Eddie Shing

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.
 They are responsible for the
development of values, attitudes
and habits that will be needed as
their children associate with
classmates in the school.

6.  Teachers in the schools continue
to enrich the students’
experiences at home, thus
strengthening the valuable
personal traits and characteristics
initially developed.

7.  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.

8. 1. Difficulties
Children experience difficulties and
problems regarding:
 ability to accomplish assignments,
 irregular attendance,
 study habits in school
 negative attitudes, and
 Problem with self-discipline

9. 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.

10.  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.

11.  Positive attitudes of
kindheartedness and patience are
developed through modeling.
 Regularly in attendance and
doing daily assignments need
strong motivation and
encouragement from both sides.

12.  Letters and praises to parents for
outstanding performances build
confidence and strengthen
determination to continue the
good work.

13.  Interesting lesson never fail to
motivate students to present
everyday for an enjoyable
participation in them.
 Extreme of behavior need detailed
consideration of past experience in
school and at home.

14. 3. Values Developed
Values and strong inclinations
are instilled starting from the
home and are developed further
in the school.

15. Some of the most desirable are:
 respect for elders and for the right
of others.
 cooperation
 willingness to share
 deep sense of responsibility
 persistence

16. 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.

17. 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.

18. 1. 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.

19. b. The municipality/city officials
are likewise ready to provide help
in improving the physical facilities
of the school.

20. 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.

21. 2. Organized Associations
Schools have organized
Parent-Teacher and Community
Associations with the officers
coming from both their members.

22.  A strong spirit of cooperation is
exhibited as well as sharing of
expertise and material resources.
 Representations during town or
school affairs create strong affairs
create strong ties among
members, thus, helping hands are
volunteered in times of needs.

23. 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.

24.  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.

25. 4. Values Exhibited
 Outstanding school personnel as
well as barangay officials are
honored.
 This serves as a motivation for
both parties and their followers to
continue their commendable
practice.

26.  Values of nationalism and unity
are developed through the
examples demonstrated by the
school and government officials.
 Respect for authority and self-
discipline are modeled for the
young to follow.

27. 5. Instructional Centers and
Materials
 The community can serve as rich
sources of instructional materials.
 Professionals and practitioners
form the community can be
invited as resource speakers
during observance of significant
school rites.

28. Reference:
THE TEACHING PROFESSION
By: Bilbao, et.al. pages 80-84.