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Building successful parent-teacher partnerships
Kevin J. Swick
Building successful parent-teacher partnerships
Kevin J. Swick
Atlanta, Ga.: Humanics, 1979, 81 p.; 28 cm.

The problems in the school life can be solved if teachers and parents work together as a team. “The traditional concept of involving parents in the process of educating their children has typically been restricted to one-way communication approaches. Either the parent is talking at the teacher or the teacher is talking to the parent. Yet the real purpose of parental involvement in the educational process is to foster an improved learning climate and support system for the child. Parent-teacher confrontation models do little to foster the development of their environments conducive to effective interaction and learning for the child” (Swick, 7). “parents and teachers must come to realize that their behaviors are much more important than their words in affecting the child’s self-concept. When parents and teachers work in complementary, supportive type roles as partners in the development of learning climates and support systems for young children, not only are they learning, but they are a vital part of the educational process” (Swick, 7). “… the parent is the first and most important influence in the child’s development. It holds that the parent, like all other teachers,must first be a growing, compassionate person in order to be an effective parent” (Swick, 7). “Parents and teachers become stronger, more insightful individuals when they participate in joint determination of the educational program in which their children have optimal conditions necessary for growth toward becoming functional and developing persons” (Swick, 8). Parents provide personal information about children’s behaviors, characteristics, talents, interests, etc. Teachers give another view about the social development of the children for example with friends and other people, progresses in school, skills, achievements,...
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