Establishing home-school partnerships teacher’s nook
AS the learners go for home-based learning this pandemic, so do teachers need to ensure every learner gets the support for an effective understanding of course contents. In conjunction with this, teachers were reminded that in crafting and designing their learning modules in response to offline classes, they should make sure that learners with no access to the internet and other learning resources will not be disadvantaged. This means that the module itself should be self-sufficient and that answers to the activities included in the module should be found in the module itself.
Questions that would necessitate the learner to use the internet should be avoided. This is in consideration to learners from not so well-off families who lack internet access at home. Let us not overlook the fact that in our society, where the distribution of wealth is already heavily unbalanced, access to computers and the Internet is unbalancing the situation even more. Those with computers and access to the Internet are becoming even richer through the power of information, while those without them are becoming even poorer in comparison.
But since learning in a true sense requires guidance and attention, both teachers and parents should work together through the “homeschool partnerships” to ensure better learning opportunities, creative experiences, better time management, and safe learning. They should establish “spontaneous collaboration” and “hands-on supports” with parents to help their children manage their time at home, as well as creating a home-based learning environment for their children. Also, teachers should help in better parenting the learners to stay focused on their studies by providing learning materials that are relevant and engaging.
All those involved in the education system should help each other cope with this crisis. With a renewed sense of responsibility, we can recover stronger and we can help our kids attain the same chances for quality education.
Binay-an