents and teachers do notfully understand each other’s perspectives and without careful consideration, disagreementscan arise and cause tension between the school and home environments. To preventmiscommunication, parents and teachers should meet to discuss and develop a school-homepartnership plan. There are many strategies teachers can use to implement a school and homepartnership. Some examples include holding family nights, face-to-face meetings, trainingsessions for parents, differentiating reading based on student’s ability, and reading logs to keepconstant home communication. It’s also important to set short-term goals for students so theycan feel success earlier than later. Lastly, flexible helps parents with busy work schedules. There needs to be a transition of thinking that parents and teachers work separately toa thinking that parents and teachers need to work together. The focus should be directed onthe student’s academic success. Although teachers may feel there is no time to implement apartnership and feel the constant pressure from the state and local districts to meet standards,
Hilary Manzone READ6421Home/School Partnership Project Part Athe benefits reaped from home and school relationships outway the negatives.(Musti-Rao&Cartledge, 2004) Reflection Article 1: The article addressed many concerns teachers currently have with home and schoolrelationships. Many times, parents have busy schedules making it difficult to attend meetings.Other times, parents may not be involved in their student’s education because they do notknow the tools or strategies to use with their children. Still other parents believe it’s theteacher’s duty to take care of their child’s education even though they do not know how muchtheir interaction would benefit the child. This article provided many strategies and tips forcreating a more comfortable and trusting home and school relationship as well as ways to helpparents understand the benefits of creating a strong home and school communication.Therefore,“a shift is needed form the paradigm of parents and teachers working separately toparents and teachers working together for the benefit of the child.” (Musti-Rao&Cartledge,2004, p.19) Once a home and school relationship is established, teachers need to understand thatparents are not a nuisance and can actually provide a good at home support system forstruggling students (Musti-Rao&Cartledge, 2004). In addition, both teachers and parents needto take in account the benefits this program provides. For a school to implement this program, it may be helpful to provide trainings andmaterials to help teachers understand how the home-school partnership works and how it canbe easily adaptable to their classroom. Since there is constant pressure from state mandates
Hilary Manzone READ6421Home/School Partnership Project Part Aand little time to implement new programs, a slow-paced implementation is essential toprevent teachers from being overwhelmed. In addition, teachers may want to start with one ortwo sets of parents before implementing a class-wide home and school partnership. Of course,some strategies can be used with the entire classroom such as reading logs and differentiatedreading materials, but the trainings and face-to-face meetings can be limited to only a few setsof parents at the beginning. The benefits of creating a collaborative relationship between parents and schools provethat home and school partnerships are successful when implemented correctly. At our school,we have started offering math and reading nights that parents can attend with their children topractice certain reading or math strategies we use in the class. Students feel important whenthey come to the sessions with their parents because they can show their parents how toperform a certain strategy or how to solve a problem. Although we only offer a few a year,we’ve discussed offering more for different subjects or topics we may introduce as the yearevolves. Another wonderful tool is the internet. If parents have access to internet at home, itmakes it easier to communicate with parents as well as provide power-points, handouts, orvideos on our classroom website that they can have access to if they are unable to attend ourtraining sessions.
Hilary Manzone READ6421Home/School Partnership Project Part A Summary Article 2: The second article titled “Home-school partnerships in literacy education: From rhetoricto reality” focused on extended the instructional time student’s receive to the homeenvironment by creating home involvement programs. One of the most intriguing pieces ofinformation from this article is that even with the stresses teachers face day to day, “the theoryand research supporting the inclusion of parents in children’s education, especially in the earlyyears of school, is deep and compelling.” (Padak&Rasinski, 2006, p.292) Therefore, it works! An example of an effective home-school partnership called Fast Start was introduced inthis article to show how literacy instruction can be implemented at home. This programallowed parents to work with their students for 10-15 minutes daily at home to improve fluencyand word knowledge in an easy and informal setting. This program is successful becausestudents are exposed to the words repeatedly. Studies reported that schools that implementthis program have a high correlation of reading achievement. (Padak&Rasinski, 2006) There are several components needed for successful home-school partnerships thatwere incorporated in the Fast Start program. For example, reading strategies should beresearch based and trainings to implement the strategies at home should be offered. Chosentexts should be meaningful and reading activities should be enjoyable to promote motivation.Lastly, home reading logs can assist with communication between teachers and parents. Although the Fast Start program appears to be effective, it can only work when teachersadvocate for the implementation of home-school partnerships at their school. Teachers and
Hilary Manzone READ6421Home/School Partnership Project Part Aparents need to work together using research based strategies in effort to help strugglingreaders. Reflection Article 2: Documented research was a key component in this article to prove the effectiveness ofthe home-school partnership program. Research is a powerful tool and can motivate teachersin using research based activities within their own school. The problem arises when teachershave limited time or not enough training to start these programs in their classroom. Teachers may be using many of the characteristics of an effective home-schoolpartnership such as home reading logs and providing authentic texts aligned to the student’sreading level. Areas that teachers can improve on include on-going training sessions for parentsto help them use this reading program at home. In addition, there needs to be a variety of at-home reading activities developed to provide to parents. Lastly, although some teachers feel asthough communication is completed through a log, there are other effective ways ofcommunicating such as e-mail, phone calls, and conferences to keep parents informed. Introducing Fast Start or a modified version of Fast Start would be helpful if presented inchunks rather than all at once. Teachers may feel a little overwhelmed with a list of strategiesthey need to use immediately in their classroom to create effective home and schoolcommunication. To ease the stress of implementing a new program, providing the training insections may help more teachers “buy” into the idea.
Hilary Manzone READ6421Home/School Partnership Project Part A Another consideration to keep in mind is creating this program school-wide. If parentsand teachers and are exposed to home-school partnerships in Kindergarten and observe thepositive affects it has on students, chances are parents and teachers will be more apt to usingthe program at every grade level. It also creates consistency and shows the commitment ofteachers as a whole school rather than one teacher. The articles helped me realize the importance of communication between the schooland home. It is an area of personal interest that I have been working on in my fourth gradeclassroom. I am reluctant to work with a teammate who shares the same beliefs. When wework together as educators and families, the benefits are compelling.References:Cartledge, G., &Musti-Rao, S. (2004). Making home an advantage in the prevention of reading failure: Strategies for collaborating with parents in urban schools. Preventing School Failure, 48, 15-21.Padak, N., &Rasinski, T. (2006). Home-school partnerships in literacy education: From rhetoric to reality. The Reading Teacher, 60, 292-296.