Strategies To Improve Parental Involvement Education Essay

St directgies To Improve Pargonntal inter-group communicating Education Essay macrocosmP bental social function in students teaching has become a great challenge in recent years and has posed a enigma for educators in Jamaica. P atomic number 18nts browse competing priorities which often successions reduce the quantity and quality of time avail able for their betrothal with youngsterrens education. Now much than than ever, m umpteen others constitute a orotund part of the workforce which does non allow for quality time to be spent with sisterren. Many children argon living in low-income single female person headed ho subprogramholds with bug out the basic necessities such as proper food, clothing and shelter. In cattiness of the Ministry of Education implementations of promoteing seminars and workshops to assistant p arnts with the job of riseing, non much has change. This paper seeks to contr everyplacet and find strategies to improve enate booking.In an arti cle published in the Daily Gleaner dated May 26, 2008, Sylvester Anderson the president of the National Parents Teachers Association of Jamaica express that thither is a great fill for break dance agnate fight in students educational reading. He stated that things had been improving exactly, there was so far a long way to go as at operateance at PTA meetings was pretty low with attendance rate of nigh 20 to 30 per cent, which is not good enough for a partnership. In addition, most parents march up for the graduation exercise meeting of the shoal year, but the rate dwindled to a severe low for the remainder of the give lessons term, while others do not even bother to visit the checks or get word their childrens academic report. Consequently, parents are reminded that their job does not end with just sending their children to set up, but they need to be involved in every part of the childs growth. However, as childrens first educator, parents shed the responsibility to ensure that they participate in their childrens civilizetime breeding-time in order for children to reach according to Vygotsky, their zone of proximal dilatement (cited in Berk, 2006, p. 260).In Jamaica, in particular in the inner-city confederacy, the high fertility rate end pointing from teenage pregnancies has shown a marked difference between young parenting versus self-aggrandizing parenting, as teenaged parents lack the resources and maturity to care for their children adequately. However the problem of poor enatic involvement is not exclusively seen in adolescent parents but adult parents too. This is oftentimes manifested in the interest shown in the activities at school. Many parents flummox lost interest or possess itsy-bitsy or no time to be involved in school activities which has affected their childrens performance. Some however, are illiterate, lack training or aptitude and have not completed secondary education hence their inability to secure job s to care for their children or attend them in their school activities. in spite of being unemployed, some parents still do not go to meetings unless recreation is provided or they mickle gain tangible rewards. This shows that parents places very infinitesimal appreciate on their childrens educational experience. In addition, some mothers are oftentimes grumpy caring for younger children which resulted in their absence from all activities that takes place at their childrens school.In many another(prenominal) another(prenominal) of the plates fathers are absent leaving the responsibility of parenting on the mothers. Some are involved in gangs and show little goal to participate in school activities although they are unemployed. Many parents do not seem to have their childrens education as priority but quite are more interested in partying, fun and fashion than in the education of their children. This is evident in the small number of children registered at render or fully immunize in spite of the service for the latter(prenominal) being free (taken from the school admission record for 2008-2011). As a result, these children are at a risk of not developing to their fullest potential. For example, there are some children who abide perform intimately academically but display disruptive behaviours, while there are others who are socially competent but are academically challenged.Through the many parenting seminars which are poorly attended, parents are informed that researchers of parental involvement in schools have stated definitively that parental involvement has direct and lasting tint on childrens experienceing and academic achievement (Wishon, Crabtree Jones, 1997). However this has not changed the action of many parents to become involved in school activities. From all appearances it seems that many parents of vagabond down socio- economic status are unaware of the impact they have on their childrens performance when they are involved.Neve rtheless, parents are their childrens first and most important instructors. As they guide their childrens behaviour, they teach and prepare them for school. Parents must(prenominal) pull that they need to have a connection with the school environment in order for their children to watch and for the school to be a success. The school must withal realize that this is a two way process and they need to work with parents and parents with the school in order for children to succeed. Lyons, Robbins, Smith (cited in Wishon, Crabtree Jones, 1998) stated that when parents provide oversight and harbour for their children they are more in all probability to succeed as teachers have high expectations of their children. enate involvement in school activities alike ensure that teachers treat parents with respect and show interest in their children.Parental pursuitIn an article written by The National Centre for Parents, Parental involvement is defined as the participation of parents in every facial expression of childrens education and development from birth to adulthood, recognizing that parents are the primary influence in childrens lives (retrieved July 3, 