Alana Bremers, parent and ResearchILD Intern, discusses how educators and parents can bridge the gap between home and school.
“My brother grew up with learning differences, and when my mom went to visit him in kindergarten, he was alone at a table with a pad of paper and a box of crayons. The rest of the class was on the floor listening to a story the teacher read.
My mom looked at the room. All the kids had their names self-written, decorated, and hung up on the wall; except, of course, my brother. No one thought to help him write his simple, three-letter name. He had dyslexia but could still participate.
This was decades ago, but really it’s just the first chapter in a long story. My mom had to fight for everything he got out of school. If she had never visited him in school, he would have been ignored completely. Needless to say, he did not enjoy school.
In teacher training programs, we are trained to do better for students like my brother. We learn about behaviorism, conditioning, Pavlov, and Maslow. We design strategic interventions for struggling students and incorporate methods for scaffolding. We develop pride in our profession and power to help kids shape their futures. We have the best intentions, yet forget these kids belong to another world for most of their lives.
If a child is struggling, shouldn’t the first step be to ask the parents for insight? Is it appropriate to become a mentor to a student without becoming familiar with their parents? Wouldn’t it be helpful to make curricula available to parents and information about their children accessible? How do parents and teachers become team members in support of academic success?
As a future teacher, I want to positively transform the lives in my classroom. I want to be the teacher who inspires a generation of students to be kind and confident. Parents and teachers are on the same side: the side of happy, healthy, kind, intelligent, thoughtful kids.
We know that relationships are fundamental to learning, and this is true both at home and at school. To be successful teachers, we need to forge positive relationships between home and school. Creating a consistent flow of information and sharing of strategies and ideas sends a message to our students that we are committed to setting them up for success. Especially for early learners, having a positive relationship with parents can help build trust and bring consistent messages from the classroom into the home.
Parents buy a lot of parenting books, read blogs, and ask for advice. They welcome partners in raising happy, healthy, successful, and kind children. Bridging parents and teachers, while respecting students, is rewarding for kids and will, therefore, help teachers achieve classroom goals.”
- Alana Bremers, ResearchILD Intern
SMARTS Executive Function Curriculum: smarts-ef.org
Research Institute for Learning and Development: researchild.org
The Institute for Learning and Development: ildlex.org