Sample Education Paper on Deforestation in the Amazon

Family and Community Engagement

Family and community are both important for a student’s academic success. Evidence that evaluates the relationship between family, community, and education is overwhelming, with regard to their influence in the education process. Family and community engagement in the education of children contributes to a favorable learning environment that translates to achievements in their education. Both the parents and the community have a role in ensuring high-quality education for their children. Initial parent involvement was characterized by volunteering, especially by mothers. Currently, a more inclusive approach has been adopted that includes the school, family, and community, which is linked to promoting students’ achievements. Parents’ involvement in their children’s education has positive impacts, including (but not limited to) improved academic performance, intellectual ability, and school attendance (Castro, et al 2015). Children whose parents are involved in their education demonstrate high social and emotional development that is exhibited even in adulthood. This paper, therefore, evaluates the involvement of family and community in the success of education.

Parent and Community Involvement

.             Parents should create an environment that is friendly for learning at home. The development of a positive environment for learning helps develop positive perspectives in children towards education. As such, parents become role models and thus encourage the students to achieve greater performances.

Communication is another mode of parental involvement in the education of their children. Progress reports enable parents to monitor changes in performance easily. Communication gives the parents a chance to encourage children when need be or to intervene to ensure the success of their children. A free environment helps the students to share their views that may improve educational performances. Additionally, continuous communication makes it easier for both parents and the school to administer effective programs that run co-currently to promote the desired outcomes (Goodall & Montgomery, 2014).

Parents should volunteer to help and support the school programs. It is a common way of bringing together parents, teachers, and students and creates a bond between them. The school can design a way in which parents can be involved: might be a social activity that relates to schoolwork, which might link with life lessons for the students.

Parents should help children learn at home. It is one way of achieving a firsthand interaction with the children in educational matters. It also helps understand the learning capability of the children through interaction. Schools have provided a guideline that helps parents in offering guidance to children at home (Gestwicki, 2015).

The community on its part should develop programs across schools that can be enlightening to parents and students, like establishing boards that provide information on issues like health, higher education, social benefits that students can avail etc. The boards can utilize the help of parents and community volunteers to educate the students, through special programs like summer courses, seminars etc.

Benefits of FACE to Classroom Management and Engagement

Family and community engagement have a positive influence on the success of students, including classroom management and engagement. Actively participation in the educational program by parents and the community increases the desire of students to produce quality results that make the parents proud.

Family and community engagement helps the students to be free in sharing their thoughts and feelings. Teachers find managing classrooms and engaging students to be easier when there is a free and relaxed environment for learning. The situation can be achieved by understanding children and treating each in ways that address his or her wants. Parents also assist the school in offering guidance, whether at home or even during school hours. A combined effort of all stakeholders results in good performances (Gestwicki, 2015).

The schools can link up with the parents and guardians to evaluate performance and continue monitoring the progress of each child. Research has shown that being actively involved in the school performance status of a child can encourage him or her to improve performance. It creates a relationship between teachers, parents, and even the child. As a result, class management and engagement is simplified. Everyone is different and require special treatment, which then requires a teacher to know how to handle children in a classroom. The result is usually quality performance, and to achieve this, there is need to address the needs of students.

Conclusion

The family and community play a vital role in the success or performance of students in school. Engagement in school activities is a continuous process in which families need to participate. All the stakeholders that work together in support of learning improve performance, motivate the children to stay in school, and appreciate learning. It is not only through volunteering that parents be involved in the school activities with their children. Schools should formulate additional programs that accommodate the parents. Moreover, all parents need to take a keen interest in monitoring and offering guidance in school-related activities to their children. The involvement of the parents and community members in the individual issues a child faces in school helps increase performance and positive perception about learning and education.

 

 

References

Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33-46.

(2015). In C. Gestwicki, Home, school, and community relations (pp. 96-109). Boston: Cengage Learning.

Goodall, J., & Montgomery, C. (2014). Parental involvement to parental engagement: a continuum. Educational Review, 66(4), 399-410.