Fostering Parent-Teacher Partnership In The New Normal Of Education

Zandra E. Berenguer

Schools need to establish relationships with parents to foster shared responsibility for the progress of children in the educational program to conform to the policy of integrated support for their pupils. In this manner, parental engagement is improved, parents' contributions to help schools are promoted, and they have a positive effect on a good education system.

Parents play a critical part in the educational achievement of pupils. Students require a meaningful learning environment to excel in school: one that offers encouragement, inspiration, and quality education. With growing demands on the parents, parent involvement for student education stretches beyond the school building, particularly at this time of the pandemic.

Parental engagement with children's learning starts at home with the family ensuring a stable and secure atmosphere, adequate learning opportunity, guidance, and a positive approach to school. Parental engagement is more successful when perceived as a relationship between teachers and families.

Apart from teachers, whose impact on children is comparatively small, parents have a life-long attachment to their children. Practices that promote this level of engagement provide parents with knowledge about their child's growth, wellness, protection, or home circumstances that can improve student learning.

Parents have a significant influence on the progress of the child education and development process. The responsibility of parents is linked to their place at home, particularly in the supervision of students' education.

Parental engagement can promote child success in several ways. One way parents will make a meaningful commitment to their children's education is to help them perform their school work at home. Parents who read to their children, support them with their assignments, as well as provide tutoring using the services offered by teachers tend to do better in school than people whose families do not help them. Children whose parents are strongly interested in their education benefits more than children whose parents are indirectly involved.

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The author is Teacher

III at Tibag High School