Home-School Collaboration in the New Normal Education
Jeffrey Q. Polintan
The home-school partnership relies on a belief in mutual accountability for the outcome of learning. Recent changes in the education process should not only reflect on the position of the classroom but should also consider the impact parents have on their child's academic performance. Parents and educators must understand and accept the important contribution each brings to a child's learning experience.
Parents and educators can produce more positive outcomes by partnering together than by working alone. Efforts centered on the pupil, not disagreements that could occur between the parent and the teacher, would contribute to a fruitful relationship. It has become increasingly evident that the more families and schools are willing to work together the more possible results are to be seen not just for pupils, but also for their families and schools.
Through engaging parents and welcoming them to the core of the school system, both students will benefit from partnering together to achieve higher learning outcomes.
Teachers who are involved in exchanging information with parents about their child's educational and developmental growth, and who can include parents in the process of addressing issues relating to the child's school results, are more likely to create fruitful teamwork with parents.
Home-school cooperation is a mindset, not just an action. It happens when parents and educators have mutual interests, see themselves as peers, and all contribute to the process. To achieve a sustained degree of contact between home and school, all parents and teachers need to connect early, regularly, and continuously.
Effective home-school partnerships include mutual accountability and decision-making to improve children's learning at home and school. Home-school teamwork will also improve the participation of groups, problem-solving, and decision-making. In conclusion, parents must be included by providing opportunities for the sharing of knowledge, communicating goals, and priorities for the child, and inviting them to help solve the problem.
The author is Teacher
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IIII at Felicidad Magday Elementary School