This document discusses effective strategies for working with parents. It begins with an introduction to the project team and Gantt chart laying out the project timeline. It then reviews literature highlighting the importance of parent involvement and challenges to achieving effective parent-teacher relationships. A needs assessment survey found the main reasons for ineffective relationships were issues with teachers, parents, and the school system. Recommendations include early contact with parents through letters, phone calls, and home visits to build positive relationships and maintain open communication. Effective parent conferences also focus on student strengths and specific academic/behavioral goals.
2. CONTENT TABLE
Who are we?
Gantt Chart
Chapter Review
Matrix Diagram
Pie Chart
Statement of the Problem
Fishbone Diagram
Literature Review
Analysis of the Literature Review
Survey
Survey analysis
Recommendations
References
Working with Parents Jones, V. F. & Jones, L. S.(2007).
http://www.indiapages.in/bb%20l
ogo.jpg
3. WHO ARE WE?
Working with Parents
Project Coordinators
Yusuf Cengiz
Serhat Başar Human Resources
Esat Kuzu Analyst
Gülşah Tahtacı
Analyst
Esra Kudu
5. GANTT CARD
STEPS October
23
October
24
Octobrer
25
October
29
October
30
November
2
Choosing the topic
PLAN Statement of the problem
Literature Review
DO Determination of the main causes
Collecting and preparing datas
CHECK Checking Data
Suggestions
ACT Last preparations for the Presentation
Presentation
Working with Parents
EXPECTED OBSERVED
Jones, V. F. & Jones, L. S.(2007).
6. LEARNING GOALS
Methods for keeeping parents and caregivers informed about their students’
work and behaviour at school
How to structure a successful parent/caregiver conference
How to deal effectively with criticism and confrontation from adults who are
responsible for your students
Working with Parents Jones, V. F. & Jones, L. S.(2007).
7. LEARNING GOALS
Methods for keeeping parents and caregivers informed about their students’
work and behaviour at school
How to structure a successful parent/caregiver conference
How to deal effectively with criticism and confrontation from adults who are
responsible for your students
Methods for working with parents of L2 learners
Working with Parents
CHAPTER REVIEW
http://www.horrorhostmagazine.
com/wpcontent/uploads/2013/10/
a_beautiful_mind.jpg
8. CHAPTER REVIEW
«The way schools care about children is reflected the way
schools care about the children’s families.»
Joyce Epstein (1995), Phi Delta Kappan
Working with Parents Jones, V. F. & Jones, L. S.(2007).
9. CHAPTER REVIEW
Why is it important to work with parents?
Working with Parents Jones, V. F. & Jones, L. S.(2007).
10. Parental Encouragement and
Reinforcement
Working with Parents
Significant impact on student motivation
Willingness to behave responsibly in school
Influences in attitudes towards school
Persistence at schoolwork by students
Consistent impact on dropping-out rates
Jones, V. F. & Jones, L. S.(2007).
11. CHAPTER REVIEW
Teachers find that, for several reasons, an important and rewarding role
includes their work with parents.
Children’s attitudes
about school are
influenced by their
parents.
Parents should be kept
informed about the
students’ behaviour and
academic performance.
Parents can be valuable
resources for teachers.
They can tutor students,
copy materials and share
their expertise on special
topics
Parents’ supportting their
children, holding high
expectations and assisting
their child with homework
can help students to be
high-achievers.
Teachers need to involve
parents in developing a
behaviour change program
for the students.
Working with Parents Jones, V. F. & Jones, L. S.(2007).
12. CHAPTER REVIEW
How to keep parents informed:
Early contact with parents
Introductory letters
Introductory phone calls
Home visits
Follow-up
Back-to-school nights
Continuing teacher-parent communication
Weekly planner
Friday envelops
Newsletters
Progress reports
Working with Parents Jones, V. F. & Jones, L. S.(2007).
13. Working with Parents
PARENT CONFERENCES
http://tolcs.org/blog
/wp-
content/uploads/201
4/10/parent-
teacher-conferences-
funny.jpg
14. PARENT CONFERENCES
Parents conferences can play a vital role in eliciting parents’ support for us
and can help us work with students who are experiencing difficulties.
A poorly organised or otherwise negative conference can create or intensify
parental dissatisfaction.
This dissatisfaction will frequently be reflected in students’ behaviours.
Positive, well prepared conferences can reduce anxiety, provide parents with
support and positive feelings.
