KIBABII UNIVERSITY
Name:DERRICK NYUTHE
Reg. No.:EDS/0007/22
School: EDUCATION AND SOCIAL SCIENCE
Unit: INTRODUCTION TO EDUCATION
Lecturer:[Link] MANASI
Course code:EDF 111
1. Discuss the complementary nature of the school and
home showing clearly:
a)the need for parent teacher cooperation.
b)challenges in securing home school Cooperation.
c) strategies for securing home school cooperation.
As far as the education of children is
concerned,the function of home and school are
complementary. The school alone cannot
discharge all the function without the cooperation
of [Link] the family influence plays a
very important part in the development of the
habits, attitude and behavior of the [Link] is,
therefore,a great need for building up, mutual as
understanding and cooperation between home
and [Link] home and school should
cooperate in actively imparting education to the
children.
Schools and home must cooperate to achieve the
aims and objectives of [Link] much
needed cooperation can be secured by the school
and by taking a number if important steps and by
organizing a number of [Link] chief
instrument of bringing the school and the home
closer to each other is the formation of parent-
teacher association. This association should meet
at least twice or thrice during a year to discuss the
progress and problems of children at home and at
school. Ways and means should be found to solve
the problems of the children and to speed up
their progress in studies.
In conclusion,for effective transmission of
knowledge to children,a concrete and cemented
relationship between a parent and a teacher must
be established.
A study done by Gary Hornby and Rayleen Lafaele
(2011) extensive literature indicated parental
involvement is advantageous for children of all
ages. The current realityis there is considerable
diversity in the type and degree of parental
involvement. Parent and teacher interactions
werefrequently shaped by differing expectations
and vested interests (Hornby & Lafaele, 2011).
Some parents experienced failure, ridicule, and
some dropped out before graduation. These
negative feelings wereprojected onto their own
children and both the parents and their children
become defensive about school. Itwasimportant for
teachers to convey to these parents, as well as to
their children, they care about their students as
individuals and they have a genuine concern for the
children’s welfare (Flynn, 2007) .
Diversity in our schools is continually growing and
as a result,language barriersare becoming more
[Link] do not speak English need
teachers to send home notices written in the
families’ native language, have interpreters
available during conferences, or use the parents’
extended families to assist in communications
between home and school (Inger,1992).Families
face barriers, too, especially those with low income
or from different cultures.
In today’s economy many parents are working one
or two jobs. Families may feel intimidated because
of a language barrier or the painful memories they
carry from their own school experience. Many
working-class and low-income families believe
school and family lie in separate realms (Kaiser &
Rasminsky, 2017).AstudybyDawson and Wymbs
(2016) identified the significance of family-school
collaboration citing the need for consistent positive
communication. Obstacles to parent-teacher
communication didnot fall solely on the shoulders
of parents. Teachers faceda number of hurdles
causing them to be reluctant to contact parents.
Teachers may fear parents will be overwhelmed.
Create a skill chart to record how SEL skills are being
incorporated at home.
Teachers can assist children and families in creating a
skill chart. For example, families may use a “Star
Chart” to monitor how often or well children
complete household chores, such as brushing their
teeth, making the bed, or putting dirty dishes in the
sink, using good manners (e.g., saying please and
thank you), completing homework, or sharing toys
with a brother or sister. This allows children and
families to monitor the child’s progress, and enables
teachers to see how families practice and promote
SEL at home.
Teachers can also acknowledge families who engage
in SEL strategies at home and perhaps even
distribute awards as a means to positively reinforce
desired behaviors and involvement in SEL.
Invite families into the classroom to observe and
actively participate in SEL Teachers are influential in
creating a classroom climate that supports family
involvement. Parents who are invited and feel
welcomed are more likely to be actively involved in
their children’s education both at home and in
school. Visiting the classroom increases parents’
knowledge of school-based instruction and increases
comfort and familiarity with teachers, classroom
routines and practices, and the SEL curriculum.
can invite parents to participate in SEL lessons or
“side by side” activities, where parents observe how
and what children are learning and practice skills
together, or to attend class celebrations and events
where students showcase SEL skills. Some SEL
programs invite families to visit and volunteer within
the classroom to observe how lessons are taught.
Parents might also observe student presentations as
a way to receive information about skills learned.
parents who participate in school based events
communicates appreciation and respect and
reinforces their involvement. It is also important to
follow up with parents who are unable to attend, for
whatever reason. Providing a summary of events and
activities for these parents, scheduling future events
at different times, and encouraging them to attend
may help them remain involved.
Effective efforts to promote home-school communication
and family involvement at home and in school comprise
four key ingredients:
• Childcentered communication that is specific to
the child; this type of communication is most likely to
engage parents, due to its personalized nature and
individual relevance.
• Constructive communication—information that
is meaningful and useful because it provides families
with practical suggestions.
• Clear and concrete guidelines and
strategies,which are most beneficial to families in
supporting children’s actual learning.
• Continual, ongoing communication, which keeps
families informed about and in sync with classroom
practices and policies, and children’s performance
and skill development.
In conclusion,these key characteristics are consistent
with critically important SEL competencies, such as
the ability to develop an accurate self-perception,
effectively communicate wants and needs, engage in
perspective-taking, and experience empathy.