Finding Time to Volunteer
According to the U.S. Department of Labor, approximately 74% of mothers and nearly 90% of fathers of school-aged children are employed and working full-time or multiple jobs (Ryan, Huth & Soo, 2013). This translates that the opportunities for parental involvement in their child’s school is limited due to full-time work. The reason both parents work may be both are career minded or they work out of necessity. Nevertheless, the fact remains more parents are working during regular school hours and this has a direct effect on volunteering at school. Throughout school history, the presence of parents interacting with their son or daughter while in school has shown to increase the child’s self-image and performance (Molina, 2013). Implementing a well-structured parental involvement strategy along with creating opportunities for positive interaction can create strong relationships between schools, families and community.
Developing a Parental Volunteer Strategy
The relationship between schools, families, and local community’s has weakened over the past decade due to overwhelming schedules of parents and students alike (Ryan et al, 2013). To nurture these three components, a commitment from each to pull together and focus their attention on the developing student’s emotional and academic needs is essential. (See figure A.). This commitment must stem from school administrators engaging with the current teachers to survey what their needs are for parent involvement. Schools need to reach out to parents to be involved at any level within the school. Retired individuals in communities need to be encouraged to volunteer their time near their local school. Last of all, local colleges and businesses need to kno...
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...ucational research journal, 49(4), 651-684. Retrieved from http://aer.sagepub.com/content/49/4/651
Ryan, A.M., Huth, M., Massman, A., Westring, A.J., Bannan, R. & D'Mello, S. (2013). Working parent friendly schools: the role of school instrumental support in work–family conflict. Community, work & family. 16(2), 164-190. doi:10.1080/13668803.2012.735482
Evans, M. P. (2013). Educating preservice teachers for family, school, and community engagement. Teaching Education. 24(2), 123-133. doi:10.1080/10476210.2013.786897
Molina, S. C. (2013). Family, school, community engagement, and partnerships: an area of continued inquiry and growth. Teaching Education. 24(2), 253-238. doi:10.1080/10476210.2013.786894
National coalition for parent involvement in education. (2014). Retrieved from National coalition for parent involvement in education (NCPIE). http://www.ncpie.org/
Because the family exists in a network of community, its members are continually communicating, negotiating, and otherwise interacting with schools and business institutions in the workplace, within the context of their cultural and community orientations (Bhola 1996). The social aspect of these relationships suggests that the development of programs and curriculum must focus on the family unit as a whole, building upon the cultural and knowledge capital of the entire family, and acknowledging gender and age power relationships within the family.
Effective partnerships between families and school emerge from a mutual trust, respect and understanding of each other’s values and goals. By maintaining such partnerships, we create a healthy environment for children to develop. All families have something unique to offer and educators need to recognize this and make the most of it by incorporating all families into the school community.
Epstein, J. (n.d.). School, Family and Community Partnerships. WGU E-Reserves. Retrieved February 28, 2011, from wgu.docutek.com.wguproxy.egloballibrary.com/eres/download.aspx?docID=33&shortname=schoolfamilycommpartnerships.pdf
I have volunteered in several community projects as I am a member of the Rotaract Club of Sunway University. I have volunteered in visiting old folks home and orphanages. But, volunteering for Kechara Soup Kitchen (KSK) is something new as I have never volunteered for any soup kitchens before. I and my team members came up with the idea of volunteering for soup kitchen as none of us has done it before and it would be a good experience for the team. Despite, Malaysia being a developed and a successful country there is still poverty exist on the other side of the country. It’s very pitiful to see these urban poor families and homeless people living in such a condition whereby they are struggling to fulfil their basic needs.
Berns, Roberta. Child, family, school, community: socialization and support. 9th ed. Belmont, CA: Wadsworth/Cengage Learning, 2013. Print.
I had to plan fun events, but also make them very inexpensive. This was an
Olsen, Glenn W., and Mary Lou Fuller. Home and school relations: teachers and parents working together. 4th ed. Boston: Pearson, 2012. Print.
At this center, the teachers have the tools to assess each child and the parents are interested in knowing the strengths and supports their child needs. The article Understanding Families, states that there should be “opportunities for families to discuss their beliefs about their children, what they want for their children, and how they support their children’s development” (Christian, 7). As conferences occur every 6 months, parents also communicate with the school and teachers via email and during drop off and pick up times. Another great example of parent communication is in the article Building Bridges from School to Home.
Research shows that when schools, families and communities get involved and work with one another, students will benefit. Those partnerships between schools, families and communities help to create safer school environments, encourages community service, improves the academic skills of students as well as achieving other goals for the students, and can strengthen parenting skills. With more communication and and teamwork, both sides gain more support. Since the community financially supports the schools through their taxes, they have the right to know what is happening in the schools. When schools communicate with the families of students and the community as a whole, it is important that they do so respectfully while keeping in mind that the community is culturally diverse; not everyone is the
It is very important that schools and other education programs support family engagement in the child’s learning process. This review will examine the literature surrounding parental involvement in early childhood education specifically those looking at all ethnic and socioeconomic backgrounds.
Parents who have had negative experiences in education may feel less inclined to be involved in their children’s education (Salend, 2015, pg. 178). LaRocque, Kleiman, and Darling (2011) identified parental involvement as a vital key in student success (pg. 117). If families feel uncomfortable because of prior discrimination or experiences with school, it can decrease parental involvement (Salend, 2015, pg. 178). In order to remedy these problems, schools can try a variety of solutions. Salend (2015) suggests inviting important extended family members to school events (pg. 178). This could help involve the patriarchs and matriarchs of the family and gain trust. Educators should try to address the elders first in order to show mutual respect. In addition to showing respect on a personal level, schools can gain trust by displaying respect in other ways. Making school facilities available for community activities makes the area seem more accessible and welcoming. It can also help parents build more positive experiences with the educational system and overcome the negative experiences. Furthermore, schools should decorate with various cultures in mind (Salend, 2015, pg. 178). Ultimately, if schools strive to create a more positive experience for families, they can better relate with one
A teacher today needs to have an ability to relate to and create partnerships not with their students, but also families, administrators and other professionals. This ensures that all persons involved with the education of the student are on the same page. All involved then work in harmony and help each other achieve the common goal of educating the student in the best possible way for the best possible result. (Wesley, 1998, p 80)
Thousands of homeless animals are looking for forever homes in America. Volunteering is a great way to give to your community and socialize the animals at the shelters. Working with dogs and cats that have not had good starts in their lives helps them trust again. It helps animals get over the trauma they have had before they went to the shelter. Socializing makes the animal more adoptable and they are given a chance to get forever homes. Volunteer at your local humane society 's and help out the animals like I have worked with in shelters.
Parent involvement is one of the most influential aspects of student motivation. The parents are the initial teachers of the child before the child goes to school and encounters education through a teacher. If a parent is completely engaged in the learning process with a child, there can be growth between the child and the parent simultaneously. The parents set an example for the child, so that the child understands that help is in the classroom and at home. Alma Wright, a first and second grade teacher, believes that parents in the classroom are a good way to stimulate children. She says, “Their active participation is a positive influence. The school is open for parents to share their talents and motivate their children” (Drew, Olds, and Olds, 1974, p. 71).
Discussions continue about improving the U.S. public education system. One question which is frequently overlooked is: What is the role of parents in education?