1. Parents as Partners in the Classroom
Teachers Upfront 2015
Parents as Partners in the Classroom
Presenter: Tinus du Preez
Presentation Title: Parents as partners in the classroom: Why does it make a difference?

2. A BRIDGE Community of Practice
Introduction
The literature on parental involvement on children’s education conveys the clear assumption that parents’ involvement benefits children’s learning.
Engaging families in the education of their children at home and at school is increasingly viewed as an important means to support better learning outcomes for children.
A BRIDGE Community of Practice

3. A BRIDGE Community of Practice
When schools and families form strong partnerships, children have higher achievements in school and stay in school longer.
Parents as partners in the classroom provide a range of benefits for parents and children. This can include improvement in reading, writing and numeracy as well as greater confidence, helping their children at home.
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What is parental involvement – what does it mean for parents to be partners?
Most children have two main educators in their lives – their parents and their teachers.
Parents are the prime educators until the child attends pre-school or school. They remain a major influence on their children’s learning throughout school and beyond.
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The school and parents both have crucial roles to play in children’s education.
There is no universal agreement on what parental involvement (partnership) is.
It can take many forms, from involvement as governors, partners in the classroom, reading to the child at home, teaching songs or nursery rhymes and assisting with homework.
A BRIDGE Community of Practice

6. Involvement can be categorised into two broad strands:
Parents as partners in the life of the school;
Parents’ involvement in support of the individual child at home (not for discussion tonight).
A BRIDGE Community of Practice

7. Types of parental involvement 1: PARENTING
Help all families establish home environments to support children as learners.
Parent education and other courses or training for parents.
Family support programmes to assist families with health, nutrition and other services.
Home visits at transition points to pre-school, foundation phase, intersen phase and high school.
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2: COMMUNICATING
Design effective forms of school-to-home and home-to-school communications about school programmes and children’s progress.
Conferences with every parent at least once a year.
Language translators to assist families as needed.
Regular schedule of useful notices, memos, phone calls, newsletters and other communications.
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3: VOLUNTEERING
Recruit and organise parent help and support.
School and classroom volunteer programme to help teachers, administrators, learners and other parents.
Parent room or family centre for volunteer work, meetings and resources for families.
Annual postcard survey to identify all available talents, times, and locations of volunteers.
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4: LEARNING AT HOME
Provide information and ideas to families about how to help learners at home with homework and other curriculum-related activities, decisions and planning.
Information for families on skills required for learners in all subjects at each grade.
Information on homework policies and how to monitor and discuss schoolwork at home.
Family participation in setting learner goals each year and in planning for further studies or work.
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5: DECISION MAKING
Include parents in school decisions, developing parent leaders and representatives.
Activate parent organisations, or committees for parent leadership and participation.
Independent advocacy groups to lobby and work for school transformation and improvements.
Networks to link all families with parent representatives.
A BRIDGE Community of Practice

12. 6: COLLABORATING WITH COMMUNITY
Identify and integrate resources and services from the community to strengthen school programmes, family practices, and learner learning and development.
Information for learners and families on community health, cultural, recreational, social support, and other programmes/services.
Information on community activities that link to learning skills and talents, including additional support programmes for learners.
A BRIDGE Community of Practice

13. Parent Involvement Ideas for Schools
Know THE SECRET to getting parents to attend meetings at school - make sure they know they’re genuinely invited.
Establish a friendly contact with parents early in the year, “In Time of Peace.”
Insist that teachers not wait until it’s too late to tell parents about potentially serious challenges. Early intervention helps.
Ask teachers to make positive phone calls / contact with parents. Parent communication is a cost-effective investment.
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Focus on the strengths of families - they know their children better than anyone else. Find ways to get that information to teachers, other school staff.
Learn how to deal with angry parents - separate the parent from the argument he/she is making.
Use active listening. Don’t get angry. Look for areas of agreement, “We both want your child to do well.” Find a win-win solution. If you’re not sure about a parent suggestion say, “I’ll certainly keep that in mind.” If necessary, devise a temporary solution.
Provide a brief parent newsletter. One sheet of paper is best.
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Remember “ ” in writing school newsletters. Eighty percent of people will spend just 30 seconds reading it. Nineteen percent will spend three minutes. One percent will spend 30 minutes (your mother).
Know why parents say they are not involved:
Don’t have time,
Don’t know what to do,
Don’t know it is important,
Don’t speak English.
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Take heart from the “one-third rule.” Research says if you can get one-third of a school’s parents involved, you can begin to make significant improvement in learner achievement.
Be aware that teachers are more reluctant to contact parents than vice versa. Solution: get parents and teachers together - just as people - in comfortable situations.
Stress two-way communication between schools and parents. “One-way” isn’t communication.
Conduct school surveys to reveal family attitudes about your school.
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Ask teachers what they would like to tell parents if they had the chance - and ask parents what they would like to tell teachers. Then exchange the information!
Put up a “Welcome” sign in every language spoken by learners and parents at your school - get parents to help get the words right.
Have handy a ready reference list of helpful materials parents might use to help them cope with challenges. Better yet have a lending library.
Try day-long parent workshops on topics such as building self esteem, language development, motivating children, encouraging reading, discipline, talking with kids about sex, dealing with divorce, etc.
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Set up a parent center in your school stocked with resources to help (and lend to) parents.
Be very careful to monitor how your school telephone is answered. Phone impressions are lasting ones!
Be aware that parents are looking for a school where their children are likely to succeed.
Solicit parent volunteers at the Open Days / Admission Days.
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Investigate “techno” systems to keep parents up-to-date on homework, school activities.
Understand key reasons for parent non-involvement.
Bridging Evenings (or days, or afternoons) for parents and learners getting ready to go to a new school / phase - help answer questions, relieve anxieties, and build involvement and support.
A BRIDGE Community of Practice