Importance of Parent-Teacher Relations in Children’s Education
This report is based on a radio broadcast hosted by Rev. Helen I. Dorkenoo on 23 July 2012 at RTV RAZO in Amsterdam Southeast. The broadcast explored how multicultural dynamics in Dutch society affect parent-teacher relations, especially among migrant families. Key Highlights Teachers significantly influence children's development, but parental support accounts for up to 57% of a child’s growth. Parental involvement is valuable but doesn’t always directly translate into higher academic performance. Barriers such as language difficulties, cultural unfamiliarity, and lack of time hinder migrant parents’ participation. Engaging parents through churches and social groups can improve involvement. Parents should attend open days, communicate regularly with teachers, and make use of support systems like the "Ouder Contact" point.
Importance of Parent-Teacher Relations in Children’s Education
Objective
In this radio broadcast we examine the impact of the multicultural dimension of Dutch society today and its impact on parent-teacher relations as it affects the children of migrants in the educational system. This show helped to point out the various roles these two parties need to play for a healthy education of the child in this nation; taking into account the fact that most migrants don’t have the same system of education in their home countries. It is therefore necessary for them to became aware and a part of this new system. Also some of the challenges this system are discussed.
Below is a brief summary of the session:
Topic: Importance of Parent-Teachers Relations in Children’s Education
Guests:
1. Ms. Panshensi, Parent and and artist
2. Mr. Odame, parent and a retired teacher
3. Ms. Mavis Manu, parent and a teacher
4. Ms Sarah Larbi, a childparent worker.
Host: Rev. Helen I. Dorkenoo
Date: Monday, 23rd July 2012
Time: 08.00 hrs – 09.00hrs
Venue: RTV RAZO studio, Frankemaheerd 12,1102 AN, Amsterdam ZO
Interview Summary
The opening question was: How does the relationship between parents and the schools affect the child’s moral and intellectual development?
In response the panelists said this:
Mr. Odame. Children spend less than 70% of their waking hours at home and 30% at school, yet teachers have a much greater influence than parents on children.
Pashensi. In her growing up parents where not involved, but now a days parents are compelled to participate. Parents are required to get involved more and more, but how much more?
Sarah. Research shows that teachers impact children up to 43% towards their development; the rest comes from the parents. When parents get involved by asking their children about what they learned at school, etc they begin to show involvement and this is crucial. At times some parents are quite being aggressive towards the teachers. They tend to confront the teachers anytime their wards misbehave.
Points of View on Parental involvement It does not necessarily produce better grades for the children.
(Pashensi). It does help up to 80% but each child is different.
(Sarah) School curricula is different for each school because there are Christian, Moslem and other schools. Parents should go to the school of choice with their children, make every effort to use the “open days” to acquaint themselves with how each school functions before enrolling them.
(Mavis) Parents should use “parent-teacher associations” to change regulations which disfavourably affect their children.
(Odame) Most parents fail to attend the different meetings organized by the schools and hence miss the opportunity to take steps or give input which affects the children’s work.
(Sarah) Excessive time demands. Parental involvement shouldn’t be so mandatory because her mother did not get involved with their education, yet they all did well in school. Her reality is that the children spend much time doing much assignments besides regular school. Even, at weekends they don’t have much time for family and social life. (Pashenshi)
Question: In which way are parents not measuring up with their school involvement and contact with teachers?
Parents need to make time to come visit – even if for a short time. (Mavis) Parents should show interest in children’s school work, take advantage of homework clubs to improve their skills in say mathematics, etc. (Sarah)
Some parents have difficulty in participating in school meetings because of a lack of understanding of the matters under discussion, and for that reason they stay away. Efforts should be made therefore to reach them in the social circles like in the churches. (Pashensi)
Teachers need to get interested in the welfare of their children since they are actually shaping the next generation. Some teachers apparently are on the job just for a paycheck and so care not much about the extra curricula details of their pupils (like home visits). (Mavis)
Language difficulties. Some migrant parents have a problem with understanding the Dutch language and so they lose interest in attending meetings. Efforts should be made to communicate in the language the parents understand . This is important for those parents who are not fluent in Dutch. Based on an experience with a previous forum, she recommends as much as possible communication with parents should be in a language they feel more comfortable in. It is important to accommodate the different ethnic groups present in our society so as to help them understand issues affecting their children. (Sarah).
Recommendations for Improving Pa(Sarah)rent/Teacher Relations
An Ouder Contact (Parents Contact point) is now available to help parents who have issues to discuss about their children but have difficulty communicating.
Parents should collect the contact telephone number of teacher(s) of the kids in order to be able to call periodically to find out how their children are doing in school (Mavis)
Efforts should be made to reach parents in their socials circles with relevant messages. Their presence at school meetings should not be obligatory. (Pashensi).
