There are many reasons why parents should be involved in their children's schools. Students who have concerned and involved parents tend to get better grades. When a parent asks questions about homework and homework, supervises to make sure it gets done, and also helps with homework, homework is more likely to be completed and turned in on time. Another factor that influences grades is attendance. With a low attendance rate, homework will be missed and the student will also fall behind in content. Parents who are not involved in school may not know that their children are not attending regularly, or even care if they go. When children first start school, or move from preschool to elementary school or from elementary school to middle school, the transition is easier when parents are involved. If a child is unhappy about being at school, but his parents volunteer at school, the child will see his parents there and will be less upset because he will not be separated from them. For whatever reason, if a child is nervous or just misses their parents, seeing the familiar face in the hallway or just knowing they are in the building is comforting and makes the transition to school easier. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Along with parents helping with homework and supervising the completion of projects, giving a child support will make it more likely that they will progress from school to school grade. Without parental involvement, unless a child is self-motivated to go to school and do his or her job, it will be difficult to move on to the next grade level and, in time, graduate. When students see that their parents are involved in their school, it shows them that their parents care about their education. This sets a good example for the student, who is likely to look up to his parents and believe that education is important and beneficial. This is especially true when students see their parents volunteering at their school. For a child to see their education as something important, they must believe that their parents feel the same, especially at a young age. Reasons why parents don't get involved. Sometimes parents are not involved in their children's education for a completely different reason than their own disinterest. Parents from low-income and minority families have a tendency to be less involved or not involved at all. In the case of minority parents, they may speak a language other than English and it may be difficult to communicate with the teacher. This is an important reason why schools should provide multilingual assistance so that minority families can be involved as much as anyone else. The language barrier also makes it difficult to help children with homework or projects, because even if the child can translate for them, he or she may not know or understand the content. Another aspect of minority families is their culture. Different cultures have different ways of going to school, so the way things are done in America may seem strange to minority families. Low-income or single parents may not be involved in their child's school because they have bigger issues on their mind and it may not occur to them to ask their son or daughter how school went. This could still make it difficult for a child to succeed, and these are the children who need the involvement the mostof parents. Children model themselves after their parents, and when a parent worries significantly about where the family's next meal will come from, the child will notice and spend less time worrying about schoolwork and more about the situation at home. Another reason parents don't get involved at school is because they don't feel welcome. Research has found that especially in middle school, parents who were once involved tend to back away (http://pta.org). When a child attends primary school, parents are accustomed to one or a few teachers and lecturers who know their child very well. In middle school, the child has a teacher for each different subject, and parents may have difficulty getting to know each teacher, or become frustrated that a teacher may not recognize their child's needs because they are not with them all day. At any grade level, however, if parents do not feel welcome in the school, the chances of them volunteering or getting involved are much lower. They may still take an active role at home, making sure homework is completed and things like that, but they are much less likely to take part in anything with the school itself. As children grow, parents sometimes feel they need to be independent enough to handle homework and school attendance themselves. Some children may feel embarrassed to see their parents volunteering at school, so as children get older, the lower the parental participation rate decreases. When they were younger, it may have been fun or a privilege to see their parents at their school, but once they get to high school, or sometimes middle school, some kids feel like their parents are spying on them or making them seem "not suitable". -cool” to their peers. In addition to the fact that parents believe that their children should be able to take responsibility for doing homework on their own, there is a possibility that parents are no longer familiar with the topic, so they do not offer assistance with homework. When a high school student reaches a level in math or science that exceeds his or her parents' knowledge, their parents cannot be of any help and the student may no longer complete all his or her homework. How to Participate Some parents are simply not sure how to participate. There are many ways to do this, both at school and at home. At home, parents should always ask questions like “how was your day?” and “what did you learn in school?” These questions provide information to the parent and open the door to communication between parent and child. Other examples of things parents can do with their children at home include reading with them and coloring with them. These activities should be part of the daily routine, because parents are the first teachers. They can read to the child and when the child learns to read on their own, they can read to them. Activities like these should never be put aside because children always need reinforcement of what they are doing in school and need to see it in their home. Parents can also find ways to get involved that get them involved in the school and talking to teachers and administrators. Parents should always make an effort to meet with the teachers, principal, and any other authority figures in the school with whom the child interacts. Regular meetings between parents and teachers should be scheduled. For these conferences, parents should come prepared with specific questions. This is one of the easiest ways for parents to monitor their children's behavior and progress in school.In the case of minority families who need information in other languages, they will