Working with Parents Jones, V. F. & Jones, L. S.(2007).
15. PARENT CONFERENCES
4 major types of data that are useful in a parent conference are:
Data on the students’ and parents’ feelings about the class
Data on the students’ academic work
Data on students’ behaviour and the results of attempts to improve the behaviour
Data on conferences with colleagues and specialists aimed at developing a solution
to any matter that is a problem
Working with Parents Jones, V. F. & Jones, L. S.(2007).
16. PARENT CONFERENCES
Conducting an effective conference:
First mention positive sides of the students
Ask parents to read students’ self evaluation reports and students’ works on their
progress
Examine specific examples
Focus on student behaviour and peer relationships
Discuss both positive aspects of students’ behaviour as well as the ones that need
improvement
Encourage parents to ask questions and make comments
Summarise the students’ academic and behaviour strenghts and goals
Working with Parents Jones, V. F. & Jones, L. S.(2007).
18. DEALING EFFECTIVELY WITH PARENTS’
CRITICISM AND CONFRONTATIONS
Meet in a safe enviroment
Act in a pleasant manner
Use active listening and do not be defensive
Look interested and listen carefully
Be professional
Ask the parents what they aim to accomplish
Set a time limit
Ask the parents whether the student is aware of the problem
Be honest
Emphasize specific data
Tell the parents specifically what will be done to deal with the problem
Working with Parents Jones, V. F. & Jones, L. S.(2007).
20. Working with Parents
Why is there an
ineffective teacher-
parent relationship in
schools in Turkey?
TEACHER RELATED
PROBLEMS
PARENT RELATED
PROBLEMS
SYSTEM RELATED
PROBLEMS
STUDENT RELATED
PROBLEMS
Time consuming
Difficult to follow up
Lack of experience
and awareness
Indifference towards school
Unawareness of their roles
Not included in curriculum
Exclusion of parents
Not informing parents
Fear of criticism
22. MATRIX DIAGRAM
Working with Parents
System related ,
30.09%
Teacher related,
33.02%
Student related,
13.59%
Parent related,
24.27%
CAUSE OF THE PROBLEM
23. STATEMENT OF THE PROBLEM
Innefective teacher-parent relationship in Turkey mainly stems from the
teachers, however effects of the current system cannot be overlooked.
Working with Parents
24. STATEMENT OF THE PROBLEM
Innefective teacher-parent relationship in Turkey mainly stems from the
teachers, however effects of the current system cannot be overlooked.
Working with Parents
LITERATURE REVIEW
https://adamx1976.files.wordpres
s.com/2015/03/a7422.jpg
25. LITERATURE REVIEW
Satır (1996) indicates that through positive feedback and interest in school
performance by parents can increase the academic performance of the
student, while being deprived of parental support can lead to serious
developmental and emotional problems. Based on this fact, teachers should
try to work with parents both for student’s sake and their own sake.
Working with Parents
26. LITERATURE REVIEW
Despite the value placed on improved parent-teacher relations, however, the
literature also suggests the difficulty of achieving this goal. For example,
Cutright's (1984) survey of parents, teachers, and administrators revealed
support for increased parent participation but agreement that actual parent
involvement is usually quite low.
Working with Parents
27. LITERATURE REVIEW
Genç (2005) indicates that parents generally visit school and teachers in case
of an academic failure, a physicological or a social problem, which means
that parents are mostly concerned about crisis situations, rather than
focusing on prevention strategies.
Genç also states that one of the main reasons behind parent-teacher
interactions is meeting the economical needs of the school.
Working with Parents
28. STATEMENT OF THE PROBLEM
Innefective teacher-parent relationship in Turkey mainly stems from the
teachers, however effects of the current system cannot be overlooked.
Working with Parents
30. SURVEY
How often did your parents attend teacher-parent conferences at primary school?
Working with Parents
59%
29%
12%
0% 0%
Always
Often
Sometimes
Seldom
Never
31. SURVEY
How often did your parents attend teacher-parent conferences at highschool?
Working with Parents
35%
35%
12%
6%
12%
Always
Often
Sometimes
Seldom
Never
32. SURVEY
Do you think that teacher-parent interactions has an influence in your academic
success?
Working with Parents
64%
36%
Yes
No
33. SURVEY
If yes, on what degree did parent-teacher interactions affect your academic
success?
