PARENTS AS PARTNER in schools management

Parents play a crucial role as partners in a child’s education, and their active involvement can greatly enhance academic success. Here are several ways parents can be partners in school:

### 1. **Support at Home**
- **Homework Supervision:** Parents can ensure their child completes homework and understands concepts.
- **Reading and Learning Environment:** Encourage reading and create a quiet, conducive space for learning at home.

### 2. **Communication with Teachers**
- **Parent-Teacher Meetings:** Regular attendance at parent-teacher conferences helps parents understand their child’s progress and areas of improvement.
- **Open Communication:** Maintaining open channels of communication with teachers regarding challenges or strengths helps align efforts both at home and in school.

### 3. **Participation in School Activities**
- **Volunteer Opportunities:** Parents can volunteer in classroom activities, field trips, or school events, which builds a supportive community and demonstrates the value of education.
- **Parent-Teacher Associations (PTA):** Being part of the PTA allows parents to contribute ideas and assist in decision-making about school policies and activities.

### 4. **Encouraging Extracurricular Activities**
- **Support Interests:** Encouraging children to engage in sports, arts, or other extracurriculars supports their personal development.
- **Involvement in School Clubs:** Parents can take active roles in organizing or supporting school clubs or events.

### 5. **Modeling Positive Behavior**
- **Value of Education:** Parents who emphasize the importance of education, punctuality, and responsibility set a positive example for their children.
- **Encouraging a Growth Mindset:** By praising effort over results, parents can foster a love of learning and resilience in the face of challenges.

### 6. **Promoting Social and Emotional Development**
- **Support Social Skills:** Helping children navigate friendships and social interactions improves their school experience.
- **Emotional Support:** Being emotionally available for children to talk about their school experiences fosters well-being and confidence.

In conclusion, when parents are active partners in education, children are more likely to perform well academically, develop strong social skills, and exhibit a positive attitude toward learning.

1. PARENTS AS PARTNER

BEIGN A CAPACITY BUILDING PROGRAM
FOR CHILDREN WORLD TEACHING STAFF @
2, SANNI CLOSE, OGUDU OJOTA LAGOS,
NIGERIA

Presented by:

RASHEED, Oluwasegun Kazeem
([phone], ([phone]
[email protected]

2. WHY THIS TOPIC?
•When a child falls behind, teachers blame the
parents and parents blame the teachers.
•At the same time, our society has created
artificial distinctions about the roles that parents
and teachers should play in a young person's
development.
•We tend to think that schools should stick to
teaching academics and that home is the place
where children's moral and emotional
development should take place.

3. Starting Point

Don’t forget that…
Many of the parents experienced failure during
their own school days and are reluctant to set
foot inside their children's schools. Teachers
commute to work and often know very little
about the neighborhood outside the school.
Before they can develop effective partnerships,
educators and families in these communities
first have to learn to trust and respect one
another.

4. Did you know that?
Parents who insist on
playing an active role in
their children's education
are often branded as
troublemakers.

5. NOTE THAT
•This concept is not a way of
shifting power from school
teachers to parents but it is a
power sharing. It is a
strategy to empower all the
adults who have interest in
children's development.

6. ALSO
•Working together as full partners, teachers,
administrators, business people, and other
community members can create an
educational program that meets unique local
needs and reflects the diversity within a
school without compromising high
performance expectations and standards. It
can foster a caring and sensitive school
climate that respects and responds to
students' differences as well as their
similarities.

7. WHAT DO YOU THINK TEACHERS
WANT FROM PARENTS?

•Teachers want parents to co-teach from
home.
•Everything begins at home.
•Teachers want support from parents
•Teachers are expecting a synergetic
support from parent
•Respect
•Appreciation of work done

8. WHAT DO YOU THINK PARENTS WANT
FROM TEACHERS?
•Parents want COMMUNICATION from the teachers. Parents want to
know about problems and concerns before they become issues!
•keeping a continuous line of communication with the parents is crucial.
•Parents want to be feel valued and respected by teachers.
•Cooperation and open ended transaction.

