PSED 17

Name: Christine Elizabeth M. Capiral

1. How has the definition of family evolved?
In human context, a family (from Latin: familia) is a group of people affiliated by consanguinity (by
recognized birth), affinity (by marriage), or co-residence/shared consumption (see Nurture kinship). Members of the
immediate family may include a spouse, parent, brother and sister, and son and daughter. Members of the extended
family may include grandparent, aunt, uncle, cousin, nephew and niece, or sibling-in-law. In most societies the
family is the principal institution for the socialization of children. As the basic unit for raising children,
anthropologists most generally classify family organization as matrifocal (a mother and her children); conjugal (a
husband, his wife, and children; also called nuclear family); avuncular (for example a brother, his sister, and her
children); or extended family in which parent.
Over the years, we can see that there have been radical changes in the concept of family. We have
gone from a time when the family had clearly defined gender roles; men as the head of the household and bread-
winner, women stayed at home as the home-maker and child-carer. Inaccessibility of transport meant that many
generations of families lived nearby often under the same roof. The women shared in the household tasks which
were laborious, time-consuming and done by hand. Furthermore, children dying of ill-health were a relatively
common occurrence. Over the years technology made household tasks less time consuming and travel less daunting.
Education shifted perspectives and increased opportunities in employment. Improved contraception has lowered
the number of children being born into families although health-care advances have meant that the vast majority of
these children live to see adulthood. Legislative changes recognized women as equal to men. While at the same
time, the mass media permeated and now dominates all aspects of family life to the point where our concept of
family is no longer based on reality but on hyper-real imitations.
2. Describe the various types of families in the present times. Why it is important for the teacher to become
aware of the current family types or situations of the students?
Nuclear Family: Also called a conjugal family, this is the parents and their children living in the same
residence or sharing the closest bonds.
Extended Family: This type of family includes all relatives in close proximity, such as grandparents,
aunts, uncles, and cousins. In a family household that is extended, these relatives typically live together and all share
daily household duties. This type of family is also called a joint family or multigenerational family depending on
which members are included.
Complex Family: This type of extended family has three or more adults plus their children. This type of
family may be formed through divorce and remarriage, or it may be formed through polygamy in societies where
that practice is acceptable. Some families may be complex even without formal legal bonds between the adults.
Step Family: This is a family where the adults have divorced and remarried, bringing children from
other unions together to form a new nuclear family. The children may come from several different parents or be on
one or both sides of the new union.
Traditional Family: This is a family unit defined in the classic sense as the father working outside the
home to support the members financially, while the mother remains at home and tends to domestic duties and
child-rearing. This strict definition of family is less and less common in modern society.
Adopted Family: This type of family shares legal bonds but not genetic ones. Two parents may adopt a
child to whom they share no blood relationship, or one parent may adopt the child of the other parent. Adopted
families can also be defined in an emotional or spiritual sense where no formal legal bonds are present.
Foster Family: A foster family includes one or more adult parent who serves as a temporary guardian
for one or more children to whom they may or may not be biologically related. In time, more formal arrangements
may be made and foster children can be legally adopted.

When teachers understand families and communicate and build relationships with them, students
benefit. Many studies confirm that strong parentteacher relationships relate to positive student
outcomes for students, such as healthy social development, high student achievement, and high
rates of college enrollment. Thus, by giving teachers the support they need to work with families,
teacher education programs can have an even greater impact on student achievement.The teachers
should collect comprehensive information about families and make meaning of it, they may glean a
better understanding of where to reach families, whom to contact, what issues the families are
facing, and what potential barriers exist to their involvement. Through this deeper understanding,
outreach has the potential to become more individualized and targeted, in effect yielding stronger
parental responses.

3. What is home-school relationship? What do studies/ researches say about home school relationship?
In the early childhood years, the homeschool relationship refers to the formal and informal
connections between families and their young childrens educational settings.
Researchers have evidence for the positive effects of parent involvement on children, families, and
school when schools and parents continuously support and encourage the children's learning and
development (Eccles& Harold, 1993; Illinois State Board of Education, 1993). According to Henderson and
Berla (1994), "the most accurate predictor of a student's achievement in school is not income or social
status but the extent to which that student's family is able to:
Create a home environment that encourages learning
Express high (but not unrealistic) expectations for their children's achievement and future careers
Become involved in their children's education at school and in the community

4. How can be the school involves families in the schooling of their children?
School can demonstrate a commitment and involve parents by ensuring that:
School policies and procedures including updates are shared with parents
Parents are made aware of the aims and teaching approaches of the
school and how the curriculum is delivered The different background, needs and circumstances
of all pupils and
their families are sensitively supported Advice is given on how to help with childrens learning
Regular child progress reports are provided with updates as required.
Separated parents each receive communicate from the school and are equally included
All written and telephone enquiries are responded to quickly
Parents are contacted for positive as well as negative reasons about
their child

