Collaboration can indeed be an effective tool when it comes to working with families in the educational setting. When parents and teachers collaborate, they can share valuable insights and information about the child's family dynamics, interests, strengths, and challenges. This collaborative approach fosters a positive relationship between the family and the school, leading to better outcomes for the child. Parents should share relevant information with teachers about their family structure, cultural background, and any significant events or changes that may impact their child's education. This could include details about siblings, household routines, parenting styles, and any special considerations or accommodations that may be needed. By …show more content…
This includes sharing information about the child's learning style, preferences, and any strategies or interventions that have been successful in the past. Parents should also advocate for their child's needs and preferences, ensuring that the IEP accurately reflects the child's unique strengths and challenges. As for my own experiences working with families, I have had both positive and negative experiences. On the positive side, I have worked with families who are actively engaged in their child's education, willing to collaborate with teachers, and advocate for their child's needs. These collaborations have led to meaningful improvements in the child's academic progress and overall well-being. However, I have also encountered challenges when working with families who are not as involved or communicative. In some cases, language barriers, cultural differences, or personal circumstances may hinder effective collaboration between the family and the school. In these situations, building trust and rapport with the family is essential to fostering a positive relationship and supporting the child's needs
IEP Development. In developing the IEP, the team should determine the child’s present level of academic achievement and functional performance and project whether any additions or modifications to the instruction or services are necessary to enable the child to meet measurable annual goals and to participate, as appropriate, in the general education curriculum. IDEA requires that the team considers the student’s strengths; parents’ concerns; evaluation results; and academic, functional, and developmental needs of the student. The IEP team must also consider individual circumstances. One special consideration is whether the student’s behavior impedes that student’s learning or the learning of other students. If so, the IEP team must consider the use of positive behavior interventions and supports (PBIS), and other strategies, to address the behavior.
Most parents know, or at least have a general understanding of the environment or atmosphere that their student needs be in to succeed. The district encourages that parental input be given to the IEP team during a multi-disciplinary meetings, and always tries to take that input into consideration. However, sometimes what the parent wants is not always in line with the student’s ability level, and the IEP team will try to find a compromise, or even offer trial periods to evaluate progress and behavior (S. Cummings, personal communication, November 12th, 2015).
A great deal of consideration needs to go into preparing a child for the change that occurs when going from a home/child care atmosphere into a school environment. The Teacher needs to consider the child in its entirety throughout the changeover to scholarly activities. This must include the child’s physical readiness, socio-emotional, and cognitive abilities for learning. It is equally essential to discover ways in which to involve the children's first and most important teachers, their families. The families have the most information about their child's strengths, weaknesses as well as the challenges the child faces. Being able to communicate with the families is vital to teachers in collecting in depth information about their students in order to be better equipped to meet the needs of the children.
Teachers have a significant role with the children; they are their leader in learning and development. Teachers have to plan effectively so the students will be able to learn and grow from the different activity’s this it why it is important that teacher take the responsibility and know the goals of the programs and their curriculum so they can plan accordingly. Establishing reciprocal relations with the parents of a child are important. Teacher should seek to know more about the families and their culture. With this information’s teachers are able to enhance the curriculum. Communication is the key when it comes to relationships with
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.
...orking collaboratively with families is to be patient understanding. Do not assume their unwillingness is because they do not want to help their child. I would also say that it is important for them to keep communication open make an effort to include the parents. “ Take the initiative to a establish coequal relationship. Don’t be discouraged by limited initial success.” (Oslens & Fuller 2012, p 128.)
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.
Article Review #3 Communication between a classroom teacher and a student’s family is imperative to that student’s academic success. The article, Communicating with Families Across Cultures: An Investigation of Teacher Perceptions and Practices by Jody L. Eberly, Arti Joshi, and Jean Konzal is based on a study of a group of culturally diverse teachers and discusses methods they discovered to overcome common cultural misconceptions to facilitate improved communication with students and their families. Culture is not just based on race but also includes ethnicity, economics, religion, education of the parents, and many other variances. It is possible to have a culture within a culture.
There are many things that need to be included in an IEP. There are the obvious things like the students name and identifying information. Also, the date that the special services will begin, where the services will be delivered, and the duration to which these services will extend. Places to which these services can be administered include schools, homes, and/or hospitals. The age for which services can begin are at the age of 3 and end at the age of 21. Another thing that will be included in the IEP is a statement of the child’s present academic achievement and functional performance. This may include how the child’s disability affects his/her performance in the general education classroom, or how a child may be unable to participate in certain activities. After identifying the child’s problems in the general education curriculum, goals can be put into place. These goals include both academic and functional goals that are designed to allow the child to progress in the general education curriculum. There must also be assessment information in the IEP. This information includes
Many times, teachers will make the mistake of pre-judging families from different cultures and misunderstand their communication styles and value systems. In order to prevent such misunderstandings, teachers should not be afraid to step outside of their own culture bubble in an effort to comprehend differences between their own culture and these parents. When interacting with parents, teachers should also embrace the commonalities between the cultures. Everyone deals with work, school, relationships, communication, and life in general. I am a Black man, going to school, raising a family and working, just like one of my friends, who is a Native-American. Often times, the things we see as divisions can actually bring us
In society today, we are working with families and children are more diverse than ever. We are servicing families and children from so many different traditions, beliefs and values. Every family has their own stories. We will find that families and children
Today’s school climate demands collaboration, teachers can no longer work in isolation. Why? Collaboration can be defined as, “teams of teachers who work interdependently to achieve common goals – goals linked to the purpose of learning for all – for which members are held mutually accountable” (DuFour, DuFour, & Eaker, 2004, p. ). Handy ( ) stated that people who collaborate learn from each other and create synergy. Futernick (2007) “after surveying 2,000 current and former teachers in California, concluded that teachers felt greater personal satisfaction when they believed in their own efficacy, were involved in decision making, and established strong collegial relationships. What are the benefits of teacher collaboration?
We spoke about the important people in the classroom which includes the child’s family, the child, and the teacher. The family is not physically present in the classroom each day. However, the children are products of their home environment, and the relationships
She believes some of the challenges contemporary families are facing are the economy, healthcare, loss of employment, lack of basic necessities, and broken homes. Despite these challenges, schools and families can work together to make schools stronger by creating a positive learning environment and show the student that they are there to help the student in any way possible. She also states that it is important for the teacher and parent(s) to be on the same page and support each other in regards to learning styles and techniques.
There are many benefits to teachings having a good relationship with the student’s family, guardian, or parents. Teachers should begin the school year with building positive relationships with the student’s families. In the book it mentions that there is ongoing research that indicates the benefits of family involvement in children’s education. Some of these benefits mentioned were children earning higher grades, tend to have better attendance, have higher rates of homework completion, and are more motivated and have positive attitudes towards school. Through the reading it also emphasizes on the increase in family involvement in children’s education will result in a decrease in students participating in substance abuse and violence. Students