For students-v respect for parents/guardians
v awareness of importance of school
v better decisions about courses and programs
v increased learning skills
v receiving individual attention
v ease of communication with adults
v homework completion
v self-concept of ability as learner
v achievement in skills practiced
For the teacher-v understanding of family cultures, goals, talents, and needs
v respect and appreciation of parents' time
v ability to follow through and reinforce learning
v better designs of homework assignments (Brandt, p.26).
1.
Parent/guardian participation in learning activities at home increases when teachers design homework to include
parents/guardians on purpose. “Of course, some homework should be designed, as it presently is, for children to
do on their own, but some homework--once a week in some subjects or twice a month in other subjects--should
be designed to require students to talk with someone at home about an interesting, important, exciting part of
schoolwork” (Brandt, p.27).
2.
Homework that involves parents/guardians can be scheduled on weekends when parents/guardians say they
have more time to help. “Schools often assign homework for Monday to Thursday only, as if it were a reward to
have no homework over the weekend. We think it's better to give weekend assignments, but make them
different--enjoyable, interactive homework or long-term assignments that require some discussion or exchange”
(Brandt, p.27).
3.
Some teachers and administrators are concerned that parents/guardians who are illiterate, who have a minimal
education, or who come from low socio-economic communities might not participate in parent/guardian
involvement. Here's what research says: “Data from parents/guardians in the most economically depressed
communities simply don't support that assumption. Parents/guardians say they want their children to succeed;
they want to help them; and they need the school and teachers' help to know what to do with their children at
each grade level. Our data suggests that schools will be surprised by how much help parents/guardians can be if
the parents/guardians are given useful, clear information about what they can do, especially at home” (Brandt,
p.27).
4.
Other educators fear that their students who come from homes in which they are mistreated or neglected will be
unfairly penalized by having parents/guardians who do not participate in the parent/guardian involvement
activities. Here is Brandt's response to that concern: “A small number of children and families need special
attention from health and social service professionals. But in some schools, educators have used these few as
excuses for not developing partnerships with all parents/guardians. From research on parent/guardian
involvement in urban, rural, and suburban schools, we believe that about 2 to 5 percent of parents/guardians
may have severe problems that interfere, at least for a time, with developing partnerships; and we know, too,
that about 20 percent of all parents/guardians are already successfully involved. But the other 75 percent would
like to become more effective partners with the children's schools. The percentages vary somewhat from school
to school, but the pattern is the same, with most parents/guardians at all grade levels wanting and needing
information and guidance from their children's schools and teachers. All schools have the opportunity to build
strong partnerships with parents/guardians” (p.27).
PROTEAM DREAMQUEST CURRICULUM
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