Procedures for improving home and school relations in the elementary schools PDF
Preview Procedures for improving home and school relations in the elementary schools
PROCEDURES FOR IMPROVING HOME AND SCHOOL RELATIONS IN THE ELEMENTARY SCHOOLS A Project Presented to the Faculty of the School of Education The University of Southern California In Partial Fulfillment of the Requirements for the Degree Master of Science in Education by James Durward Harper September 1950 UMi Number: EP46345 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation pytftsMng UMI EP46345 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 4 'SV £ ■ This project report, written under the direction of the candidate’s adviser and approved by him, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Master of Science in Education. .3/,. /f.A. Date. Adviser <CL~0l.'SU' Dean ii PREFACE The question of how to make the school function more effectively as an integral part of community life is one that is receiving more and more the attention of teachers, parents, and school administrators. If ever ed ucation is to meet the needs of our complex society, and bridge the gap between what we know should be done, and what is being done as evidenced by the products of our schools, it will require better understanding of the aims and ends of education on the part of these three groups as well as a coordinated method of accomplishing these objectives• One of the areas where improvement can be made appears to lie in the relationship between parents and teachers. For too long this has been an area of misunder standing and contention instead of a field of cooperative attack upon the problems of education. Either the parents have not been able to understand the problems of the teachers or the teachers have not met them half way in attempting to interpret their methods and objectives. Between the two are the children who grope their way through the formative years of their lives instead of progressing under skillful guidance that would come from the best type of parent teacher cooperation. The first chapter deals with this iii problem, and attempts to suggest a program that will help bring about a better understanding between parents and teachers. Another area in which the work of the school loses some of its effectiveness lies in the relationship of the parent and child. In this age of working mothers, many children are denied the skillful care and affection of the mother in the home. Baby sitters and nursery schools are substituting for mothers during the critical years of children’s lives when only the mother can answer their needs. Further, many mothers either through ignorance or some other reasons, fail to give their children the kind of training at home that prepares them for successful school life. Consequently, much of the work of the school is devoted to overcoming the social attitudes and emotional problems of children instead of giving them training in skills to meet the practical problems of every day life. The second chapter offers some suggestions to parents that are helpful in establishing and maintaining better relations between parent and child and in preventing some of the mal adjustments that interfere with the school work of the child. The third chapter outlines some activities which will bring parents into closer relation with the school, iv and indicate some ways in which they can work to supple ment its program. Many parents do not realize their.poten tialities for implementing the educational program. Admin istrators and teachers have not taken full advantage of the opportunity to enrich school life through wise parent participation. Parents who are interested in improving the educational opportunities of their children may find chapter three helpful. The objectives of home and school are much the same. The problem is to get the two institutions to in telligently work together for the achievement of their pur pose. It is not enough for the parents to,just know the teachers, to have a few teas with them during the year, or to visit their classrooms once in awhile, although this will help. Nor is the problem solved by the teachers being courteous and polite to the parents, welcoming them to the classrooms, and having a few friendly chats with them at the monthly parent-teachers' meetings. The prob lem can be solved only when parents and teachers attack the problems of childhood education and work as a team. This is a two way process and both parties are equally responsible for its operation. The last two chapters deal with the responsibility of teachers and administrator in teaming up with parents in the task of making our schools a more effective factor in the life of the community. They propose some technique for inducing parents to participate in the program of the school and methods of interpreting the school to the com munity . Vi TABUS OF CONTENTS CHAPTER PAGE PART I. THE PARENTS HOW TO TAKE PART IN THE SCHOOL PROGRAM 1. KNOW YOUR TEACHER: How to get acquainted with your child* s teacher............... 2 2. KNOW YOUR CHILD: How to help your child get the most out of school. • 9 3. KNOW YOUR SCHOOL: How to improve the school through parent participation.......... 31 PART II. THE TEACHERS AND ADMINISTRATORS HOW TO SECURE PARENT COOPERATION WITH THE SCHOOL ij.. PARENT COOPERATION: How to develop parent cooperation in your school program. . . . . . . 10 THE PRINCIPAL: How to make the school function as a community center....................... . 55 1 PART I. THE PARENTS HOW TO TAKE PART IN THE SCHOOL PROGRAM Do you want your child to succeed in school? Sure, all parents want this. There are many ways in which you can help. He may be having problems at school of which you are not aware. You may be having problems at home which affect his work at school. By working closely with his teacher, and pooling your knowledge with hers, you can make your child’s experiences richer and fuller at school and your burdens lighter at home. Teachers are anxious to share experiences with parents, and recognize that only through good relations with the home can they serve the best interests of your child. The school needs your help. A happier more wholesome child will be your reward. CHAPTER 1. KNOW YOUR TEACHER HOW TO GET ACQUAINTED WITH YOUR CHILD'S TEACHER A. MOTIVATION: Rewards to parents that will come from knowing your child's teacher. 1. Your child will know yon are interested. 2. Yonr child's teacher will know yon are interested. 5* You will get a better understanding of yonr child's problems. I4.. Yon will have the opportunity to impart infor mation that will enable the teacher to provide for the special need of yonr child. 5. Yon will obtain the opportunity to get first-- hand information about the school. (Second hand information is not too reliable.) 6. Yon can observe yonr child's behavior in class. 7. You can see class demonstrations of reading, arithmetic, etc. 8. Yon can find new and better ways of helping yonr child. B. DIRECTIONS: How to create cordial relations between you and yonr child's teacher. 1. How to meet yonr child’s teacher.
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