Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

COLLEGE OF GRADUATE SCHOOL
ACCES, EJC Montilla, Tacurong City

Subject: Trends And Issues in P.E

Topic: Lack of Parental Support for Education
Teacher: Prof. May C. Gallano
Reporter: Jose Conrad C. Braña

The main essence of a school is to impart education to the students. It is where

parents send their kids to help them learn the various skills and information that will be
needed to help them build a future and a career. These skills can range from academic
skills of maths, reading, writing, history, etc. to even social skills of communication,
social ethics, etc. 

By virtue of this understanding, it has gathered that it is primarily the school that is
responsible for the education and skill impartation of the students. However, this is not
true. Various research data proves that the home atmosphere and parental involvement
plays a crucial role in the growth and performance of a student. 

Early Learning

For every student, the process of early learning starts in the home wherein an informal
way. Parents teach their kids the fundamental skills, values, and essential attitudes
necessary for daily living. This unwritten knowledge is vital as it helps the children to
build coping mechanisms to successful adult life. However, in the absence of this
learning in early life, or the case of parents not passing down these social cues, the kids
find it difficult to adjust into the social environment of the school. By teaching the young
kids’ school readiness, the parents have a significant influence on how well they will
perform.

The most common barriers to family involvement include:

 Lack of teacher time. 
 Lack of understanding of parents’ communication styles. 
Barriers to involvement exist for both schools and families. Some barriers are created
by limited resources, while others originate from the beliefs, perceptions, and attitudes
of families and school staff. (Liontos, 1992)
 Teachers’ misperceptions of parents’ abilities. 
 Limited family resources. 
 Parents’ lack of comfort.  
 Tension in relationships between parents and teachers. 
 Parents felt that teachers waited too long before telling them about a
problem and that they only heard from teachers when there was bad news. .
 Teachers believed parents didn’t respect them,
 Mobility. 
 Lack of vested interest.  
 Difficulties of involvement in the upper grades. 

Although the benefits of family involvement are numerous and have been well
documented, a review of the literature found that family involvement programs were
often not fully implemented for the following reasons (Drake, 2000):
 
 School staff had not been trained to work with families.
 
 Administrators and teachers worried that increased family involvement would add
to their already busy schedules.
 
 Educators were concerned that closer relationships with families would mean
giving up power and decision-making.
 
 Families were not sure how far they could go making suggestions or asking
questions; they worried that children would be punished for their parents’ actions by a
teacher or principal who was annoyed or threatened by the parent.  

Bounded Awareness

Bounded awareness is the phenomenon in which individuals do not "see" accessible

and perceivable information during the decision-making process, while "seeing" other
equally accessible and perceivable information.

As a result, useful information remains out of focus for the decision-maker.

How does this apply to parent involvement ?

 Test scores/ adequate

 Yearly progress

 Athletics

 Behaviour

 Awards

 Safety

 No child left behind

What we know research says about parent involvement...

 Partnerships tend to decline across the grades.

 Affluent communities currently have more positive family involvement, on
average, unless schools and teachers in economically distressed communities
work to build positive partnerships with their students' families.

 Schools in more economically depressed communities make more contacts with

families about the problems and difficulties their children are having.

 Single parents, parents who are employed outside the home, parents who live far
from the school, and fathers are less involved, on average, at the school building,
unless the school organizes opportunities for families to volunteer at various
times and in various places to support the school and their children.

What happens when parents are involved?

 Children get higher grades and test scores.

 Children have better attitudes and behaviour

 Children complete more homework

 Children are more likely to complete high school and enrol in post high school
education.

 The more involved parents are in their child’s education, the more likely the child
is to succeed in school

 Research shows that parent support is more to school success than a student’s
IQ, economic status, or school setting

COLEMAN REPORT

 The Coleman Report found that differences in families were overwhelmingly

more important than the differences in the schools the children attended.

 Of course the study found that schools were important, everyone already knew
that, but the big news from the report was that families were the most important!
Since the 1960’s and continuing through today, studies are finding the same
result.

 Children’s families have the biggest overall influence on student achievement

 This same report led to a study of 1900 elementary students that found...

 ...when schools encouraged students to read at home with parents, they made
much bigger gains than children who practiced only at school with teachers -
regardless of their race and/or socioeconomic status.

Are you surprised that...

 ...measurements of a child’s intelligence less than one—year—old show virtually

no racial or social—class differences, yet racial and social class achievement
gaps are firmly established by the time students start kindergarten?

 Something happens before kindergarten that produces differences in academic

proficiency.
Could this be it?

 A child from a low—income family is read to an average of 25 hours before

entering kindergarten, while a child from a middle— income family is read to an
average of 1,700 hours.

McQuillan,J. (1998). The Literacy Crisis: False Claims, Real Solutions. Packard and
MacArthur Foundations.

When are children learning?

 Are they learning in the morning? In the afternoon? In the car? At home? When

they’re alone? With friends? At school? Playing games? When is it that they learn?

 How would you answer this question?

 What do you believe researchers will say about this question?

Children are Learning

Research show' that children are learning all the time and everywhere.

