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TUT EDU210 Managing Parental Involvement


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TUT EDU210 Managing Parental Involvement

  1. 1. Tshwane University of Technology Faculty of Humanities Department of Education Studies Educational Management (EDU210T) Presenter: Dr Muavia Gallie (PhD) Managing Parental Involvement - In the Learning of their Children - Week: 25 August 2011 Education Moving Up Cc. Search EDU210T 1. IntroductionReasons why parents should be involved:•  Teachers must understand parents’ attitude and home conditions;•  Teachers could provide information on the demands of learners in school;•  Parents have the right to know about their children’s behaviour and performance;•  Parents can be a valuable resource. 1
  2. 2. Advantage of partnership between Teachers and Parents Group Advantages Learners •  Improvement in learners’ academic achievements; •  Increased self-esteem; •  Decrease in behavioural problems; •  Improved attitude towards school; •  Increased commitment to schoolwork. Parents •  Feeling more positive about their ability to help their children; •  Greater understanding of teachers and their problems. Teachers and school •  Decreasing teachers’ workloads; •  Teachers’ understanding of their learners increase; •  Teachers feeling more positive about their work; •  More resources available to the school. Focus of this Lecture•  An integrated model for engaging parents in their children’s education;•  Strategies for conducting interviews with the parents;•  Ways to evaluate the success of efforts to engage parents;•  The nature of collaboration with parents;•  Communicating effectively with parents;•  Barriers to collaboration with parents. 2
  3. 3. Defining the “Parent”•  Traditional/biological parent;•  Guardian;•  Legally entitled to custody of learner;•  Taken on obligations of learners;•  Teacher. Right and duties of Parents•  School attendance of learners;•  Paying of school finances;•  Liability of damage caused by learner;•  Right to information;•  Right to be part of the governance of the school (communication, assisting with tasks, volunteering, learning at home, decision making) 3
  4. 4. Why parents resist to be involved in teaching •  Lack of time; •  Feeling that they have nothing to contribute; •  Not knowing how to become involved; •  Lack of childcare; •  Feeling intimidated; •  Not being available during the time the school arranges functions; •  Not feeling welcome at the schoolWhy parents resist to be involved in learning •  Fear of divulging conflict at home; •  Panic over the child’s possible failure; •  Guilt about lack of parenting skills; •  Reluctance to interfere in the teacher’s work; •  Belief that they would not know how to participate; •  Belief that the teacher is trying to shift responsibility. 4
  5. 5. Models for Parent Involvement – Dunst & Trivette •  Model 1 – protective model – reduce tension; •  Model 2 – school-to-home transition – both is singing from the same page; •  Model 3 – curriculum enrichment – incorporate the contribution of the family; •  Model 4 – parent-teacher partnership – they work together to accomplish the success of the learner Engaging parents: •  Phase 1 – intake and assessment; •  Phase 2 – selection of goals and objectives; •  Phase 3 – planning and implementation of activities; •  Phase 4 – evaluation of activities; •  Phase 5 – review Models for Parent Involvement – Joyce Epstein 5
  6. 6. Model for Engaging Parents Leadership, policy and Intensive commitment vs. BriefPublic vs. Personal Disclosure Few parents vs. Most parents advocacy Parent education Passive vs. active Collaborative support for school community Collaborative support for school programmes Information-sharing activities Information-giving activitiesManaging an Integrated Approach•  Initial contact and interview (deterrents): –  Fatigue, particularly if the conference takes place after the day’s work; –  Strong feelings, which can interfere with how participants perceive situations –  Use of emotionally loaded words or phrases –  Teachers taking over, not giving space to parents –  Environment is created, giving no space –  ------ –  Positive working relationship –  Discuss learner specifics –  Focus on support and improvement –  Agree on different roles 6
  7. 7. Use of EcoMap – Learner info on socioeconomic environment •  School principal •  Women’s groups •  Grand parents •  Youth groups •  Close friends •  Class teacher •  Neighbours •  Family doctor •  Other close family Important considerations•  Appreciating the uniqueness of each family;•  Being aware of the influence of your role as a professional;•  Acknowledging your own cultural biases;•  Seeking new understanding and knowledge of cultures;•  Developing an awareness of cultural norms;•  Learning from parents. 7
  8. 8. Collaboration and communication with parents•  Collaboration and partnerships: –  Involve key players –  Make promises you can keep –  Build ownership –  Focus on institutional success –  Publicise success•  Communicating effectively: –  Descriptive language - information –  Inferential language - patterns –  Evaluative language – judgement and conclusion Action steps for active listening •  Hear the message; •  Work at understanding the message; •  Remember the message; •  Interpret the message; •  Evaluate the message; •  Respond to the message 8
  9. 9. Barriers to collaboration and participation•  Time•  Uncertainty•  Cultural barriers•  Lack of a supportive environment 9
  10. 10. Study Activity 7.1 and 7.2 for Examination purposes. 10
  11. 11. Thank You! 11