Children are the future resource of the nation. Growth, development and education of children is extremely important. The responsibility of bringing up children and shaping their characters is a collective responsibility of parents, schools and the community. Unfortunately, some parents think that it is the sole responsibility of the school. On the other hand, teachers emphasize that children spend only few hours in a day at school; hence, the major responsibility lies with the parents. “Closing the achievement gap and increasing student learning requires the collaboration of various interested groups, most notably parents. Families play an important role in creating a school that meets their child's needs, yet teachers admit they have little information or training on how to effectively work with diverse parents,” ( LaRocque, Kleimen & Darling, 2011). As far as the education of a child is concerned, parents are not two separate parties. The child is their common concern. They must work together for the benefit of the child. If they have to work in cooperation, it raises certain issues. They need to communicate with each other. Where, when and how can they communicate and interact? How often? What do parents expect from teachers? What do teachers expect from parents? In what ways can the parents participate in school education? What is the role of the community? Parents of a school going child were interviewed to find out their opinions regarding the type and extent of their involvement in their children’s education. The findings from the interview are discussed here. They both go to work and their child goes to school by the school bus.
The parents agreed that they cannot escape their responsibility towards their children, and that parents must support teachers in their efforts. Parental involvement is an important indicator of student’s success in school, ( Pattnaik and Sriram, 2010). Yet, they argued that it is not always possible for working parents to give constant attention to the children. That is one of the reasons why they send children to school. They assert that parents must get time to pursue their jobs and duties.
The parents shared the opinion that regular and periodic communication among parents and teachers is important. As the child starts going to school, parents encounter some difficulties and problems. They often have valuable suggestions for teachers. They can and do make suggestions during parent-teacher meetings. But sometimes, the interval between two meetings is so long that the suggestions no longer count. Parents admitted that the school authorities are prepared to arrange meetings more often, but they cannot always attend on account of their jobs and other engagements. The timings for the meetings are inconvenient according to them. They suggested video-conferencing at late night so that everyone can join.
The parents pointed out that besides meetings, the only other type of communication is through printed notices or circulars, displays on notice boards and messages sent through school diaries. Sometimes, they cannot visit the school for several months so they cannot see the display boards. Sometimes, the children do not show the diaries or circulars to their parents. Parents who drop and pick up children from school can communicate and interact with teachers. It also gives them an opportunity to interact with each other. This is not possible for all parents. One parent who drops the child daily has started a wassup group and added all the parents of the children in the class. The parents who were interviewed are also part of the group and they keep in touch with all other parents through Wassup. He is keen to add the class teacher, and possibly all the teachers. This would be a novel way of maintaining smooth and regular communication between parents and teachers.
The parents said that they were interested in knowing what happens in school every day, what is taught, what activities are conducted and so on. They are also anxious to know whether their child participates, eats food, obeys the teacher and follows instructions. The parents expect teachers to keep them informed regarding these issues. The parents did not appreciate the school policy of not allowing parents to visit the classrooms any time. They said that they would be in a better position to help teachers if they become familiar with the school atmosphere.
When the parents were asked in what ways they would like to contribute, they offered to teach the children dance and music. They were prepared to donate teaching aids and toys for all the children.
References
LaRocque, M., Kleiman, I., & Darling, S. (2011). Parental Involvement: The Missing Link in School Achievement. Preventing School Failure: Alternative Education For Children And Youth, 55(3), 115-122.
Pattnaik, J., & Srirarm, R. (2010). Father/Male Involvement in the Care and Education of Children: History, Trends, Research, Policies, and Programs around the World. Childhood Education, 86(6), 354-359.
