Parental involvement is simply the amount of participation a parent has when it comes to schooling and her child’s life and total well being. Some schools foster healthy parental involvement through events and volunteer opportunities, but sometimes it’s up to the parents to involve themselves with their children’s education.Parents need to share the responsibility of teaching organizational and study skills to their children. Teachers need to work with parents to provide assistance for their children at home.
Parental involvement, in almost any form, produces measurable gains in student achievement.The concept of parental involvement with the student and the school is a vital one and can produce great rewards for all concerned.
Effective Ways of Parental involvement
Practically all Parents who loves their children can foster a positive social experience for them by knowing what kind of activities their children are involved in. If your child plays football/Soccer game, perhaps you could join the coaching staff or volunteer as a driver for the school.If they’re involve in the school basket ball team,try to participate in one way or the other and let them know your contribution. If he participates in student council, offer your services as a decorator or donate to the cause. You can also stay on top of his social life by inviting friends to play at your home. Get to know your child’s peers and evaluate if they are appropriate choices for him
Parental involvement cannot be complete without the educational aspect.The Michigan State Government notes that parental involvement is one of the most important deciding factors in a child’s education and suggests the the earlier a parent can intercede with his child’s education, the more successful his child will ultimately be. Assisting your child with homework is just the beginning.Most parents are not intelligent enough to offer helping hands to their children, and as a result they tend to run away from simple assignments and homework,try to avoid this as it is not a good and healthy parental involvement practice. Taking your child /children to a museum on the weekends, completing science projects together and staying on top of her grades and progress will keep you aware and supportive of your child’s education.
Most parents are afraid to discipline their children, and this is bad. They get scared of loosing their child’s love and closeness. If you can’t, get your child’s teacher to do it, because most children are more afraid of their teacher than their parents. By understanding why your child is being disciplined at school, as well as knowing what he can do to rectify the situation, will keep you involved in the disciplinary process with the school, says the National Coalition for Parent Involvement in Education. Don’t leave it simply up to teachers and school administrators to enforce discipline.
As ways to foster effective parental involvement, Schools need to facilitate parental involvement by offering convincing privileges to the parents. The NCPIE recommends that school administrators greet parents warmly, sending notices home when volunteer opportunities are available and giving suggestions for extra credit work and family activities that coincide with units of study.
Parents need to:
- Provide a quiet work place at home, away from the TV;
- Have appropriate materials, supplies, and lighting for homework;
- Provide a place and system for checking their assignment calendar or homework sheet with the child (as well as checking for notices, permission slips, and other school communication);
- Assist with prioritizing activities and things to do in the evening;
- Enforce as consistent a routine as possible (e.g., homework, dinner time, bedtime);
- Make sure books, notebooks, etc., are in the child’s backpack for the next day;
- Help write lists, schedules, reminder notes for their children; and
- Reward good organizational skills at home.
Parents need to call the teacher for clarification if their child comes home with minimal homework on a regular basis or claims that he/she has no homework or finished it in class. This is often not the case. It could be the child’s lack of awareness, perception, or wishful thinking that he/she is caught up with homework. Parents should also communicate with the teacher when the student is overloaded with homework. In either case, home/school communication and flexibility are required.
Obviously there are many chaotic homes where assistance in these skills will not be provided. As teachers, we need to do everything we can to supply the structure and model these skills for our students.
Summary and Conclusion
“Do parents know how and what they can do to ensure their children’s success? Do they understand how the school and home can work in harmony for the good of both” It is possible that a lot of parents do the best they can, but simply do not know the answers to these questions. They want to help their children achieve success, but do not know how to go about doing that. Reginal Clark conducted research on students who were classified as high achievers and discovered that these students shared ten common characteristics (Campbell, 1992). These ten characteristics can provide a blueprint for families to be more effective in their roles of ensuring their children greater success in school.
- A feeling of control over their lives.
- Frequent communication of high expectations to children.
- A family dream of success for the future.
- Hard work as a key to success.
- An active, not a sedentary, lifestyle.
- Twenty-five to 35 home-centered learning hours per week.
- The family viewed as a mutual support system and problem-solving unit.
- Clearly understood household rules, consistently enforced.
- Frequent contact with teachers.
- Emphasis on spiritual growth.
- Campbell, L. (1992, April). Parents and schools working for student success. NASSP Bulletin, 76(543), 1-4.
- Brink, C., & Chandler, K. (1993, April). Teach the parent; reach the child. Vocational Education Journal, 68(4), 26-28.
- Vandergrift, J., & Greene, A. (1992, September). Rethinking parent involvement. Educational Leadership, 50(1), 57-59.