Parent-Teacher-Student InvolvementCollaboration —iun Te sees = JT | ‘The first diagram shows the interconnected relationship between parent, teacher and child. Although the parent and teacher have their own roles to ensure the students’ success, they must join in a collaboration founded on trust and respect, so that student is affected positively. The second diagram reveals how teacher and parent behaviour are influenced by their roles and expectations, but also by their personalities. It is necessary that both the teacher and parent are considerate of these factors and communicate to one another in order to understand how their behaviours are affecting the child. The third diagram emphasizes the importance of communication with parents and the community. Teachers must not only reach out to these collaborating partners, but they must also encourage their students to do the same. Communication is an essential skill that ensures everyone is working towards a common goal of success for the student. Parent-Teacher-Student Community ‘Some of the ways that parents, teachers and students can communicate are through school or class newsletters, parent-teacher interviews, requirement of signed agendas and progress reports, assignments that require students to survey their parents, working with a parent volunteer or scheduling a meeting to discuss plans and goals for their child.Roles & Responsibilities In order for a student to successfully learn, it is important that teachers, parents and students fulfill their roles and take responsibility in working collaboratively with one another. Roles of the Teacher: ‘© Adhere to the school policies and regulations. © Ensure subject matter competence. © Provide a safe and caring learning environment. © Ensure that the unique needs of students are being met and that everyone has an equal opportunity to succeed. © Look at the student both as an individual and as a member of the class. Establish trust, respect and honesty within the classroom. Listen to students and provide them with constructive feedback. Evaluate each circumstance separately and judge the appropriate consequence(s). Ensure that the curriculum is being followed, but encourage students to deepen their understanding of specific concepts. © Donot make assumptions or judgments and do not act bias. * Communicate effectively with students, colleagues, parents and the community. Prepare the student for transitions into new grades and for future academic success.Roles of the Parent: ‘* Prepare children for school (ie. register them in school, fill out emergency paperwork, buy school materials, determine a safe source of transportation, help ease their nervousness/anxiety/tension). * Assist children with homework (ie. ensure that get the help they need, establish a routine, ensure they have a quiet place to study, show an interest in their work, provide encouragement). © Support them in learning essential reading and writing skills (ie. practice these skills together and demonstrate your interest in these areas). * Monitor safe internet use. * Establish what appropriate behaviour should be at school. © Ensure that they are being respectful to their peers, school and staff members. * Communicate effectively with their children and teachers. © Prepare children for transitions into new grades and for future academic success. Help children decide, plan and work towards their desired career path. Roles of the Student: ¢ Adhere to the school policies and regulations. © Follow the classroom rules and guidelines Seek help in studies if needed. © Participate in school and give a dedicated effort. © Respect students, staff and the school. © Be aware of the classroom expectations and consequences for inappropriate behaviour. * Communicate effectively with parents, teachers and the community. © Prepare for transitions into higher grades.3G C Ms. Getschel’s Newsletter In Our Classroom, We Have Been Newsletter Issue Learning About: June Reading: Science: connections Special points eee Were eaming between activities | 9 mers reading Poppy by about what types and how long they |“ month bata Avi. The students of structures are take. Try asking | _veryexciing have been practicing best for stability __ which activities a their summarizing and support. We _ take seconds, min- they are most strategies throughout will soon build _—_—-utes, hours, days | excited for. the story. these structures and years and you _| v Sadto see our . Writing: and test which can get in on the de ‘As mentioned inthe ones are most__fun too! | has been an last newsletter , our old successful. re Te classroom is under con Math: Time to do | uote | struction. We recently math! Recently, || we wit all sin- began a writing assign- we have been cerely miss hi ment that asks: learning about — What do you think is units of time. The |__| Calnader Dates We painted birds in art, for June: behind our old class- students are leam- jeaming more about at. room walls? ing to make ‘mensional pobey é Science Museum Field Trip eer © Reminder! | scince tuseum 13 Field Top We are very ex- need a microwave. come to join ear- Recycle Cub 14 cited to goon our We are meeting in lier. We will return _| Nestea field trip on June _the classroom to school by the ee Cream Paty 18 13th! Remember to When school starts, time of the last bell. please pack a however parent _Look forward to lunch that does not Volunteers are wel- seeing you there!Student Name: _. Parent Conference Rubric: Date: Excellent Good Needs Improvement Needs Much Improvement Academic Achievement Works wellat or above ‘grade level Understands alt or almost all materiat Works at grade level = Understands most of the materiat ~~ Sometimes works at grade level Does not understand some of the material Works below grade level = Does not understand most of the material “Aways dows his/her best work Starts immediately ~~ Usually does his/her best work — Usualy starts Sometimes does his/her best work eds supervision to Rarely does Wisner best work Needs constant Work Ethic immediately start working supervision to work Nearly alvays neat __ Usually neat Needs to be neater Needs to be much Work is nearly alvays | —_ Work is usually — Work is sometimes on neater completed on time completed on time time Work is seldom on time Listens carefully Usually listens carefully | __ Often has difficulty Usually does not listen Attention ihtenly Level and _- Nearly always fotiows | __ Usually follows ___ Sometimes follows _- Rarely follows Ability to airections directions directions directions Follow —— Asks questions if nolp | __ Usually asks questions if | __ Sometimes asks _-— Seldom asks for heip. Directions is needed help is needed ‘questions if help is needed Reaction to | Frustration “Aways Keeps tying —_ Usaly Keeps trying Gives up or won't try Gets angry and lashes ‘out inappropriately Wearly alvays shows ~_ Usually shows respect —_ Shows respect Was litle or no respect Attitude respect to others toothers sometimes, but needs: for other students: improvement in this Toward Other oe Students Almost always gets | __ Usvally gets along with | __ Sometimes gets along | __ Rarely gets along with ang wth others thers with others others Very cooperative] —Usaly coparatwe | ——Can be cooperative and | _—Oisrupine Attitude rexpesttl but often | Uncooperatve Neary abaye _ealy teat tasener | noes cemindere Needs constant Toward raat a et Feeciteroetsed (If Teomee eeearie Teacher appropriate attitudes: rules and respect “ear aways Taowa | —UevatyTotows rates an | — Otten needs Tobe Weeds constant rales and behaves wonaves eopronriataly | cemiaded of appropriate | supervision in ores to aooroprately Denavir and class rules | folw the rules and Page benave appropriately Discipline Mates wise enoees —— Usually makes wise ‘choices — Does not yet make wise choices on his/her own --- Does not recognize the differences between wise and unwise choices Specific Concerns: Plans for Action: Teacher Signature: Parent Signature: ——