| "Parents are a child's first teacher." This is obvious. | | | | not something that can give a full picture on a |
| From birth until a child is ready for pre-school or | | | | regular basis on the child's progress. |
| day care in a group setting the child spends the | | | | Many schools have begun using grading systems |
| most time with parents and family. The most | | | | that allow parents to see their child's grades and |
| important social skills are learned in the family; | | | | assignments prior to the mid-point and end of a |
| caring, sharing, and responsibility. As children start | | | | marking period. One of the most successful |
| school and parents are no longer a large part of | | | | programs being used around the country is |
| the daytime hours of a child, the child must be | | | | Pearson's PowerSchool program. Other widely |
| responsible for learning and bringing that | | | | used programs include Ed Line, SASI, and |
| knowledge home to share with parents. Young | | | | GradeKeeper. A fear of this progress is that |
| children have a tendency to tell parents many | | | | children will no longer learn the importance of their |
| stories of what happened in school. The older | | | | own responsibility of bringing books and other |
| children become, the more likely the stories | | | | necessities home to complete assignments or |
| become less and for some nonexistent. If parents | | | | study. There are many studies that prove that |
| take more responsibility to know what goes on in | | | | parent involvement in student grades and |
| the school day without relying on the child, does | | | | homework increase the academic success and |
| that take the responsibility from the child? | | | | performance of the student. Children who have |
| With the ability to use technology to advance | | | | parents who become involved by speaking to |
| communication in education many educators and | | | | their child about school work tend to score higher |
| parents are taking advantage of this tool. At first | | | | in all areas of academics. Parent-teacher |
| it was teacher web pages which allowed the | | | | communication is a necessary part of this |
| teacher to share curriculum offerings and | | | | success. Parents who view their child's grades |
| information regarding upcoming events. Some | | | | with online programs on a regular basis do not |
| teachers posted pictures of activities in the | | | | take away the child's responsibility of knowing |
| classroom. This wonderful tool conveyed | | | | what is necessary to succeed - the positive |
| information before the events and feedback once | | | | reinforcement that comes from the parent's |
| the event was completed. The drawback is that | | | | involvement encourages the child to be prepared |
| information is not individualized; it referred to the | | | | and motivates them to succeed. |
| whole class. Parents needed to know more | | | | Parents help a child succeed academically by |
| regarding their child's progress and teachers | | | | providing structure and encouraging organization |
| started using e-mail to give parents a chance to | | | | and study skills. The more information a parent |
| ask questions and gather more feedback specific | | | | has, the more successful the child will be. |
| to their child. E-mail has been helpful; however, it is | | | | |