3.7 Engage parents/ carers in the educative process:
Describe a broad range of strategies for involving parents/carers in the educative process.
There are many strategies that have been implemented throughout my practicum classrooms:
Evidence 1:
In ETP425 Homework is a major way that creates a connection between the classroom and home. It was discussed at the beginning of these placements by my mentor that she would be solely responsible for the homework for the students. Because of this it was difficult to re enforce the learning between classroom and home. However, I have had previous experience with homework, discussing the need for such reinforcement of the curriculum concepts. I believe homework can enhance a students learning. Having parents be part of the discussion, ensures a weekly insight for parents or carers with what their child is learning in class. I have not been part of the initial set up of the homework program within my placement however, I have been part of the ongoing nature of this strategy involving parents/carers and the educative process.
Evidence 2
During placements ETP410, ETP420, ETP425 and ETP426 I was not given an opportunity to attend a formal parent/teacher interview, which unfortunately didn't let me see the process. However, I have been informed by my mentors that all teachers are thrown into these formal interviews and there are always pro forma's to follow to help ensure the best for the student outcomes. However I have had the pleasure of informal conversations with student families/care givers with reference to their children's learning issues or circumstances. Recently in my ETP425 I had been given the opportunity to communicate with a parent/caregiver in relation to her grandson's home reader schedule as she claimed she had no knowledge of the home reader issue and the requirement for it. In this discussion it was arranged that new home readers as well as a new logbook to go home that afternoon, in order to keep track of his reading achievements from that day forward. Ensuring he will now not be disadvantaged due to the changes in his family's circumstances. Due to privacy and not having written permission to discuss by names this incident came about due to the students change of living arrangements and the grandparent wanting to do the right thing on his behalf. .
In order to involve parents/caregivers in the educative process as a teacher we need to manage our timetable and after school time so it makes us available to discuss any issues facing the students. This is because of the socio economic status of the parents/caregivers. This is because of such outside influences such as work commitments that only allow meetings to occur after the school scheduled hours or a teachers release time.
Describe a broad range of strategies for involving parents/carers in the educative process.
There are many strategies that have been implemented throughout my practicum classrooms:
Evidence 1:
In ETP425 Homework is a major way that creates a connection between the classroom and home. It was discussed at the beginning of these placements by my mentor that she would be solely responsible for the homework for the students. Because of this it was difficult to re enforce the learning between classroom and home. However, I have had previous experience with homework, discussing the need for such reinforcement of the curriculum concepts. I believe homework can enhance a students learning. Having parents be part of the discussion, ensures a weekly insight for parents or carers with what their child is learning in class. I have not been part of the initial set up of the homework program within my placement however, I have been part of the ongoing nature of this strategy involving parents/carers and the educative process.
Evidence 2
During placements ETP410, ETP420, ETP425 and ETP426 I was not given an opportunity to attend a formal parent/teacher interview, which unfortunately didn't let me see the process. However, I have been informed by my mentors that all teachers are thrown into these formal interviews and there are always pro forma's to follow to help ensure the best for the student outcomes. However I have had the pleasure of informal conversations with student families/care givers with reference to their children's learning issues or circumstances. Recently in my ETP425 I had been given the opportunity to communicate with a parent/caregiver in relation to her grandson's home reader schedule as she claimed she had no knowledge of the home reader issue and the requirement for it. In this discussion it was arranged that new home readers as well as a new logbook to go home that afternoon, in order to keep track of his reading achievements from that day forward. Ensuring he will now not be disadvantaged due to the changes in his family's circumstances. Due to privacy and not having written permission to discuss by names this incident came about due to the students change of living arrangements and the grandparent wanting to do the right thing on his behalf. .
In order to involve parents/caregivers in the educative process as a teacher we need to manage our timetable and after school time so it makes us available to discuss any issues facing the students. This is because of the socio economic status of the parents/caregivers. This is because of such outside influences such as work commitments that only allow meetings to occur after the school scheduled hours or a teachers release time.
A sample of a formal parent/teacher interview form shown to me by my ETP420 mentor. He also said that some schools have their own or there are many varying ones on the internet or I can make one up for myself that helps in the formal process of parent/teacher interviews.