5. Discuss the attitudes or ideas of teachers that are conducive to forming a partnership with families?

Do create a partnership with parents
A partnership implies that all parties work together as equals with specific rights and
responsibilities toward a common goal. Each party contributes his own specific skills and knowledge toward
meeting the objectives.
Unfortunately, much home/school communication is one-sided and school-directed. Information is
shared but power is not shared. This approach is not conducive to creating a genuine partnership.
The great majority of home/school crises (and lawsuits!) are a direct result of poor communication.
Do be positive
In most families, a phone call or note from a teacher automatically indicates bad news related to the
child's behavior or performance. You can prevent this from occurring by making "sunshine calls" on
occasion. Simply drop the parent a note or give them a call when a child pleases (or surprises!) you with
positive behavior or progress.

Do encourage dialogue
When you send a note home with the child, put a space at the end for the parent's signature to
indicate that she received it. But also put a small space for the parent to make a comment.
Do start (and continue) a monthly or bi-weekly classroom newsletter for parents
Initially, these may seem overly time consuming but it is well worth your time and effort. Ultimately, it will
save the teacher considerable time because it prevents 32 phone calls asking what time the Monday field
trip to the zoo will return or the date of the class picture

Do send weekly work folders home
Teachers who consistently compile work folders and send them home (via the student) each Friday,
report a significant improvement in home/school communication and cooperation. Many families use the
folders as a weekly ritual where they review the work with their child and reinforce the child's effort and
progress.

Don't let situations fester
Communicate with parents during the initial phases of a brewing crisis. Contact them to discuss the child if
you observe a significant change in his behavior performance or attitude. Don't wait until a full-blown crisis
occurs before consulting with the homefront.

Do handle conflicts effectively
These conflicts and disagreements are, unfortunately, inevitable because of the critical nature of the
parent/school relationship. When a conflict arises and has been resolved, wipe the slate clean. Let it go.
Move on and try to rebuild the partnership and trust that you had previously shared with the parent.
During a conflict, the professional must be sure to focus on the best interest of the child. Separate
the person from the problem. Don't allow "adult agendas" or clashing egos to impact on your decisions.
Never let a parent/teacher disagreement modify your treatment of the child.
Never hesitate to use "trial periods". If you will be trying a new approach, inform the parent that
you will be evaluating the child's response on an ongoing basis to determine the effectiveness and viability
of the strategy.

Don't be overly judgmental
You may find yourself dealing with a family whose attitudes, values and dynamics are at variance with yours.
As a professional, you should respect that family's "culture" even if you are not in agreement with it.

Don't attempt to defend the indefensible
There may come a situation where you, a colleague or "the system" makes a mistake. Considering the
myriad responsibilities that we all have, such situations are pretty much inevitable.
Do not become defensive or argumentative when faced with such a situation. Do not attempt to construct a
defense with a series of excuses or rationales. This approach only serves to anger the parent and weakens
the partnership.
Merely apologize for the error and express your regret for the situation. Outline steps that will be taken to
prevent a re-occurrence. Even the most upset parent will generally respond well to this approach. Sincere
apologies are not a reflection of weakness or incompetence. Rather, they reflect strength and confidence.

Don't view the parent too narrowlyor judgmentally
Suppose that you have a special education student, Jessica, in your class. Her mom is named Amanda.
Therefore, your relationship with Amanda is based solely on her role as Jessica's mom.
But Amanda has other roles in her life beyond being Jessica's mom. She's also a wife, a daughter, a sister, an
in-law, a neighbor, a friend, an employee, etc., etc., etc. Each of these roles requires Amanda's time and
attention. Perhaps her mom is chronically ill, her job is at peak season, she is re-doing her kitchen and her
dog died this morning. These situations impact significantly on her. Being Jessica's mom is not her solitary
responsibility albeit it is a very important one.
Be mindful of this when Amanda fails to immediately return your phone call, forget to come to the
scheduled classroom conference or is not able to make brownies for the Bake Sale.

Give her a break!
Do keep the "balance of power" equitable
In any effective, functioning partnerships, the power is shared equally and appropriately.
In the teacher/parent partnership it is important to remain mindful that both parties have areas of unique
knowledge and skill. The parents are well versed in their child's long-term developmental history (physical,
medical and social), his interests and affinities and his lifestyle. The teacher has knowledge of teaching and
assessment strategies, school policies and procedures and the child's school performance.
Share this knowledge and perspective in a collaborative manner. According to Special Education Law, this
partnership is mandated.




