The same happens in students education, if either part of the partnership is not present, trying their best to help the student, their academic success will be affected.
Working Gears in the Classroom.
Lizeth Astorga

Hi Lizeth,

As Claudia mentioned, I also really felt your post was authentic which makes for a wonderful read, thank you for sharing.

Now, to the good stuff. Though I too believe your clock analogy is excellent, I don’t believe it’s completely accurate or accurately represents the dynamic a student hold between home and school. More than anything, it’s too rigid a thought. I believe and know that there are a lot of households in which there is no support (may it be emotional, academic, economic) and the student thrives, and the opposite is true too, a home with abundance(more than usual) of support and the child is not performing at the level expected.

I agree that parents and teacher who form a partnership is ideal for the benefit and growth of the child. But this partnership doesn’t have to exist in the way that you describe. A parent need not be present a school, or a teacher conference to have their ideals be aligned with that of the teacher.

I guess I bring that up because of the part that you mention of having parents go into your classroom and reading or alternating. I believe that installs more pressure on a parent to “do” something so it appears that they “invested” or “care” for their students education. But I don’t believe that’s necessary. Of course I’d love parents to come to all events, but those should be options and not an undue burden or a way to shame those that simply can’t go. If a parent doesn’t come to a parent conference, I do not believe that parent doesn’t care. I mean, by all accounts, if I’m trying to have a parent conference, I do want to meet, but if they can’t, that doesn’t mean the partnership, or the striving for the same goal isn’t there.

One clap, two clap, three clap, forty?

By clapping more or less, you can signal to us which stories really stand out.