have to request it themselves if it is not already available. Community is another way parents can get involved. Parents should form social networks with other parents at school and in their children's classes. For starters, a larger group will make a bigger difference in the quality of the school, and if they want a change to be made, it will be easier to make it happen when more people support it. Additionally, parents are more likely to get involved when they see other parents doing so. Other parents are a great communication tool, but they can also sometimes be a source of invalid information. Cases like these require the judgment of the parents involved to decide for themselves what they believe is best for their child. How teachers can help Parents are not the only people who have a responsibility to be involved in schools. The school has an equal responsibility to involve families. They can do this in many ways. Teachers should communicate with parents about everything that happens in their classroom. When there are problems, the teacher must communicate them to the parents, but in a way that makes the parents feel like they can work together to solve them. If the parent feels that the child is being attacked, he or she will become defensive and it will be difficult for a teacher-family relationship to be established. Teachers must remember to communicate both positive and negative things. Parents will feel more welcome in the school system if they receive calls or notes at home with their children telling them about an achievement they achieved or something positive that happened that day. It is also important for teachers to inform parents of changes to programs or planned special activities. This is another way to involve parents, because teachers can ask for parent volunteers for special activities such as field trips and class parties. The teacher might also invite parents to watch plays and ceremonies or attend a class party. Another idea might be for the teacher to offer extra credit for events like Take Your Child to Work Day or Grandparents Day, where children can bring their grandparents to class, or Career Day, where parents could come in and talk about their work. . Teachers can see the progress and difficulties a child faces in class on a daily basis. Based on this, they can provide additional material that parents can work on with them at home. They can suggest activities to develop or strengthen skills, because, once again, the parent is the first teacher. When concepts and activities are transferred from school to home, the child will retain them longer and gain a better understanding of them. Even though parents know their children best, they don't always recognize their weaknesses. Sometimes a parent is biased and may not truly know what is best for their child. Both teachers and parents need to realize this and work together to create the best learning environment for the child. For example, parents may not think that their child has difficulty reading because they read to the child at home and the child appears to be able to read as well. At school, the child may not read very well. This could be caused by a number of factors, including the level of books being read, whether or not the child is reading aloud at home (they may pretend if parents think they are reading in their head), or even a problem with your vision. This is why parents and teachers must work together to acquire betterunderstanding the problem and working together to solve it. Technology to Encourage Parental Engagement Technology is a simple way to improve communication between parents and teachers. Answering machine makes it easy to verify that messages are delivered to the other party. If a card is sent home or to school with your child, there is a chance that it may not reach the person it is intended for. If a phone call cannot reach the parent or teacher immediately, voice mail is almost a guarantee that the message will still be forwarded as long as the person listens to their messages. This takes responsibility away from the child and places it on the teacher and parent. The Internet is also a very useful tool in parent/teacher communication. A school web page can list upcoming events, teachers' email addresses and phone numbers, and any other useful information. Parents could easily locate all the information they needed this way, and this also places the responsibility on the parent. A child may be forgetful and not give documents and things to parents when they come home at the end of the school day, and even if they do, parents may lose them. A website makes information ready and available at any time. Teachers may also have their own personal websites, with grades and assignments listed. Email is another way for teachers and parents to contact each other. It is a quick and easy way of communication. Conclusion Parents are a crucial part of their children's education. Their support will help their children succeed at any level of the educational process. Children need to know that their parents value education, so they will too. The school is equally responsible for ensuring that parents are involved in the children's education. The aim of most parents and teachers is to make the learning process fun and beneficial for the student and for the student to get the most out of school. To do this, they must work together and form relationships that will work to help children succeed. References Books Burns, R. C., & McClure, R. M. (2012). Parents and schools: from visitors to partners. Washington, DC: National Education Association. This book discusses communication as a key aspect of parental involvement in schools and how technology can greatly aid communication between parents and teachers. Furthermore, the parent is the first teacher. A project called “Family Connections” seeks to unite teachers and parents. Comer, J. P. (2010). Building successful partnerships: A guide to developing parent and family engagement programs. Bloomington, IN: National Education Service. This book is part of the National Parent/Teacher Association's efforts to engage parents in schools. There are six standards, including communication, parenting, student learning, volunteerism, school decision making, and community collaboration. Also included are surveys and worksheets to evaluate home, school, and community partnerships. McCaleb, S. P. (2004). Building communities of learners: A collaboration between teachers, students, families and communities. New York: St. Martin's Press. There are sections on: programs to engage communities and families in education, research on a multilingual first-grade classroom environment with multicultural parents, the role of the teacher in parental involvement, trends in parental involvement in education, and tips for the teachers. Journal articles Hite, S. J., & Young, J. (2004). The status of pre-service preparation of.