•Parents are genuinely concerned and some are desperately seeking
partners to help their child not only succeed academically but navigate
the educational system.

•Parents need a “judge free” partner who will provide clear and concise
goals and expectations for their child.

9. Why do Parents hate Teachers?
ASK YOURSELF

10. THE BENEFIT OF THE PARTNERSHIP
•Benefits for the Children
•Children tend to achieve more, regardless of ethnic or racial background, socioeconomic
status, or parents' education level.
•Children generally achieve better grades, test scores, and attendance.
•Children consistently complete their homework.
•Children have better self-esteem, are more self-disciplined, and show higher aspirations and
motivation toward school.
•Children's positive attitude about school often results in improved behavior in school and less
suspension for disciplinary reasons.
•Fewer children are being placed in special education and remedial classes.
•Children from diverse cultural backgrounds tend to do better when parents and professionals
work together to bridge the gap between the culture at home and the culture in school.
•Students whose parents remain involved usually make better transitions and are less likely to
drop out of school.
•

11. Benefits for the Parents
•Parents increase their interaction and discussion with their children
and are more responsive and sensitive to their children's social,
emotional, and intellectual developmental needs.
•Parents are more confident in their parenting and decision-making
skills.
•As parents gain more knowledge of child development, there is
more use of affection and positive reinforcement and less
punishment on their children.
•Parents have a better understanding of the teacher's job and school
curriculum.
•When parents are aware of what their children are learning, they
are more likely to help when they are requested by teachers to
become more involved in their children's learning activities at
home.
•Parents' perceptions of the school are improved and there are
stronger ties and commitment to the school.
•Parents are more aware of, and become more active regarding,
policies that affect their children's education when parents are
requested by school to be part of the decision-making team.

12. Benefits for the Educators
•When schools have a high percentage of involved
parents in and out of schools, educators are more
likely to experience higher morale.
•Educators often earn greater respect for their
profession from the parents.
•Consistent parent involvement leads to improved
communication and relations between parents,
teachers, and administrators.
•Teachers acquire a better understanding of
families' cultures and diversity, and they form
deeper respect for parents' abilities and time.
•Educators have increase in job satisfaction.

13. Benefits for the School
•Schools that actively involve parents and the
community tend to establish better reputations in
the community.
•Schools also experience better community support.
•School programs that encourage and involve
parents usually do better and have higher quality
programs than schools that do not involve parents.
•Schools have the better chance of gaining respect
and accord from parents
•It increases self-confident of the parents which
enhances trust
•It can also increase the school population

14. TAKE NOTE THAT …

Parents, teachers, community leaders, and school
administration partnership will achieve more if the goals
are met with a team approach. Children learn at both home
and school. Learning takes place during every waking hour
of every day…at both home and school.

Also an Effective Parent Partnership with a school and or
district always invites parents to the table to make
decisions about school curriculum and programs for
students. This practice must be done with integrity and not
as a superficial gesture to appease community.


NOTE: confidential issues about the school should not be
discussed with them.

15. At the end of the partnership, the
following should be seen on the
students:

•CONFIDENCE – Positive mind of I can do it
•HUMILITY – Striking balance in everything
•ASSERTIVENESS – Bold and speaking up when
necessary
•EMPATHY – Feeling the pain of others
•CREATIVITY – Fashioning things out
•RESOURCESFULNESS – Finding solution to
problems

16. At the end of the partnership, the
following should be seen on the
students:



•INTEGRITY – Good reputation
•SOCIAL SKILLS – Good interpersonal
interaction
•CURIOSITY – Wanting to do more
•RESILIENCE – Using strategy to get out of
tough time

17. QUESTION

AND

ANSWER

18. THANKS FOR LISTENING
GOD BLESS YOU
ALL