What parents can do

A new book has just been published by the Malta Union of Teachers called Heads of School at Work, edited by Joseph Muscat.

The book is a collection of papers presented by head teachers of state, Church and independent schools at a union conference for school administrators held some time ago. The papers are grouped into three chapters, dealing with the relationship of heads with children, teachers and outside contacts.

In one of the papers, Sr Johanna Gatt gives a detailed account of how she has managed to involve parents in the way she runs St Monica Junior School at Mosta. Part of her paper deals with what parents can do. This is what she says:

Some of these ideas apply more to children of a younger age. However, what is fostered at a young age bears fruit later on when children are in the secondary classes.

Modelling the value of learning and hard work. Students who value education and understand the connection between success and hard work tend to do better in school.

Parents can:

¤ Set an example by reading, writing and engaging in other learning activities at home.

¤ Use family leisure time productively. Play games that demonstrate planning ahead and problem solving.

¤ Establish a family communication style that values learning by inviting questioning, discussion, and explanation.

¤ Demonstrate that hard work is necessary to achievement by involving children in household projects.

¤ Use reference materials at home or in the library to answer questions.

¤ Volunteer to help at school on a regular basis.

Encouraging a child's overall development and progress in school. Children should be treated as winners. Parents who provide frequent verbal support, praising children's skills and efforts, telling them they are loved and cared about, tend to have children with higher self-esteem who do better in school.

Parents can:

¤ Cultivate a warm and supporting home atmosphere.

¤ Reward success and apply sanctions appropriately and consistently.

¤ Show interest in what children are learning in school.

¤ Express affection and approval.

¤ Discuss the value of a good education.

¤ Post children's work on the wall or refrigerator.

Expressing high but realistic expectation for achievement. Parents' expectations for achievement definitely have an influence on the child. Parents who make it clear from an early age that their children should plan on higher education tend to have children who go on to university.

Parents can:

¤ Set goals and standards for a child's conduct that are appropriate for their age and level of maturity.

¤ Urge the child to work hard in school.

¤ Encourage effort for long-term gains versus short-term benefits.

¤ Recognise and encourage a child's special talents.

Reading, writing and discussions among family members. A wealth of studies show that home learning activities such as reading aloud and frequent open family discussions are associated with improved student achievement.

Parents can:

¤ Read to children at a regular time.

¤ Listen to children read.

¤ Discuss the school day, family members' lives, and current events.

¤ Tell stories, recall experiences, and share problem-solving strategies.

¤ Write letters, messages, grocery lists, and diaries.

¤ Use everyday experiences to teach.

¤ Watch a favourite TV programme or video together and discuss it afterwards.

Use community resources. Children need direct and continuing access to people with whom they can develop healthy, helping relationships. As children increasingly plan and develop their own leisure time, parents need to steer them to other adults who can provide guidance and skills.

Parents can:

¤ Take children to libraries, museums, films and organised sports.

¤ Enrol children in youth enrichment programmes, such as sport, art, or music programmes.

¤ Stay in touch with children's teachers and other school staff.

Helping with homework. Parents encourage good study habits by establishing homework routines early. Here are some suggestions to help children be successful with homework:

¤ Agree together on a regular time and place for homework.

¤ Turn off the TV when it is family homework time.

¤ Make sure the child understands the assignment.

¤ Ask to see the child's homework folder or diary each day. Talk about what the child is learning in school.

¤ Make suggestions in a positive way such as "The teacher will understand your ideas better if you write in your best handwriting".

¤ Contact the teacher by phone, note, or in person when the child is having trouble with homework.

¤ Help with homework by checking for completeness, neatness and accuracy.

¤ Follow up on homework assignments by asking to see the children's homework after it has been returned by the teacher.

¤ Be tolerant of homework not done perfectly - the child is learning many new skills that are not yet perfected.

¤ Parents should not do their children's homework. They should make sure children understand that homework is their responsibility.