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Ian haywood the effective teacher-parent relationship

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The Effective Relationship in schools 
IAN HAYWODJR.
Teacher + Student + Parent.
Why? 
It is most important that a teacher ensure that there is a healthy, and strong relationship between the parents of the students in his/her class. 
The home is the first teacher, and therefore, there needs to be a cohesiveness in methodology between parent and teacher. (Graham-Clay, 2005) 
Also, for continuous growth and development of the student, the teacher needs to be able to somewhat depend on the parent to ensure that goals and ideals are being met and realized throughout the period of responsibility. 
The effective relationship between parent, teacher, and then student benefits all parties involved.
For the Student 
The teacher student relationship is very important for children. Children spend approximately 5 to 7 hours a day with a teacher for almost 10 months. 
Substantial evidence exists showing that parent involvement benefits students, including raising their academic achievement. There are other advantages for children when parents become involved —namely, increased motivation for learning, improved behaviour, more regular attendance, and a more positive attitude about homework and school in general. King and Goodwin, 2002) 
The relationship between the teacher and student must be transparent to all parties involved in the lives of both parties –especially the parent. 
The relationship between the teacher and student must be strong enough that the teacher may maintain authority over the student as the leader in the classroom, but amicable enough that the student feels comfortable to express emotions, and lack of understanding in the classroom as well as socially.
For the Parent 
The manner in which schools communicate and interact with parents affects the extent and quality of parents' home involvement with their children's learning. 
◦E.g. Schools that communicate bad news about student performance more often than recognizing students' excellence will discourage parent involvement by making parents feel they cannot effectively help their children. 
Parents also benefit from being involved in their children's education by getting ideas from school on how to help and support their children, and by learning more about the school's academic program and how it works. 
Perhaps most important, parents benefit by becoming more confident about the value of their school involvement. 
Parents develop a greater appreciation for the important role they play in their children's education.
For the Teacher 
Parental involvement can free teachers to focus more on the task of teaching children. 
Also, by having more contact with parents, teachers learn more about students' needs and home environment, which is information they can apply toward better meeting those needs. 
Parents who are involved tend to have a more positive view of teachers, which results in improved teacher morale. 
By understanding the relationships a teacher has with his/her students, it assists the development of the lesson plan, and the maintenance of healthy classroom management. (Augustine et.al., 2009)
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Ian haywood the effective teacher-parent relationship

  • 1. The Effective Relationship in schools IAN HAYWODJR.
  • 2. Teacher + Student + Parent.
  • 3. Why? It is most important that a teacher ensure that there is a healthy, and strong relationship between the parents of the students in his/her class. The home is the first teacher, and therefore, there needs to be a cohesiveness in methodology between parent and teacher. (Graham-Clay, 2005) Also, for continuous growth and development of the student, the teacher needs to be able to somewhat depend on the parent to ensure that goals and ideals are being met and realized throughout the period of responsibility. The effective relationship between parent, teacher, and then student benefits all parties involved.
  • 4. For the Student The teacher student relationship is very important for children. Children spend approximately 5 to 7 hours a day with a teacher for almost 10 months. Substantial evidence exists showing that parent involvement benefits students, including raising their academic achievement. There are other advantages for children when parents become involved —namely, increased motivation for learning, improved behaviour, more regular attendance, and a more positive attitude about homework and school in general. King and Goodwin, 2002) The relationship between the teacher and student must be transparent to all parties involved in the lives of both parties –especially the parent. The relationship between the teacher and student must be strong enough that the teacher may maintain authority over the student as the leader in the classroom, but amicable enough that the student feels comfortable to express emotions, and lack of understanding in the classroom as well as socially.
  • 5. For the Parent The manner in which schools communicate and interact with parents affects the extent and quality of parents' home involvement with their children's learning. ◦E.g. Schools that communicate bad news about student performance more often than recognizing students' excellence will discourage parent involvement by making parents feel they cannot effectively help their children. Parents also benefit from being involved in their children's education by getting ideas from school on how to help and support their children, and by learning more about the school's academic program and how it works. Perhaps most important, parents benefit by becoming more confident about the value of their school involvement. Parents develop a greater appreciation for the important role they play in their children's education.
