The speech by the teacher has several instances which portray sensitivity to the parents from the low-income area. First is the idea of engaging translators in delivering the speech. This action is taken in consideration of the fact that a sizeable number of the parents are English language learners and racial minorities. This being the case, it may be possible that they have a problem understanding English. Engaging translators is a clear sign of sensitivity to the parentâs literacy status.
Secondly, the teacher takes time to ensure that most terms relating to the teaching profession or whose meaning may not be clear are elaborated during the speech delivery. The terms âdisclosure documentâ and âWeb siteâ are well explained in simple English to enhance understanding. Thirdly, the teacher uses minimal technical terms also called jargon in delivering the speech. Avoiding jargon not only makes the speech simple and easy to understand but also makes the parents more comfortable.
These instances are broadly meant to ensure that the parents get the best understanding of the information concerning the school and more importantly enable them to fully participate in the education of their children. Indeed it has been proven that students perform better when there is cooperation between the family and the school to improve the student skills (Epstein 2001, p35). This being the case, a proper understanding of the information contained in the speech is of great importance.
There is also clear evidence showing insensitivity of the head teacher while delivering the speech. The phrase âA disclosure document is just a written explanation about how I will grade âŠâ portrays some level of low regard to the audience. The inclusion of the word âjustâ may be interpreted to mean that what follows is rather obvious. Again, the inclusion of a copy of the national standards for social studies considering that the parents may be lowly educated amounts to insensitivity to their status.
These two instances have the effect of making the parents feel belittled or dishonored. The effect of these is that they may not be willing to follow and understand information concerning the school. According to Mendoza (2003), this can potentially lead to withdrawing from participation in the monitoring of their childrenâs progress in school a situation likely to lead to poor grades (par14).
The teacher could have demonstrated greater sensitivity to the parents in two instances. First, is by engaging them in the development of country reports to be assigned. This is because it may not be possible for the parents to effectively assist their children on such educational matters as they may not be adequately educated.
Secondly, declaring that the schoolâs website would be communicated through email means that only the parents with access to the internet and understands its users can get the address. According to Epstein (2001), the essence of improved communication enables the head teacher to create family-like schools which enhance the education levels (p36).
In conclusion, the role of a parent in a childâs education cannot be overemphasized. The parent remains the most trusted person by the child, and more importantly, he or she is the most important influence on the child. This being the case, he/she must fully understand the composition of their childâs education program to offer not only material support but also powerful encouragement to the child.
As a teacher, I will facilitate parental input in two main ways. First is through introducing a new category of assignments or homework which cannot be handled by the student alone. According to Epstein (2001), this will ensure that the students constantly prompt the parent’s input hence creating a good forum for discussion of child education matters at home (p34)
Reference List
Epstein, J. L. (2001). School, family, and community partnerships. Boulder, CO: Westview Press.
Mendoza, J. (2003). Communicating with parents. Clearinghouse on early education and parenting. University of Illinois at Urbana-Champaign. Web.