Communication With Parents In Schools Essay
Epstein (2009:16) also claims that to get parents involved, it is important to include parents in developing, reviewing and improving school policies that influence students at the school. This allows families to have some effort in decisions that influence their children’s education.
Finally, it is quite valuable in strengthen school programs, family practices and student learning, to include the support of community businesses, cultural and religious organizations, senior citizen groups and colleges and universities. Some community activities are after school recreation, tutorial programs, health services, cultural events, summer programs and part-time jobs. Epstein claims that if this is well implemented, students, families and schools increase
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Parents’ work schedule also conflict with school events, and thus makes parents unable to attend (Lindle, 1989:12). Parents’ own negative school experiences also influence the building of a positive relationship with their child’s teacher (Graham-Clay, 2005:117; Richardson, 2009:1-12; Christenson & Sheridan, 2001:17). Indeed, parents also lack the understanding of how to interact with the educational organization effectively. Finally, the educational jargon schools regularly use with parents is another all too familiar communication problem (Graham-Clay, 2005:117-129).
Nichols and Read (2002:49) argue that a compelling barrier to significant communication is the traditional parent-teacher conference that lasts five to fifteen minutes. This short time does not offer any satisfactory communication with regards to the child’s academic and social progress.
Then teachers who feel that parents of adolescents should not really be all that involved with their education to begin with (Richardson, 2009:1-12). Find it both too difficult and troublesome to involve parents at school. As a result, that actively discourages parents to get too
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