photo by Ann Springer
Every parent wants the best for their child. In their various stages of development we seek to allow individual discovery and cognitive development to their greatest advantage. Usually this means that we allow children to discover on their own, while playing an early instructive and then later supportive role.
Many parents and their children have aspirations and ideas of the potential they’d like to see their child fulfill in their lives. We listen to what our children say they want to become with a grain of salt, but with a glimpse of consideration about what it will take for them to become a doctor, a teacher, or a fireman.
Generally this rests upon a sound academic foundation. The majority of us place these hopes and our little ones in the hands of a public or private institution and then rely on the experts to give our children what they need to climb through the echelons of education. Although a fundamental necessity, it is equally crucial for parents to remain involved and constant in the academic activities of their children. Some parents feel that because they only have their own high school or collegiate experience to bring to the forefront, they may not be seasoned enough to contribute much more than helping with homework or participating in conferences. To those live my this mantra, I reply: THERE IS SO MUCH MORE.
Teachers are under a great deal of pressure to ensure that standards are taught effectively. Many students in their various stages of learning are behind for whatever reason –learning styles, comprehension, personality conflicts, etc. The ratios seem unfair when you consider the ratio of one teacher to 20 or 30 students. Assessments are key, and the system works to an extent, but there is more to an education.
Education is about acquiring knowledge. It’s about developing the ability to reason and discern. And ultimately it’s about preparing for a “mature” life when decisions are made independently. With present constraints as they are, if we hope for more for our kids, if we really desire these things for our children in the greatest measure, there’s something that we must do: PARTICIPATE.
How, right? If you’ve never had the occasion to participate in a classroom, chaperone a field-trip, or attend an assembly I would encourage a start there. Even a little something is more than nothing. Even simple contributions make an overall difference. Usually, for elementary school aged children, the greatest part of yourself that you can give is your time. Taking a day to help in the classroom will mean a lot to your child who knows that your day is usually spent working. You’re showing them that what they do is equally important, meaningful and deserving of your full attention.
If your schedule will not allow in-classroom participation, start with communicating with your child’s teacher(s). Despite the schedule of a teacher, they will welcome parent involvement at every turn. You may not know exactly how to get involved.
Start small, but start. Call prior to parent teacher conferences. Make your presence known. A teacher will usually communicate their impressions of your child and ask for any light you can shed if your child is having difficulty in any way. It’s more helpful for the instructor, your child and you when a clear and open line of communication is open. It may feel awkward at first, but it’s worthwhile to develop a relationship with your child’s teacher(s).
I worked for a few years at a private high school. A brilliant teaching staff, small class sizes and a curriculum focused on bringing forth a well-rounded student. I thought it was a place that I would have loved as a student. As such, I’ve had hopes about my children being prepared to attend a school such as that. In conferences with my oldest son’s teachers, I’ve expressed that interest, gained their opinions on the matter and together we’ve considered little things here and there that may be helpful to my son in helping him be as prepared as possible should he decide to pursue that option. It was helpful for me to express my hopes for my son’s education and it was helpful for his teacher to see where I was coming from and consider helping my son on that journey.
We both determined that my son’s nature, academic capacity and temperament would be a good fit for what the private school might offer him. I also took the opportunity during our conference to offer his teacher what resources I had available: talents in art and in business that may be helpful to him in planning for future curriculum modules.
Whatever you can give to your child’s progress, give it. Large or small, it matters not. What matters is that you’re doing it. And by all means, don’t feel like you’re alone. A number of resources are available on the web for parents looking to achieve the same thing, effectively getting involved in their kid’s academic career. On the flip side, I do caution parents looking to vicariously magnify their own aspirations while simultaneously pushing out their children’s hopes and goals. The best advice is to find the medium and compromise that works best in your own family dynamic.
Below are a few websites to check out to help you enhance your child’s education:
http://www.webmd.com/parenting/features/5-things-your-kids-teacher-needs-you
http://www.parenting.org/archive/tween/education/2001-02/Sep02_successful_year.asp
Jasmine Walea-Sampson has a degree in liberal studies and is a wonderful mother of three children.
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