  • 6. For the Teacher Parental involvement can free teachers to focus more on the task of teaching children. Also, by having more contact with parents, teachers learn more about students' needs and home environment, which is information they can apply toward better meeting those needs. Parents who are involved tend to have a more positive view of teachers, which results in improved teacher morale. By understanding the relationships a teacher has with his/her students, it assists the development of the lesson plan, and the maintenance of healthy classroom management. (Augustine et.al., 2009)
  • 7. Tools for effective communication Parent-teacher conferences Parent-teacher organizations or school community councils e.g. PTA Weekly or monthly folders of student work sent home for parent review and comment Phone calls or text messages E-mail or website (Graham-Clay, 2005)
  • 8. Communication strategies Parent newsletters Annual open houses Phone calls Annual school calendars Annual grandparents or "special persons" days Board of Education spokesperson or communications officer at PTA meetings Homework hotlines Annual field days/trips Website for the school Workshops for parents Communications that are focused on fathers as well as mothers. (Harvard Business Review, 2008)
  • 9. And teachers, don’t forget… Smile When You See Parents Learn Their Names Communicate Often and in Various Forms Lead with the Good News Your Language is Powerful Ask Questions about the Child. Listen to Parents Smile at the Child Let Parents Know How They Can Help Be Very Specific Be a Broker of Resources Explain Your Instructional Decisions Invite Parents to Participate in Making Some Decisions Thank Parents Share Every Success Invite Parents to Celebrate and Break Bread Together
  • 11. For the school A school is not merely a building, it is what happens in that building every day that matters Teachers and Administration are the ones responsible for encouraging and controlling what happens in a school daily. (Augustine et.al., 2009) Collaboration between teachers is essential for the forward and upward movement of any educationalinstitution, and therefore, teachers need to have a good relationship between each other. (Fuller, Waite, Miller, Irribarra, 2013)
  • 12. For the Teacher Effective teacher to teacher communication is vitally essential to ones success as a teacher. Education is an extremely difficult concept for those outside the field to understand, and having peers that you can collaborate with and lean on during tough times is essential. The inner workings of each school tend to be very dynamic and different, and this is often regulated by the teachers –if you don’t know your colleagues, you don’t know your school. (Fuller, Waite, Miller, Irribarra, 2013) Teachers in your school may have had experiences that can help you in your discourse for example: ◦Problem children ◦Problem subject matter ◦Problem parents ◦Special needs children ◦Cover during illness
  • 13. For the student It is important for student discipline that teachers are united on all fronts –even if its just for appearance sake. It is also important for student respect that teachers show one another respect –whether in the classroom or in interaction with each other. (Augustine et.al., 2009) For academic success, there needs to be collaboration between teaching content and style in order for maximum student learning. (Fuller & Izu, 1986)
  • 14. Things to remember… •Encourage and show kindness and humility •Be happy •Refuse to engage in gossip or hearsay •Let the water roll off your back •Collaborate with your peers •Watch what you say to people •If you make a promise, you better be prepared to keep it •Learn about others’ outside interests •Be open-minded •Understand that some peoples’ feelings are hurt easier than others •Don’t worry about accolades
  • 15. Things to avoid… Do not talk about or discuss your co-workers with your students. Do not engage in conversation or discuss your co-workers with a parent. Do not talk about or discuss your co-worker with other co-workers. Do not isolate yourself on a regular basis. Avoid being confrontational or combative. Avoid starting, spreading, or discussing gossip and hearsay about parents, students, and/or co- workers. Avoid being critical of your co-workers.
  • 16. References Fuller, B., Waite, A., Miller, P., Torres Irribarra, D., (2013) Explaining Teacher Turnover –School Cohesion and Intrinsic Motivation in Los Angeles. University of California, Berkeley. Fuller, B., Izu, J. (1986) Explaining School Cohesion: What Shapes the Organizational Beliefs of Teachers? American Journal of Education. 94(4 ). 501-535 Graham-Clay, Susan. (2005) Communicating with parents: Strategies for Teachers. School Community Journal, 15(1). 117-129 King , S. H. & Goodwin, A.L. (2002). Culturally Responsive Parental Involvement: Concrete Understandings and Basic Strategies. American Association of Colleges for Teacher Education: U.S.A Why some teams succeed (and so many don’t). (February 2008) Harvard Business Review. Retrieved from: https://hbr.org/2008/02/make-your-good-team-great-1/ Augustine, C., Gonzalez, G., Schuyler Ikemoto, G., Russell, J., ZellmanG. L., Constant, L., Armstrong, J., Dembosky, J. (2009) Improving School Leadership: the promise of cohesive leadership systems. Rand Corperation: USA