2009, httpwww.ctpta.org/parenting/parent involvement.htm). Parents in this context goat be describered to as childrens nearest caregivers or members of their extended families. In their definition of parental involvement Hoover-Dempsey Sandler (2005) refer to two types of parental involvement activities oftentimes used by parents. unrivalled type is home-based involvement which includes activities that takes place between the child and parent outdoors the school setting. This entails helping child with readiness, revising for test, monitoring of childs progress, providing enrichment activities pertinent to school success and corresponding with childs teacher on a regular basis. The other type is school-base involvement which includes activities wherein parents focus on their individual child in the school setting. These activities include parent-teacher conference, in-class observation of child, informal discussions with teacher, attending school events and volunteering to assist on class field trips.Barriers to parental involvementAlthough there are many gains to parental involvement there are also some obstructions. Some are attributed to parenting styles which have both despotic and negative impact in the school and wider society. In assessing the different parenting styles and their impact on children Berk (2006) posits that compulsory parents are warm but firm, attentive and sensitive to their childrens needs, while the disdainful parents appear cold and rejecting and frequently degrade their children by mocking and place them down. On the other hand the permissive parents are overindulgent, inattentive and have little control over their childrens lives which is similar to the uninvolved parents who have little involvement in their childrens lives, are emotionally detached and oftentimes depress. As a result of the above parenting styles it is indicative that the permissive and uninvolved parent would not be involved in their childrens school activities.The former government minister of Education, Andrew Holness, in an article entitled Government to set up support group for parents, states that poor parenting is manifesting itself in children who are not socially well adjusted and who leave the private domain of the home and misbehave at school and in public. He further stated that the first system to solve this problem is education, so that parents can be introspective about their behaviour and reform achieved. Parents on the other hand have many problems that have prevented them from being involved in school. Some of the barriers to parental involvement are parents being too busy, frustrated, too tired, having other siblings to care for, economically deprived, disinterested or too burdened by their own problems.Parents also fear being in volved, not fully go steadying what they can do and how valuable their contribution is to their childrens academic achievement. Parents also fear that they do not have the ability to help their children. Eldridge (2001) confirms this in a statement by parents that they believe that their assistance is not needed by the schools or teacher (p. 66). Some teachers do not help the situation either as they think parents have nothing to contribute. Becher (1984) opines that teachers fear that parents will take over their teaching responsibilities and be too critical of them. In addition, some teachers are also uncomfortable talking about issues in front of parents as they do not trust them. In order to alleviate parents fear, teachers must create an environment in which parents are perceived as partners in the educational process and not as adversaries.Epstein (1995) opines that single parents have been place as another barrier to parental involvement. This is as a result of single paren ts being poorer, less educated, and younger than is the case of two parents in two-parent homes. in spite of their status parents play an important utilization in the life of their children even if they are single, uneducated or economically deprived.Benefits of Parental Involvement ? need fi find out who seh disParental involvement gets children, parents, teachers and the school. Research has shown the positive impact that even the smallest efforts on the part of parents can have on childrens learning. Education should be viewed as a shared responsibility and as a method of improving its outcome the school should reach out to the family. Furthermore, when children view their parents as a part of their educational journey, they feel actuate to achieve and feel justified in sharing achievement. As a result, when parents are closely involved with their childrens pre-school programme, there is no doubt that children tend to bloom.According to Pena (2000) append communication, incr ease volunteerism, founder school support and meliorate attitudes are just a few ways that parental involvement benefit parents, children and school. Additionally, when parents take an active interest in their childrens education, cognitive and bodily development is enhanced the child develops greater problem-solving skills and a meaning(a) increase occurs in the childs receptive and expressive language skills (Wishon et al, 1998, p.124). Several studies ( Berk, 2006 Wishon et al, 1998) concur that parental involvement in school benefits children as they demonstrate greater responsiveness to both school and home environments and achieve academic success and wellbeing. Additionally, students benefit by riseting higher grades, better attendance, and getting more homework done which builds their self-esteem.Parents also benefit when they participate in their childrens education in many ways. They learn a great deal about child care from their early child care and education program mes as they learn their homes benefit tremendously as they become more intellectually stimulating. This is as a result of parents adopting activities and ways of interacting that they encountered at the schools their children attends. Parents can also develop more positive attitudes towards themselves including greater feelings of self-confidence, self-worth and competence if the