Educational Issues Research Paper

Parent and teacher relationships have been viewed as extremely important and necessary
when it comes to a child’s education. Not only does the way teachers interact with students
become important, but so does how the teacher encounters the parents from the first day. That of
which can have a major effect on how parents view the school, which will then impact the
student’s outlook on the school and learning as a whole. It’s all like a domino effect. Interaction
and collaboration with the parent/ guardian who spends at least 30 hours per week with this child
is extremely necessary to establish a healthy parent-teacher relationship. Research into the field
has consistently linked student success with parent involvement. This problem is nationwide and
can happen to any student out their. Their success could be failing due to lack of parent
involvement in their child’s education.
For starters, teachers can be looked at in the light as an extension of the child’s family,
because of this, both adults should work together for the child’s sake. When a parent is actively
involved in their student’s learning, a student has the proper infrastructure to be able to flourish
all the way through the education system. Christopher Daddis, an expert in child-parent
relationships and associate professor of psychology at Ohio State University, believes that
children almost always get better grades when parents participate in their education. Without this
parent involvement in a student’s education, a student may not receive an adequate amount of
reinforcements at home when things in the classroom do spiral out and can be difficult to handle.
In a way, parents serve as the backbone. Without it, a child’s complete education life can be in
ruin.
Parents have the chance to get involved in a student’s learning in a plethora of ways. One
of those is through parent-teacher conferences and regular meetings. These serve as a way for
teachers to facilitate communication with parents to provide advice and recommendations. When
a parent is being advised about their child, that is offering them insight as to how the child is
doing and how they can help, maybe outside of the classroom, to reinforce the importance of
education. Not only that, but teachers appreciate supportive parents and appreciate when
guardians volunteer to help with class-related activities. There are also PTA programs installed
for grades K-12 for those parents who wish to be seriously involved. Programs like this have
helped for parents to get involved because it lays out how parents can get involved; because
sometimes they want to help, they just are not sure where they would fit in.
As a response to this issue, I propose that parents go out of their way to continue the
learning outside of the walls of the classroom; and do this by engaging with the teachers to see
where they can fit in. Also, parents need to strive to listen to the teachers recommendations for
their students. A parent and a teacher are partners when it comes to the success of child- in life
and in the classroom. Jarmie Modaff, director of the Sylvan Learning Center in Aurora, Illinois,
agrees parents and teachers need to work as a team to come up with a plan for certain areas the
child is struggling with.
 In conclusion, becoming active in a child’s education is an important way to ensure that a
child will succeed in their accomplishments in and out of the classroom. Parent involvement is
not hard, it can take time, but it will be worth it in the end watching your child walk the stage at
graduation with a 4.0+ GPA. When all a parent has to do is get involved. Make sure your child is
completing homework at home, and working on what task is needed. Make education a priority,
and demonstrate this behavior in from of your child and you will see a major outcome.

WORKS CITED:

http://neatoday.org/2014/11/18/the-enduring-importance-of-parental-involvement-2/

https://link.springer.com/article/10.1023/A:1009048817385

https://go.galegroup.com/ps/anonymous?id=GALE%7CA116924604&sid=googleScholar&v=2.
1&it=r&linkaccess=abs&issn=00094005&p=HRCA&sw=w

https://psycnet.apa.org/record/2005-06518-015