What can teachers do to improve their working relationship with parents essay
Developing the Parent-Teacher Relationship✅ Paper Type: Free Essay✅ Subject: Teaching✅ Wordcount: 4716 words✅ Published: 18th May 2020 Reference this Show Share this: Facebook Facebook logo Twitter Twitter logo Reddit Reddit logo LinkedIn LinkedIn logo WhatsApp WhatsApp logo Initial Thoughts
Secondly, family involvement increases academic achievement and foster higher education. Teachers should realize that families of children with disabilities can demonstrate their involvement in a number of ways and must be willing to adapt to work with families. Parental involvement can be categorized into six involvement types: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Parentingis developing environments at home that will support their child as a student. For example, holding parent workshops that are of interest to the family and visit the family at home.Communicatingis informing the child’s parents of their performance, school policies, and programs. For example, teachers can inform the parents of their child’s performance by communicating with them through emails, notes home, phone calls, and bulletin boards.Volunteering is the recruitment of families to help support students and programs within the school. For example, the school can invite parents to serve as room parents or crossing guards.Learning at home is the involvement of families in their child’s learning at home. For example, families will be provided with information about skills and strategies being addressed in the classroom and families will be allowed to set goals for their child and plan transitions.Decision makingis including families in school-related decision making. For example, parents can be encouraged to join PTA/PTO meetings. Last but not least,collaborating with the communityis strengthening family and student support by connecting the family to the community. For example, parents can receive information on community workshops and attend parent workshops that focus on community health and other programs. It is important that a school makes an effort to make families feel welcomed and showing proper respect. Many parents often feel that they do not feel respected by school personnel. To avoid this, teachers can ask parents how they would like to be addressed, for example, Mr. Mrs., Ms. or by their first names and their preferences on communicating. For instance, some parents may prefer communicating by notes home, phone calls, emails or parent meetings. In addition, teachers can also show respect by honoring parents as decision makers and respecting their points of view. Dependability and confidentiality are two major aspects of respect. These two aspects can foster positive and trusting relationships with families. Some ways a teacher can demonstrate dependability is by returning phone calls and emails in a timely manner and following through on a task. To demonstrate confidentiality, teachers should not share or relay any personal information about the family without the parent’s consent. Additionally, it is important that teachers develop an awareness of how ethnicities and cultures view disabilities. Some cultures may view disability as shame or pity to families, a spiritual event or occurrence, or as a gift or a blessing. Teachers must understand that parents from some cultures take on the role of active parents, whereas, in some cultures, parents believe that teachers or schools are experts and should assume a deferential posture. Some of the things teachers can do if they have a child with a disability from a minority or ethnic or cultural community in their classroom by researching the family’s culture to understand how they view disabilities, learn about the family’s values and expectations for their child’s educational needs, and familiarize themselves with the differences in the educational system and services. Get Help With Your Essay If you need assistance with writing your essay, our professional essay writing service is here to help! Essay Writing ServiceAnother way to build a positive relationship with families of children who have disabilities is by acknowledging the strengths of children. Teachers need to focus on the child’s abilities and talents, rather than, focusing on their weaknesses, deficits, or challenges. It is equally important that teachers have high expectations for families. For instance, are knowledgeable about their child’s disability and knowledgeable about the strategies that are successful with their child. This will provide a foundation between schools and families. As a result, teachers will be able to meet the educational needs of the child.
Assessment
The two selected emotional states are fear and guilt. When it comes to fear, it brings out the fight or flight reaction. The flight drives you into denial and the fight gives families the energy to generate new dreams. Families fear the unknown and fear of the future. Parents may ask themselves, “Will my child ever learn?”, “Will my child go to college?”, “Will my child be capable of loving and living happily?” “What will happen when my child is five years old, ten years old, or twenty-one years old?”. To help parents who experience fear, teachers can help parents by focusing on the positive. Teachers can help parents embrace the darker aspects of their situation, as well as, shed light on how to be positive. Being positive is having hope and confidence in one’s ability to cope with what is tough, coupled with, remembering that everything does not have to be negative. The more parents of children with disabilities practice positivity, they will become resilient in difficult situations. Also, there is always a “bright side” to every situation. Although a child may have a disability, they can be healthy as well. In addition, it diminishes the negatives and makes life easier. Secondly, when it comes to guilt, it is often presented in the form of questions. Parents will assume that they are responsible for their child having a disability. For instance, “Did I do something wrong?”, “Am I being punished?”, “Did I take care of myself properly when I was pregnant?”. In addition, guilt can lead to self-remorse, “Why me?”, ‘Why does my child deserve this?” As a teacher, to help a parent cope with guilt is simply by helping the parent understand that they should confront their beliefs about what caused their child to have a disability. Parents should understand that their beliefs do not have an effect on the past or the future. Also, teachers can help parents realize that they are not responsible or the cause of their child’s disability.
