Parents are People Too

Peggy Davenport, M.Ed.

Have you ever heard it said (or even thought it yourself) that teaching your class would be okay if you didn't have to contend with parents? Laughable, isn't it? But what we REALLY mean is that we wish parents would comply with everything we say to and require of their children, OUR students. We don't want to take the time to answer questions or explain ourselves. We don't want the hassle of dealing with discipline problems or special learning difficulties. We cringe when parents question our methods or ask to observe. Why, what's the matter now? What have I done wrong? What are they going to criticize this time? But wait, teachers - parents are people too! They have good ideas, and they are interested and concerned about the education of their children.

Parents are teachers themselves. They've been teachers from the day a child first entered their home. And they're teachers from the first thing in the morning 'til the last child is tucked in at night. They teach children of all ages and must constantly be learning what the next phase is all about. So, classroom teachers, please don't underestimate the parents of your students. Rather, listen to parents; gather their ideas; learn from them.

Here are a few workable ideas for improving teacher-parent communication and including parents in the education of their children.

Include parents as resource people for special topics of study. Of course, to include the parents in this way, you must find out about them, their jobs, and their hobbies. Student records will give some information, but talking to your students and to their parents, taking time with them, or even visiting in their homes will give you the greatest insights of all. One year I had represented among my parents a photographer, a former missionary to South Africa, a bird-watcher, a puppeteer, a nurse, a teacher of sign language, an engineer, a banjo player, and even a chimney sweep! Imagine the possible special speakers from this group! The kids proudly introduced their parents to the class, making the parents a vital part of the curriculum. What terrific rapport it builds between teacher, parent, and student!

Invite parents to the classroom or to class activities. If an event, project, or activity is important to you and your students, then it will be important to the parents too. My students invited their parents to see skits, student inventions, insect collections, and class concerts. I used these opportunities to incorporate artwork and writing skills as I directed my students to make special invitations for their parents. Each invitation was unique, sincere, and special.

Put all classroom requirements and information in written form. Parents want to know what you expect of their children - and they need to receive the message "straight from the horse's mouth!" You teachers know how often you give instructions and how some kids invariably get things mixed up. Well, parents know this too, so provide parents with facts that can help them teach their children to finish the job and to be more responsible. I sent a weekly newsletter home to my parents. This letter was friendly and informative. It included tidbits about events of the past week (complete with funny occurrences and student reactions) as well as a list of upcoming tests and projects. The letters were gentle reminders, yes, but communicators too, freeing me from many telephone conversations.

Another type of written information that proved to be helpful to parents, students, and to me was my ever present requirement sheet regarding projects. I didn't rely on my students; oral communication regarding what I was expecting of them. I wrote it all down! I included the name of the project, a concise description, the due date, examples, and special dos and don'ts.

Study sheets for tests were another form of written communication that my parents and students found helpful. To prepare the study sheet, I included many questions on the topics to be tested. As part of their homework assignment, the students completed the answers for a section of questions. Then the next day in class, we checked the answers together and corrected any mistakes. I assigned no grade to these study sheets, but gave full credit for completing the assignment. At the conclusion of the chapter, the study sheet served as a concise but accurate way for parents to quiz their children on the material for the test. Parents and students were thankful for this special tool.

Finally, be approachable. Through your manner, your body language, and your methods, communicate to the parents of your students that you love teaching and that you are truly interested in serving them and their children. A simple way of showing this enthusiasm and concern is to provide some space for parents' questions and comments on the students' weekly take-home folders. I saw with my own children this year a striking contrast. Each Friday, one teacher sent a folder filled with my child's papers from that week. On the back of the folder was a narrow line with space enough for only my signature and the date. The teacher for my other child also sent home a weekly progress folder. On the back of this folder, there was room for my signature, the date, and a long space in between for my questions or comments. I wrote something to that teacher EVERY week - things like Jennifer loved that new song about the six little ducks; Jennifer's daddy was so impressed that she could write and spell dad; I thrilled at having my daughter read to me! Thank you! I felt like I was talking to this teacher every week, though I didn't actually talk with her. We both were encouraged through this "dialogue."

You see, parents are people too - the most important people in the lives of your students. It's the parents that are ultimately responsible for the education of their children. It's the teachers that are the special, important tools involved in the accomplishment of good education. Teachers shouldn't be intimidated by parents, and parents shouldn't be intimidated by teachers. We're not to oppose, but rather to support each other. We're a team, a cooperative team, necessary for the education of these children to the glory of the Lord. Are you willing to get to know parents and to include them in your teaching plans?

Reprinted from Balance, a publication of the School of Education, Bob Jones University. Used with permission of Bob Jones University. Please write BJU Press, for permission to reproduce this article.