Long Answer #1
A parent typically is a child’s primary caretaker and provider. As the articles we read stated, a parent knows their child better than anyone else. It’s an important role for a teacher to have connections with the families of the classroom. They need to be informed on the SWPBIS. The families should be aware of their child’s behavior, because some behaviors can be monitored at home. It is a good idea to send a list of rules and expectations to their homes before the school year starts or on the very first day of class. There is a five point plan put into action to help the communication between the teacher and families (Edwards & Fonte 2012). Step number one is to be positive, proactive, and solution oriented. Step one is described…show more content… It is important to follow up a negative comment with three positive comments about the family's child. It helps to make a regular homework schedule, so parents can expect what to help their child with every night. Point two is stated as respecting families' roles and cultural backgrounds in their children's lives. This includes identifying the families distinctive identities and personal values. Ask the families about their child’s struggles, likes, dislikes, and strategies their child may use. This will help you have a better understanding on how their grows and becomes to the best of their ability. It is a good idea to ask the family to assist in drafting goals for their child. By doing this, the families feel involved and will be more willing to get involved. Families who are involved tend to see their child’s scores improve. Parents involved with SWPBIS saw improvement in math and reading proficiency levels (Muscott et al, 2008). Sometime’s the barriers with a parent-teacher relationship could be a language barrier, a divorce, or poverty. There are different views on this, but if a parent is culturally diverse they may not understand you. By this, they may not understand the language, what and why their child is learning a specific topic, or even the teachings could be…show more content… The first component is to define the expectations. Start by making a list of expectations you would want your class to meet. Remember not to make too many and to keep them under ten words. Step two is to teach the expectations to the classroom. Read the expectations to the students, send a copy home to their parents, and have the students memorize them. Repeating the expectations every morning is a good start the day and will help with the memorization. Implement a reward system to encourage the following of the expectations. For everyday less than three rules are broken in the class give a point. Once you hit 10 points have five extra minutes of recess. For each individual student give a ticket each day they do not break a rule and have a Chinese Auction at the end of the grading period. There also needs to be a consequence, such as once you break the rules three times in one day you will have a letter sent home. Make sure you monitor and evaluate the progress to see if your plan is working. If it does not seem to be making a positive difference, you may need to manage/change up the expectations, rewards, or consequences. You will need district level support to back you up on your plan (Swain-Bradway, Pinkney & Flannery 2015). They should know about it, approve it, and be able to help if a parent has a problem with your system.