The three roles that a parent of a child with a disability might undertake that are unlike the roles typically associated with parenting are case manager, medical expert, and advocate. As a case manager, parents oversee their child’s education, health, and related services.For example, parents make sure that their child’s special education services and supports are in place. Also, parents ensure that the services and supports that are being provided is indicated in their child’s plan. Also, parents take on the responsibility as amedical expert, parents understand the medical issuesor medical condition that relates to the child’s disability or medical condition. Parents attain more knowledge in regards to their child. Parents are their child’s first caregiver. When raising a child with a disability it requires complex care and at home care. A child may have a lifelong disability which involves ongoing assistance. For example, if a child is diagnosed with autism, parents are aware of associated medical conditions such as feeding disorders, seizure disorders, asthma, and etc. and parents can relay certain information to teachers and others regarding their child’s condition.Last but not least, parents take the role of being an advocate, parents have their child’s best interest at heart.Parents are natural advocates for their children. In addition, parents are actively and continuously involved in their child’s life and learning. Parents understand what important services are needed for their child to help them become successful. As a parent of a child with a disability, parents ensure that the school provides their child with a free appropriate education that implements specially designed instruction to meet the unique needs of their child.
First of all, the No Child Left Behind law, define parent involvement as the participation of parents in regular and meaningful communication involving student academic learning and other school activities. one way to get Reese’s family involved is by volunteering. Volunteering is the recruitment of families to help support students and programs within the school. For example, the school can invite Reese’s family to serve as room parents or crossing guards. In addition, I can accommodate Reese’s family schedule and preferences and include her family on school committees. Teachers must realize that families who have children with disabilities can demonstrate their involvement in a variety of ways. In addition, the must understand that they must be willing to adjust with all families. Secondly, I would be respectful of Reese’s family. In an effort to make Reese’s family feel welcomed, I might begin asking parents how they will like to be addressed (e.g. Mr., Mrs., or, Ms.) and their means for communicating (e.g. phone calls, parent teacher-meetings, and email). Additionally, I will recognize Reese’s mother as a decision maker and respect their point of view. Respecting Reese’s family is acknowledging them as decision-makers on behalf of their child. Parents of children with disabilities are actively involved in their child’s lives, as well as, their adulthood. Next, I would be respectful of Reese’s family cultural viewpoints. For example, I can learn about Reese’s family values and their expectations for their child’s educational needs and communicate with Reese’s family in ways that are respectful. It is important to develop an awareness of how people of different cultures view disabilities. Some cultures may view disabilities as a spiritual event, a gift or a blessing, or stigma. Also, as Reese’s teacher, I must respect the fact that some cultures assume the role of active partners with the school, whereas other parents from other cultures may not. The best source of information regarding Reese’s family is the family itself. Teachers who familiarize themselves with their own culture and beliefs will become easier to understand how these influence how they view others. Find Out How UKEssays.com Can Help You! Our academic experts are ready and waiting to assist with any writing project you may have. From simple essay plans, through to full dissertations, you can guarantee we have a service perfectly matched to your needs. View our servicesLast but not least, as an educator, I must acknowledge strengths. In order to build a relationship with Reese’s family is by acknowledging Reese’s strengths. When it comes to discussing a child who does not have a disability, teachers will become attentive to the child’s abilities, talents, and progress. But, when teachers discuss a child who has a disability, they will focus on their weaknesses or challenges. It is equally important for teachers to have the same high expectations for families of children with or without disabilities. Families of children with disabilities acquire the knowledge of their child’s disability and what strategies are helpful for their child. As a result, this will provide a meaningful relationship between Reese’s family and the school. Therefore, if I acknowledge Reese’s strengths she will perform better academically and accordingly.
Confidentiality is very important because it establishes and maintains a strong teacher-student relationship. In addition, it is important that teachers familiarize themselves with the rights of individuals to privacy and respect confidential information regarding their students. Information about a student or their family that is not publicly available has the potential to cause harm or violate the privacy rights of Reese or her family. For example, sharing information with others who are not directly related to Reese’s situation will result in distrust and skepticism. Also, there is a risk of others sharing the information. Confidential information may include physical, mental, or emotional abuse; family issues; and illnesses. Reese’s mothers shared her personal information with the expectation that confidentiality will be maintained. As a result, Reese’s teacher must respect the confidential nature of information regarding Reese and relay information to authorized personnel that is directly concerned with Reese’s welfare.
Wrap Up Teachers and parents have one goal in common and that goal is helping their child succeed in school. There is a strong relationship between parental involvement and a child’s academic success. In order to ensure the success between schools and parents, teachers should realize the emotions associated with parents of children with disabilities. The two emotional challenges are grief and joy. When it comes to grief, the majority of parents of children with disabilities are likely to experience the loss of their hopes and dreams of their child. In like manner, it is comparable to families who have to cope with the loss of a loved one. In addition, grief is coupled with, denial, guilt, anger, depression, anxiety, and fear. Secondly, teachers must acknowledge that the parents of children with disabilities assume various roles. There are many roles a parent adopts such as a case manager, medical expert, advocates, inclusion specialist, transition specialist, and personal future planner. Additionally, teachers should try and understand the parents of children with disabilities and realize that everyone has different needs. Parents and families know their children very well, and teachers must respect families. As a result, teachers will be able to educate their children properly. Doing so, will foster parental involvement and make the family feel welcomed. Families of children with disabilities have children with different disabilities or abilities, therefore, teachers need to acknowledge that and try to offer different resources that will help them become a stronger family. By doing so, teachers will establish positive relationships, which is crucial to ensuring the success of students and the involvement of families. Creating a positive relationship with families grants teacher the opportunity to meet the unique needs of children. References
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