home-school connection, The

Childhood Education, 1995 by Newman, Rita

"Just what is this home-school connection I keep hearing about?" This question, asked during a parent/teacher/ principal conference, opened up a discussion about communication as the number one priority when working with adults...or children. Ernest L. Boyer emphasizes the importance of the family as the key to education, noting that the National Congress of Parents and Teachers Association traces its roots back to 1897 (Boyer, 1991). We know the family is the child's first teacher and we talk about the need for homes and schools to work together, but do we really understand each other in order to make a connection that will benefit all concerned?

An upset parent once told me, "I want you all to stop talking about what my child is doing in art--I just want him to learn to read!" I had not been referring to art, so I was confused until I realized that the father had looked at the language arts grade on his son's report card and interpreted it as meaning art. How easily we use certain phrases and terms that are part of the school language without making sure that parents really understand us.

It is impossible to address the role of the school or teacher without considering the role of the parents in a way that allows formation of a solid and long-lasting connection. Before such a connection can take place, there must be mutual understanding, respect and trust. The resulting collaborative effort must be designed to have the most positive effect on child, family and school.

Understanding, Respect and Trust

When parents consider their child's school, they might first focus on the classroom teacher before they consider the teacher, principal, school nurse or other staff. Yet all these school personnel will have a direct impact on their child's life for eight hours a day, five days a week. And teachers might see the class as a whole before they begin to consider each child as a unique person who will affect the teacher's goals eight hours a day, five days a week. Teachers and families must take the time to truly consider all the elements affecting their class and their child, from a perspective of mutual understanding, respect and trust.

Parents might think that the teacher always seems to be too busy to talk with them. How can parents really get to know their child's teacher? And what can the teacher do to really understand their students, what interests them and why they behave as they do? While this column may be written especially for parents, the goal is for parents and school personnel to recognize the importance of getting to know one another.

Parents must realize that they do have an important voice in their children's education. Unfortunately, they often do not speak up until a problem arises. I cannot overstate the importance of parents meeting their child's new teacher as soon as possible. If the teacher or school does not initiate such a meeting, then the parents should take the lead. At the beginning of the year, all teachers and parents/guardians could meet in order to clarify expectations. Such a meeting could surely be followed by smaller group meetings or individual meetings in which teachers and parents have the chance to listen to each other. Furthermore, teachers and parents should also ask questions in order to fully understand each other and the child involved.

This step may appear to be simplistic and can be taken for granted. Until this communication takes place, however, the parent and teacher have no way to develop respect for each other. Also, parents must realize that sharing information about their child will help the teacher see the child as an individual within the group. Questions a teacher might ask could include: Is the child the oldest or the youngest in the family? Does he like to sit and listen to TV or does he play outdoors most of the day? Has she traveled to visit grandparents in another state or is the extended family nearby?

Since every school, teacher or family is not the same, teachers must understand a child's experiences and background before they can take them to new goals. By developing understanding that leads to respect followed by trust, a strong link will be forged between family and school that will support the child's education.

Links That Connect

Meetings are one way for families to begin to know the teacher and understand what takes place in both the classroom and school. Just as building understanding and trust takes time, so does planning a meeting. While the lead may rest with the school, families must be involved in the planning to help identify discussion points and common questions. Planning a successful parent meeting takes time (Foster, 1994), and the following recommendations for parents can make everything go more smoothly:

* respond to questionnaires or telephone calls about your needs and interests

* alert school personnel about your working hours and give suggestions for meeting times

* speak up if you need child care or transportation

* ask if the school can start classes that you think would be beneficial