I have always heard that working with parents is one of the hardest parts of being a teacher. I always imagined that these people were talking about handling parents who are fighting for a better grade for their child or working with the parents of a student who is bullied or not doing well enough. They were always rather negative scenarios. However, after reading Beyond the Bake Sale by Warren, Hong, Rubin, and Uy, I realized that even positive situations with parents can be challenging. I've learned that encouraging parents to be more active in their child's education and the school community is also a daunting task.
The first step is to create a relationship with the parents of your students from which you can build off of. The first time you meet a child's parent should be dedicated to creating some sort of connection that is memorable and positive; something that will make them want to help out and be a part of the class. The article states that "too often, model programs have disappointing results when imposed on school communities rather than when they emerge from a deeply rooted process of engagement" (2248). Model programs are too generic. Sure, they are great starting points but school communities are most influenced by a program that is designed for that specific school, for those specific students and parents, working towards a specific goal or set of objectives.
These programs are also most effective when they are a little more in depth than "helping with homework, attending Back to School Night, chaperoning field trips" and other traditional means of parent involvement as described in Auerbach's From Moral Supporters to Struggling Advocates" (252). Beyond the Bake Sale actually builds upon this idea: "Rather than having the school set the agenda or the activities, we have highlighted the value of providing parents with opportunities to take leadership in setting a joint agenda" (2245). Rather than adhering to the guidelines of an administration or teacher-created program, they are given freedom to work on things that they believe are important and necessary - which I can imagine often line up what students and teachers believe are important as well. The difference is that a strong belief in it is created within these parents that make them want to become more involved.
I think that parent led and organized programs are a great idea! It allows them to be advocates rather than followers and the power they gain within these programs create much more enthusiasm.
I too never realized positive parent situation could be difficult. I figured they were all good and would just work. However the importance of these situations is paramount when it comes to an overall positive relationship with students and parents. Being proactive with every situation and anticipating scenarios will allow you to react in a beneficial manner rather than be thinking of what you should do during any given situation. This will nearly eliminate the possibility of miscommunication between parents, students, and the teacher.
ReplyDeleteForging relatioships with parents was something I had never considered prior to this weeks material. After readign this material I think I will be much more proactive in interacting with my students parents. While some parents may not be responsive many just might not know that teachers are available to talk and I plan on making sure all my students parents know I am available regardless of who they are.
ReplyDeleteI like your last comment, Kelly. About the parent-led organized programs. That way the parents can use their own strengths and work together to create a program that they care about. If the parents care about it, it might spark something in the kids as well to make them want to be part of it.
ReplyDeleteAnd just to touch on what Pete said, I agree parent relationships are so important and very often overlooked. Making that first contact about something good the student did is the first step. If you only contact when the child is bad, they are going to dread seeing your name on that caller I.D. This way too, you can get input from the parents later on in the year on how to engage their student better.
Kelly, I like your comments about trying to work with parents and creating relationships with them. When I first began teaching, I imagined every parent meeting would be negative and they would complain about something in some way. I first viewed it as a negative task as you mentioned. However, even though creating these relationships with parents can be difficult, it is worth it in the long wrong. I have had many students become more successful once I establish a good relationship with the parents. It is something all teachers and teachers-to-be should learn.
ReplyDeleteLogan Square Neighborhood Association in Chicago feel quite strongly having parent led agendas to the point that they have created a Grown Your Own Teachers. Parents first volunteer in the classroom while learning about power issues and curriculum. They then graduate to becoming a Literacy Ambassador and a paraprofessional working at the school district while taking classes to become a certified teacher. This way, parents who are from the community can learn to become teachers within the community. How much more empowering can we have than that for our parent and community engagement?
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