programme embraces and works with them. As parents become involved with schools in parents related activities they develop a better understanding of child development which expands their understanding of the home as a place for learning. As a result of this parents are better able and more willing to help their children at home.One of the most significant benefits to parents partnering with schools is that teachers develop a greater understanding of parents, their challenges and their cultural heritage. However, parents sometimes can be difficult to deal with and as a result they put a strain on the parent- teacher relationship. This often become a barrier and hinders the parent-teacher relationship. Evidence of this is seen when they ignore all attempts at communication by not reading letters sent home or answering calls from school. Despite this Pena (2000) recommends that teachers do not give up as it is the challenging parents who most need the teachers attention and resources. Therefore, with a better understanding of a familys situation, teachers are more likely to be more supportive of the parents and less likely to be judgmental of them.According to Epstein (1995) children whose parents are involved in their education are more motivated to learn. Motivated students tend to be more involved in class, more concerned about homework and more successful academically. In addition, childrens success in school will be dependent on the direct of involvement of parents in the process. Schools need to life parents involved so they will better understand the importance of their role in t he educational process. For parents who are illiterate, invite them in and explain work child is presently doing, so they can ensure that child is support at home.She further asserts that parents are valuable resources in the classroom, if schools assist with the continue education of parents, they will increase and enhance their resources. The school can also provide on the job training for parents who work as volunteers in the classroom. The school should established proper communication with parents frequently and not only when child is giving trouble. A high level of parent involvement is critical to a childs educational success so, schools must involve parents as early as possible. When schools facilitate better parenting, parents will develop better awareness as to the importance of school. This will help them to pass on and enhance positive values and attitudes in their children.Another beneficiary of parental involvement is the school, as there is improve morale among teac hers, higher ratings of teachers by parents and more support from families. Wishon et al (1998) agreed that when parents become involved with the school they develop a better understanding of the goals set for both the school and students and the plans for achieving those goals.Strategies for improving parental involvementEpstein (1995) posits that schools should promote and support parenting skills and make communication more meaningful and regular between the home and school. Parents should be welcomed as volunteers, and their advice sought, since they know their children better than anyone else. The school can also help parents to understand the educational process and their role in supporting students achievement. Parents should help with termination making as they are full partners in their childrens education, and have many ideas that can be shared with the school.She further states that schools should provide grade level opportunities for parents to learn about parenting and child-rearing. This can be done through workshops, use of video tapes and phone voice messages. Parents can also be provided with suggestions on how to improve home conditions that support their childrens learning. The school can also help by providing training or educational courses for parents that will help them to get jobs, direct parents to support programmes for health, nutrition and other services, assist parents in establishing home environments to support children as students, teach parents activities that build self-esteem and competence in their children, encourage parents to give children responsibility, so children can take responsibility for their learning, innkeeper grade-level parenting workshops to discuss childrens progress, conduct home visits as this is an effective strategy for involving parents especially in the inner-city where parents hide from the school.In addition, the school can initiate community meetings to help families understand schools and to help schools understand families, teach parents about child development and what to expect from children at different ages, teach parents behavior allowance strategies so they can discipline their children without force, help parents to develop ways they can stimulate their childrens intellectual and emotional growth, while parents are waiting to collect their children show videos about how children learn and how to work with children with special needs, help parents educate their children by ensuring that parents understand concepts being taught, offer parents opportunities to familiarize themselves with classroom materials and discuss grade-level curriculum. Parents can also be provided with upcoming topics to be taught, so they can prepare their children for that learning or activity.ConclusionIn conclusion, it is evident that, parental involvement is important to the school, parents and the child. There can also be expressed improvement in childrens academic performance if parents are involved in the process. Despite the obstacles, the parents and school should ensure that they each do their part in promoting parental involvement. It is also important that the school take the initiative in developing a positive relationship with parents. The key to removing the barriers to effective parent involvement is the teacher who can achieve this before school begins and sustain it throughout the school year. Parental involvement can benefit the school to a great extent which will in effect benefit the students academic performance.