Chapter 8: Families and Teachers: Partners in Education

Teachers Contribution to the Partnership

see a child in relation to normal milestones and appropriate behaviors. They notice how each child plays with other children, what seems to challenge the child. see individual children from a perspective that is balanced by the numerous other children they have taught. They observe how the child behaves with a variety of adults, sensing children's ability to trust other adults through interactions with them at school.

authoritative

who foster the highest levels of self-esteem, self-reliance, independence, and curiosity in children. They are warm, responsive, attentive to children's needs, and set clear limits and high expectations. Authoritative parents are consistent in reinforcing rules and allow their children to make reasonable decisions appropriate to their age and experience.

Scaffolding

developmentally appropriate technique to support learning by giving advice or help on mastering a skill. For families who may feel uneasy about getting involved in the program, scaffolding their experience may offer needed reassurance.

What Families Contribute to the Partnership

families have a wealth of intimate knowledge about their children that the teacher is only just beginning to discover. They know the child's physical, medical, social, and intellectual history. They know the child as a member of a family and the role that child plays in the family dynamic, the extended family, and the community.

Classroom website/blogs

common avenues on which to post pictures and updates, field trip notices, and other information that also might be part of a newsletter. A classroom website keeps families aware of daily activities and curriculum. Facebook, Twitter, Instagram, and other apps provide yet another way to communicate in this world of technology and social media.

parent

individuals who are raising biological children, foster children, adopted children, and children of other family members and friends.

A parent/family place

may be provided in an area or room at the school set aside for family use, and this can be an important way to let families know that they are wanted and needed. Some schools provide space for a parent/family lounge, complete with a library of resource books on child rearing. If there is no available space, set up a coffee bar in the office or hall. The smallest amount of space—even a countertop with magazines—can be a start.

the NAEYC Code of Ethical Conduct

outlines a range of ethical responsibilities that families have.

Bulletin boards

posted where families can see them, contain notices about parent/family meetings, guest speakers, community resources, child care, babysitting, clothing and furniture exchanges, and library story hours. Information regarding health programs, automobile and toy safety, and immunization clinics can also be provided this way, as can information on cultural events appropriate to the ethnic makeup of the school community.

Classroom newsletters

provide information on what the children are doing in class, any special events taking place, personal information about new babies, vacations, or other important events in the lives of the children. Be sure that the newsletter is written in the language or languages of the families in the class

authoritarian

reflect high control and demands combined with relatively low communication and nurturance. They rarely listen to the child's point of view. Authoritarian parents are strict; they expect and demand obedience and may lack warmth and affection. They exert control through belittling, threats, and criticisms and may resort to force. Children raised by such parents may become hostile when frustrated, anxious, and withdrawn and may resort to force when they do not get their way.

three types of parental styles

authoritative, authoritarian, and permissive.

Home visits

can be useful, depending on their purpose. The visit might be set up to focus only on the relationship between the teacher and the child.

The standards for professional preparation of the National Association for the Education of Young Children (NAEYC)

underscore parents' right to be involved in their child's learning,

What Children Gain

when families are able to monitor their children's progress and reinforce the educational goals at home. when teachers respond to family concerns with caring and encouragement.

Magnet Schools

A public school offering a specialized curriculum, often with high academic standards, to a student body representing a cross section of the community.

charter

A public school operated independently of the local school board, often with a curriculum and educational philosophy different from the other schools in the system.

family-centered approach

An attitude that supports parent involvement in their child's learning, parent education, and parent support to ensure a healthy beginning in school. Families and teachers work in partnership to collaborate on what is best for the child.

How to create an environment that supports family diversity

Ask family members what names the child has for their caregivers, and use these names with the child. Create enrollment forms that allow for answers other than "mother" or "father" to indicate the person who is legally responsible for the child and child custody arrangements. Find out what the child has been taught about his or her family situation and discuss with the family how you can support their position. If one or the other parent is absent, find out if and how that parent is involved with the child's life. Be aware of any drug use/addiction related to the child's health and welfare. Treat all adults who care for the child, such as grandparents, guardians, caregivers, or adoptive parents, as the child's parents. Review the curriculum, books, and physical environment on a regular basis to ensure that all types of families are represented in the classroom. Adapt your conversations with children to reflect the diversity of families; for instance, "two mommies, stepbrother, foster dad," and so forth.

How to have a successful conference

Be prepared, organized, and have a clear purpose Put the family at ease with a warm welcome and thanks for their time. Ask—don't tell. Keep the focus on the child. Write a brief report after the conference. Student and beginning teachers should find a good role model in a more experienced teacher who acts as a mentor.

precedent

Something done or said that serves as an example or rule to authorize or justify other acts of the same or similar kind; an earlier occurrence of something similar.

Parent/Family-Teacher Conferences

The initial conference, when the child first enrolls in school, may focus on the child's development, daily habits, and interests, as well as the family's hopes and expectations. Further into the school year, the teacher shares observations and assessments of the child and works with the family to develop mutual goals that are reinforced at home and at school. Individual conferences may be called at any time by the family or the teacher to express concerns, resolve conflicts, and problem solve together.

How Families Benefit

The opportunity for families to meet each other. They find that they share similar problems and frustrations and that they can support one another in finding solutions. They observe teachers model successful techniques when working with children. They learn what behaviors are appropriate at certain ages. They begin to know how their children make friends and extend their social relationships. They become more aware of school and community resources that are available to them and, in the person of the teacher, they have access to a consultant who knows and understands their child and can help them when they need it.

separation process

The procedure that occurs when parents leave a child at school

Informal contacts

the easiest and most useful lines of communication with families. All it takes is a phone call, a note, an e-mail, or a brief talk on a daily basis. For families who have difficulty attending meetings or who do not accompany their child to and from school, teachers can send home a note along with a sample of artwork, a story the child has dictated, or a photograph of the child with friends.

permissive

there is a high level of overindulgence or inattentiveness, warmth, and affection, but little control. Clear standards and rules are not set, nor are they reinforced consistently. Permissive parents allow children to make decisions that are not appropriate for their age. Children of such parents may be impulsive, disobedient, rebellious, overly demanding, dependent on adults, and have poor task persistence.