PARENTAL ENGAGEMENT IN MODULAR DISTANCE LEARNING
Roel Q. Dimatulac
The Department of Education has always put a premium on the critical role of parents in the education of their children, after all as we always say, it takes a village to educate a child. The school leaders, the teachers, community stakeholders and the parents are all crucial participants in creating the effective learning experiences for the school children and the youth. In times of pandemic, this synergy of efforts is even more important to hold stable and strong. In this time of new normal ways of delivering quality education - parents, together with the teachers, are front and center in providing assistance to learners and in making home-based learning a success.
Parents and families have the most direct and lasting impact on children’s learning and development. A stimulating home environment that encourages learning as well as parental engagement is crucial for a child’s cognitive, social and emotional development. Building family-school partnerships and engaging parents as learning partners from the early years is therefore essential to improving children’s and young people’s development. Research shows that a multidisciplinary approach, with involvement of parents, children, teachers and professionals from the local community is key to providing conducive overall learning atmosphere and resolving behavioral problems of school children. This partnership supports school practitioners in reaching out and working effectively with parents to ensure students’ success at school, and later in life. It involves a range of areas where school practitioners can build positive relationships with parents and engage them in the learning of students.
In modular distance learning, parents are the in-person guides and para-teachers of learners. While Self-learning modules are designed for independent study and school teachers find ways to have a constant instructional support to them, parents will be the consistent and urgent person of help learners have in their homes. Hence, it is important for parents to be aware of some realities, challenges, and silver linings that can be found along the modular distance learning.
Parents should embrace the differences and opportunities in learning at home. Remember that distance learning at home and learning at school won’t look the same — and that’s okay. Remind parents and families that so much organic learning can happen in daily family life and that this is a unique opportunity to prioritize home and family, all while supporting their students’ learning. Encourage families to turn home activities into educational opportunities and have families weave home life into their students’ schedules.
Teachers should give parents and families the right scaffolding. Teachers, students, and families alike are experiencing a steep learning curve when it comes to distance learning. To prevent parents and families from feeling too overwhelmed, make sure you are intentional about the resources and support you give. Provide the right scaffolding for parents and families, just as you would for your students when you introduce something new. Set clear and simple expectations for families and students for every lesson and activity. Provide parents and families with the right background knowledge.
Set clear expectations for communication. W hen supporting your students’ learning remotely, it’s important for teachers to be clear about when, why, and how students and families can contact you. Providing structure to your availability will help ensure that you are able to be as responsive to families as possible, while keeping yourself from getting overwhelmed. Define when and how you can be contacted. Keep a communication log to ensure you are communicating with every family. And be mindful and supportive of different backgrounds. Keep in mind that parents will be able to provide support in different ways. Language, access to technology, their availability, and more will differ from family to family. Just as you would differentiate to your students’ needs, make sure you are differentiating for a variety of circumstances at home. Encourage parents to support student learning in their native language. Provide options, and plan for different levels of parent involvement.
The author is Techer
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III at Aranguren Integrated School (High School Department) DepEd Tarlac Province