Working with Parents
43%
50%
7%
A lot
A little
None
37. RECOMMENDATIONS
Early contact:
It is important to familiarize parents with the teacher’s
instructional goals and classroom methods as soon as possible.
We should start working with the parents before any worries about
their child’s achievement or behaviour arise.
When our initial interaction with the parents is positive, and if we
maintain ongoing communication with them, we will be more comfrotable in all
our contacts with them.
Working with Parents Jones, V. F. & Jones, L. S.(2007).
38. RECOMMENDATIONS
Introductory letters & phone calls:
One of the easiest approach to make the initial contact is to sent a
letter to parents or to call them.
This method presents a much more personal exchange of
information between parents and the teachers.
Working with Parents Jones, V. F. & Jones, L. S.(2007).
39. RECOMMENDATIONS
Home visits:
While home visits can be time consuming and require caution
regarding personnal safety and liability and sensitivity to values and beliefs of
those in the home,
They can be a wonderful statement of caring and support as well as
giving helpful info about student and their culture.
https://www.youtube.com/watch?v=He4n2TvP3bA (home visit)
Working with Parents Jones, V. F. & Jones, L. S.(2007).
40. RECOMMENDATIONS
An initial meeting:
For this initial meeting:
A descriptiion of the curriculum
An ıntroductory letter of the teacher
A class schedule
Info about the child’s social and emotional characteristics
A list of assignements that may require some parental assistance
A statement of teacher’s classroom management procedures
Materials to be used, read throughout the year
Recommendation form for parents
Working with Parents Jones, V. F. & Jones, L. S.(2007).
41. RECOMMENDATIONS
Follow-up:
Sending positive notes to parents about the improvement and
efforts of the student.
Parents should also inform teachers when their chlidren make a
special effort, Show improvement or do something new or interesting.
Teachers shouldn’t wait too long before reinforcing the ideas
presented in the orientation meeting.
Working with Parents Jones, V. F. & Jones, L. S.(2007).
42. RECOMMENDATIONS
Friday envelops:
On Friday, students can be given a Friday envelop filled with
the work that they have completed that week and the students share the
envelope with their parents.
Working with Parents Jones, V. F. & Jones, L. S.(2007).
44. Special thanks
to Dr. Köksal
http://www.hayalkoksal.com/#a-new-ngo-association-
for-innovative-collaboration-y-ime-der
Working with Parents
45. REFERENCES
IMC Circles Education by Hayal Köksal
Jones, V. F. & Jones, L. S.(2007). Comprehensive Classroom Management: Creating
communities of support and solving problems, 8th edition. Boston: Pearson/Allyn
& Bacon.
Satır, S. (1996). Özel Tevfik Fikret Lisesi Öğrencilerinin Akademik Başarılarıyla İlgili
Anne-Baba Davranışları ve Akademik Başarıyı Artırmaya Yönelik Anne-Baba
Eğitim Gereksinmelerinin Belirlenmesi. A.Ü Sos. Bilm. Enst. Yayınlanmamış.
Yüksek Lisans Tezi.
Hoover-Dempsey, K., Bassler, O., (1987) Parent Involvement: Contributions of
Teacher Efficacy, School Socioeconomic Status, and Other School Characteristics,
American Educational Research Journal, Fall 1987, Vol 24, No. 3, pp. 417-435
Genç, S. (2005), İlköğretim 1. Kademedeki Okul Aile İşbirliğiyle İlgili Öğretmen ve
Veli Görüşleri, Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi İlköğretim
Bölümü
Working with Parents
46. WEB REFERENCES
https://www.terakki.org.tr/anaokulu/anaokulunda-yasam/okul-veli-iletisimi/
http://www.enkaokullari.k12.tr/randevu/
http://webportal.robcol.k12.tr/tr/Veliler/Sayfalar/default.aspx
http://www.indiapages.in/bb%20logo.jpg
http://www.horrorhostmagazine.com/wpcontent/uploads/2013/10/a_beautiful_m
ind.jpg
http://tolcs.org/blog/wp-content/uploads/2014/10/parent-teacher-conferences-
funny.jpg
https://adamx1976.files.wordpress.com/2015/03/a7422.jpg
http://sherlockcares.com/wp-content/uploads/S2E3_moriarty-making-a-skeptical-
facein-grey-suit.png
http://foreveryoungadult.com/_uploads/images2/sherlock_teh_3.jpg
Working with Parents