Do create a parent-friendly and welcoming environment in your classroom and throughout the
school building
Ask the principal to post "Welcome to our School" signs, as well as maps and clear instructions and
directions. Some schools have even created "Parent Waiting Rooms" for parent visitors with coffee, soft
drinks and a parent lending library.
Schools have initiated bi-monthly "Family Nights" where student families and staff families gather for a
potluck supper, entertainment or a movie. Other creative ideas include school wide mural projects,
community gardens, family litter patrols, playground construction projects and family talent shows. Faculty
attendance at such events should be strongly encouraged.
Many teachers publish their classroom newsletter via email. Beware, however, that a "digital divide" exists
in many American communities and some parents may not have access to electronic mail or the Internet.

6. Cite specific strategies that are necessary in laying the foundation for a parent- teacher partnership
Laying the foundation for this relationship begins with a vision. Teachers must see parents as
partners in the education of their children. Making this vision a reality requires the teachers
sensitivity to and understanding of the dynamics of this relationship. Teachers must strive to meet
parents at their level of need and respond to them with warmth, mutual respect, and
understanding.
The teacher must possess a non-judgemental attitude toward families and work towards eliminating
barriers that have hindered home-school relationships throughout the years. Teachers must take
the initiative and responsibility to develop effective partnerships. Teachers must not only motivate
the parents, but also plan opportunities for their successful involvement. as a supportive foundation
for learning. For the most part parents know their children best and want their children to succeed
Teachers must take the first step and find out how parents would like to be involved
(questionnaires, home visits, & conferences). Parents must view their participation as meaningful
and recognize the impact it has on their child's education and development. Parents become
motivated when the involvement is family focused and incorporates what they view as important in
the life of their child, not just what the professional views.
Teachers must make the vision a reality. They must strive to motivate parents and continually
facilitate the development of effective home-school relationships by providing parents with well-
planned, meaningful opportunities for involvement.

7. Discuss steps in establishing partnership with parents prior to the childs entrance to school
It is very important that, at the beginning of the school year, both teachers and family members
understand how information will be shared between home and school, and to understand how
concerns and problems will be handled. It is also important for families and professionals to know
what to expect from one another.
Get to know your childs program; plan to visit your childs classroom frequently, i.e., at least 2 or 3
times a month.
Have regular informal meetings with professionals, e.g., teachers, itinerant specialists, 1:1 aides and
other staff. To help you remember everything you want to discuss, write down all your questions
and concerns you want to share with them.
Remember not to be afraid to openly ask questions and to expect answers.
Ask the teachers for your childs daily schedule and for information on how this is implemented to
accomplish established goals and objectives.
Create a daily journal for sharing written comments and concerns on a daily basis from home to
school and school to home. A binder with your childs name is a simple tool to use for this
communication.
Create a parents board in your childs classroom to post important information.
Be available to participate in and volunteer for school activities.
Whenever possible, make yourself available by phone for any last minute things.
Check your childs backpack for important information.
Network with other family members to communicate and share important information.
Understand that it is important to make the commitment to follow through on any methods that are
decided on to maintain the connection and a good relationship between home and school.

8. Give various ways by which the teachers can communicate with parents about school activities and their
Children
Use Registration Time to Build a Foundation
Begin the school year by meeting some of my parents during registration, before school begins. This is
the first time to meet the students and their parents/guardians. Since first impressions are lasting
impressions, make sure the classroom is warm and welcoming.
In addition to the paperwork and fees related to registering, parents receive their childs schedule and
visit their classes. This is the chance to meet the parents and get email addresses and phone numbers..

Create Detailed Student Information Sheets
On the first day of class, ask student to send home student information sheets that ask for basic
information: name of students and parents, address, numbers for home, work place, email addresses if
applicable. A copy of the students schedule is on the front of this form also, so if you ever need to locate
that student during the school day, you can immediately see where he or she is and who are the person to
be contact.

Send Out Parent Surveys
Two to three weeks after school starts, send a parent survey home. The survey asks questions such as:
-What was your child like as a baby?
-What are your childs strengths and weaknesses?
-What does your child do in his spare time?

This information helps us get to know each student as a person and learner. It's also useful when planning
lessons. Even though parents are just as busy as teachers, they eagerly take the time to write as much
information about their child as they can.

Contact Them With Good News Regularly
Make commendation calls or emails regularly and every year set a goal to do them more often. So much
time is devoted to students who are not doing what they are supposed to that students who perform well
do not receive adequate praise. Parents are so pleased and sometimes shocked when you call and say, It is
such a pleasure to have Brian in my classroom.

