OBJECTIVES
1. Develop effective programs that encourage parent participation.
2. Plan for effective communication with parents.
3. Plan for the involvement of paraprofessionals in the program.
4. Define the roles and responsibilities of volunteers in the program.
5. Create strategies for relating effectively to families from diverse backgrounds.
CHAPTER OUTLINE
1. Parent involvement has positive effects on children's learning, particularly for low SES
and minority students.
A) Parent involvement is most effective when it
i. is comprehensive and well-planned. ii. begins early in children's education. iii. is not limited to in-home activities.
B) Teachers need to have a nonjudgmental attitude toward parents.
2. Parent involvement is largely determined by teacher effort and strategies.
A) Parent involvement is increased when teachers are supportive, open-minded, and available at diverse times and offer incentives to parents for participation.
B) Teacher effort determines whether only middle-class, educated parents will be involved or whether parents from all backgrounds will be involved in the school setting.
C) Teachers can encourage parent participation by feeding snacks/meals or having children perform.
D) Furlow suggests that teachers follow these strategies to involve families:
i. Home visits build trust and create strong parent-teacher relationships.
ii. Making schools parent friendly helps parents feel comfortable.
iii. Schools should provide materials in several languages.
iv. A school's decision-making process should be open for parents to participate.
E) Parent involvement covers a continuum from none at all to high levels of activity.
Often, lack of involvement is due to parent perceptions that their involvement is unimportant.
i. Interviews and questionnaires are effective ways to discover parents' educational goals and skills that can be useful in the school setting.
ii. Special evening events can encourage parents and families to visit the school and offer support for student activities.
iii. Committees and organizations can help with program and fund-raising issues.
iv. Home activity kits that encourage active learning are good ways for parents to be involved.
F) Parent-teacher relationships are most successful when all participants believe that the others have something to contribute to the relationship.
3. Parent-teacher communication falls into two categories: communication about the program describes classroom activities while communication about the child describes the behavior and progress of one specific individual. Communication about the program is a vital part of encouraging parent involvement.
A) School handbooks offer parents information about procedures and policies of the school as a whole.
B) Home visits can increase parent familiarity and comfort with teachers, though for
some parents they may be intimidating or uncomfortable. An activity can help make the visit more comfortable and successful.
C) Parent visits to the school should be encouraged at all times, either for parent
observation or for participation in special classroom events. An observation guide (see Figure 7.4) may help make visits more rewarding for parents. A parent place in the room can offer information and resources and increase parents' presence in the classroom.
D) Letters and notes are most effective when they contain positive information about
both the program and the child, and occur on a regular basis. Language should be clear, specific and concise.
E) Telecommunications have also helped parents feel more connected. Websites,
email and voice mail are ways for teachers to communicate with parents.