Successfully Bringing Parents into the Classroom

The author experimented with a different type of parent involvement that turned out to be surprisingly positive and constructive by changing how parents, teachers, and the principal interact with one another. The initiative, a math parent volunteer program, followed a parent survey that highlighted...

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Bibliographic Details
Published inThe Education digest Vol. 73; no. 2; pp. 47 - 49
Main Author Scott, Peggy
Format Journal Article Magazine Article
LanguageEnglish
Published Ann Arbor Prakken Publications 01.10.2007
Prakken Publications, Inc
Subjects
Administrator Role
Elementary Schools
Individualized Instruction
Mathematics Instruction
Mathematics Skills
Meetings
Parent Participation
Parent School Relationship
Parent Teacher Cooperation
Parents & parenting
Principals
Student Needs
Students
Teachers
Volunteer Training
Volunteers
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Summary:The author experimented with a different type of parent involvement that turned out to be surprisingly positive and constructive by changing how parents, teachers, and the principal interact with one another. The initiative, a math parent volunteer program, followed a parent survey that highlighted the need for differentiated instruction in the school's math program and teacher input that underscored the need to accommodate students at either end of the ability spectrum in a system-wide math program review. In this article, the author describes how teachers and parents successfully worked together in this program, whose purpose was to train parents to provide additional help for students who needed reinforcement of math skills and concepts, or to challenge those who had mastered the curriculum.
Bibliography:content type line 24
ObjectType-Commentary-1
SourceType-Magazines-1
ISSN:0013-127X
1949-0275