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Parents, Family and Community Connections Statement

Parents and teachers form the two groups that have the largest impact and time spent in

children’s lives. Because of this shared impact, it is critical that these two groups form a

relationship of collaboration for student success. Mutual respect, the ability to listen, and lots of

communication form the basis for this solid relationship (Greenberg, 2002). One of the ways

that I foster this relationship and keep communication open with parents is through letters that

are sent home, such as this newsletter. Through these letters, I can highlight things that are

happening in the classroom, remind parents of important dates, and keep the door open for

communication back to me with any questions or concerns. A strong relationship between

parents, teachers, and other members of the community helps students be more successful in the

classroom and also provides for unique learning opportunities.

When children feel that they are valued and worthy of our time and attention, they pass

along this care and cooperation to others throughout their lives (Fields, Meritt, & Fields, 2014).

Showing students this value, care, and respect starts with examples from schools and families,

demonstrating clear cooperation and communication between both parties. Through frequent

letters home, calls, emails, and other communication methods, I can continue to establish that

bridge with parents and demonstrate to my students that their work and effort in my classroom is

valuable and worth celebrating and discussing together.

When I am able to establish clear modes of communication and collaboration with

families and the community, student learning benefits as well. As Charles (2011) states, “Input,

support, follow-through, and backup from parents and other adults strengthen the likelihood of

success” (p. 167). This kind of success depends on me continually reaching out with ongoing

and consistent communication. I don’t just send a note home once in a while, but I also call
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parents, send emails, and text messages through apps like Remind, allowing me to share student

successes as well as communicate possible areas for improvement and collaborate to find

solutions.

Families and other adults in the community also provide a vast resource to utilize for

unique learning opportunities in the classroom. Instead of just having my own experiences and

knowledge base to share with students, I can pull from a large pool of occupations, knowledge

bases, and perspectives to share with students. Perrone (1991) states, “through their interaction

with these additional adults, students can enlarge their interests and come in contact with a far

broader range of occupations and lifestyles than would otherwise be the case” (p. 40). I try to

utilize other adults from families and the community whenever possible in my classroom. I’ve

had parents share about their travels to other countries during our continent studies, Skyped with

scientists from the community to share their experiences living in Antarctica, and had fishermen

and members of the community come to the classroom to teach us how to fillet, and smoke

salmon. All of these experiences allow students to see a new perspective and enrich their

learning through a multi-faceted experience.

Parents, family, and community connection must start with clear communication and a

solid relationship of respect and collaboration to benefit student learning and engagement. These

bridges must be built through methods of communication such the newsletters I send home,

consistent emails and phone calls, as well as the benefit of technological apps such as text-based

communication methods. These connections help to form a basis of collaboration and new

learning opportunities for students in the classroom.

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Resources

Charles, C.M. (2011). Building classroom discipline (10th ed). Boston, MA: Pearson.

Fields, M.V., Meritt, P.A., & Fields, D.M. (2014). Constructive guidance and discipline: Birth to

age eight (6th ed.). Boston, MA: Pearson.

Greenberg, P. (2002). The home school connection. Scholastic Parent & Child, 10, 42-46.

Retrieved from ProQuest.

Molden, S.A. (2016) Teacher and parent perceptions and preferences regarding effective school

to home communication (Order No. 10100537). Available from Education Database.

Retrieved from ProQuest.

Perrone, V. (1991). A letter to teachers: Reflections on schooling and the art of teaching. San

Francisco, CA: Jossey-Bass Publishers.