Plan a Writing Night
Besides the common methods of communicating with parents, plan a Writing Night each semester as a fun
way to share my curriculum and give parents a peek into our classroom. Choose an evening (after work for
parents) for your event. An hour or even 45 minutes will probably be plenty of time to have some fun with
this.
- Send invitations (for parents and students) via your newsletter, special send-homes, emails or your Web
site. Provide snacks, everyone loves to eat.
- Set discussion ideas: different types of writing the students work on throughout the year: narrative,
expository, descriptive, and persuasive, Six-Trait model, etc. View and discuss strong and weak examples of
papers (do not use students papers from that school year).
- Explain how you conduct writing conferences. Offer suggestions on how parents can encourage their child
to write.
- Have an interactive activity for parents and students to complete together. For example, you could have
the parent and student analyze the strengths and weaknesses in a piece of writing and how would they
correct it. Take questions.

Utilize Technology Whenever Possible
Parents and teachers both are extremely busy, so the use of technology to stay in touch (emails, Web page,
homework hotline, and our parent portal that allows them to access student grades via a computer). Of
course, not all parents have access to technology, so provide the same information in different written
formats.
- Creating a Web Site: It doesnt have to be fancy. A basic Web site that includes the following: important
numbers; email address short biography of myself and picture; overall explanation of what will be taught;
importance of notebook and agenda homework policy; grading system; tutoring after school; supply list;
expectations/goals; suggestions for reinforcing student learning in language arts and reading; pictures; and
helpful Web sites.
Some teachers include a lot more information on their Web sites and update them daily
- Publishing a Pamphlet: If you're not able to manage a Web site, you can always use the traditional
newsletter or pamphlet created with Microsoft Publisher. Distribute this version to parents during Open
House.
- Sending Emails: Email homework/project assignment for a particular week on the Friday before.

Establish an Open Door Policy
In order to stay in touch with parents, look for other ways to get them to stop by. For example, they are
welcome to come in and observe teaching.

Intervene Via Parent Conferences
.When planning conferences, try to be as flexible as possible since some parents can only meet in the
mornings or after school.


9. Describe how parent-teacher conferences should be conducted
#1) the point of a conference is not to display the student's current averaged grade, point out missing
assignments or contrive ways to achieve/maintain a particular grade. There are better ways to keep track of
grades--which should largely be the student's responsibility by middle school, anyway. If the only reason we
hold conferences is to talk about grades, then teachers are complicit in elevating grades over learning. If a
parent leaves a conference with a list of grades and nothing else, it's wasted time.

#2) Conferences are an opportunity for two-way communication. They're not merely a stage for teachers to
give parents information on classroom performance, although many teachers do just that. Conferences are
also a place for parents to tell teachers things about their child: How he likes to learn. What she says about
the class at home. How he enjoys spending free time. What she says about other students in the class. After
a good conference, both the parent and teacher know more about how things could be better.

#3) A conference with parties sitting on either side of a table or desk reinforces hierarchies. Figure out
comfortable seating with no barriers. Making parents queue up outside your door--or sit in little tiny chairs--
is neither efficient nor courteous. If Disneyland can figure out how to expedite lines and take turns, so can
schools.

#4) If a parent seems to be exaggerating, there's an underlying message. (My child sits at the table every
night for three hours, doing homework!) If a teacher seems to be testy, or resistant (I only give 15 minutes
of homework per night!)--a different message. Somewhere between the two claims is truth--but finding it
will take some clarifying questions. Is the student unwilling to admit he doesn't understand something? Is
the teacher tied to unnecessary homework? It's hard to ask uncomfortable questions. Do it anyway.

#5) Teachers should share stories about what each student does in class. This might involve an artifact as
evidence of learning (an essay, project, lab report or even a test), but sharing narratives of kids' behavior as
learners is essential. Invite parents to tell stories about the child's use of math, language, logic, or music at
home.

One of the most heart-warming observations I heard as a parent was when my son's 8th grade English
teacher showed us sketches of cars Alex drew in his journal during free-writing. "Aren't these cool?" he said.
"Someday that boy's going to work in the automotive industry." What that told us: He's paying attention to
Alex. He knows Alex, and values Alex's interests.

#6) Ask parents how they want to stay in touch about important things (not reporting a weekly running
grade). Open that channel by sending a quick initial e-mail or calling. The conference should merely be the
first contact, the open door. Even if you never use the channel, it's there.

#7) Most parents come to conferences to get a deeper sense of who's spending time with their kids. Tell
them the truth.