They even learn things we don’t intend for them to learn!

Did you know?

More than 85 %

Of a child’s waking, learning hours are spent out of school, primarily at home?

Let’s Do the Math...

Assume children sleep 8 hours/day.

» 24 hours/day — 8 hours sleeping = 16 waking hours/day

» 365 days/year x 18 years = 6,570 days

» 6,570 days x 16 waking hours/day =105,120 waking hours/day by age 18

Assume children are in school an average of 6.5 hours/day.

» 180 school days per year x 6.5 hours/school day = 1,170 hours/school year.
» 1 170 hours/ school year x 13 years (1Oyear in kindergarten plus 12 years through
high school) = 15,21 school hours.

» 15 210 school hours/105,120 waking hours = .1446 or 14.46% of waking hours by

age 18 spent In school.

That means 85.54% of a child's time is spent elsewhere - mainly at home.

Working Together

If we want the very best, most productive education for children for children today,
we need to combine what parents do best and what schools do best.

What do schools do best?

 Provide formal education like the three r’s: Reading, Writing and Arithmetic

 Teachers are best at teaching : Science , Languages, Mathematics, Fine arts,

History, and Sports

What do parents do best?

Parents, better than anyone else, teach their children the essentials for success in life:

 Self-worth

 Self-respect

 Self-discipline

 Work ethic

 Manners

 Motivation

 Character Traits

 Love

Provide learning resources at home

 Parents don’t need a lot of expensive, but children need a quiet place to
study.

 Children also need few basic reference books - a dictionary, an atlas , and an
almanac - will make study time easier and more productive.
Help parents help their children develop routines

 Have regular homework or reading time.

 Have a regular bedtime that allows for plenty of rest.
 Give children age—appropriate chores.
 Give children a nutritious breakfast every morning.

Parents can turn daily activities into learning activities

 Cook..
 Do laundry.
 Go grocery shopping..
 Organize the house.

Provide a personal touch

Nothing beats a personal invitation to attend an event.

 Have parents call parents. Have parent volunteers reach out to new families in
the community to invite them to attend. Parents will be more likely to participate
if they feel welcome and if they know at least one other family attending.
 Have teachers call parents. Parents will be more likely to attend if they have a
call from someone they respect and someone they know is working hard to
promote their child’s academic success—their child‘s teacher.

Provide an incentive

Try offering the following to motivate parents

to attend:
 Discount coupons. Have a parent—teacher team solicit coupons from local
restaurants and businesses to distribute at your event.
 Handouts. Advertise that you will have handouts of learning activities parents can
use at home to help their child. Prepare take—home packets to distribute in
advance.

Involve their children

 Ask students to write invitations to their parents -Or have a fold—over
invitation printed and have each student add an illustration to the cover.
 Allow children to attend - Set up an activity for the children while the parents
are engaged in the meeting. Recruit a parent— teacher team to plan it and
provide adult supervision during the event.

Make attending convenient

Most parents work hard all day. To motivate them to attend:
 Schedule it early in the evening. Most families want to be home by 8:00 pm.
 Begin and end promptly. Advertise a beginning and a closing time. Then stick to
your schedule. Parents will be more likely to attend your next event if they know
they can be home for their child’s bedtime.
 Do something they enjoy — Have a party!

Do whatever it takes to create a family atmosphere in your building

 Have you ever walked into a place and felt uncomfortable?
 Were you able to focus on the reason you came to the place as well as you
would have had you not been uncomfortable?
Once you have parents involved...

Ensure the success of your meeting by

 Establishing a fun, friendly, non—threatening atmosphere.

 Having plenty of signs and or helpers to guide parents to the right room as they
arrive.
 Greeting parents individually or cordially as they enter the room.
 Avoiding questions that any parent can answer incorrectly, so there is never a
possibility of embarrassing anyone.
 Having nametags for parents and staff.

Extra Touches mean a lot

 Serve refreshments
 Remember that some parents may be uncomfortable reading or writing in public
 Have plenty of handouts
 Start and end on time, respecting parents’ childcare arrangements and family
commitments

What if a parent still will not come out?

Send home information they will read
 Keep it short.
 Keep articles in the document short.
 Make headlines exciting.
 Good quality print.
 Try including pictures.

Try a home visit

 Don’t surprise parents — let them know that you are coming.
 Send a postcard to remind them.
 Be on time.
 Focus on the student.
 Give parents information they can use.
 Thank parents for allowing you to visit

JOSE CONRAD C. BRAÑA

Zone 11-A Blk 9 Lot39 Fatima Uhaw General Santos City
0917 – 4921 – 613
[email protected]

Personal Data

Name: JOSE CONRAD C. BRAÑA

Sex: Male
Height: 175cm
Weight: 70
Date of Birth: May 15, 1995
Age: 24
Status: Single
Religion: Baptist
Language Spoken: Tagalog, Hiligaynon, English

EDUCATIONAL BACKGROUND:

Elementary: Dadianggas South Central Elementary School

Secondary: Holy Trinity College of General Santos City
Tertiary: Ramon Magsaysay Memorial Colleges. GSC
Course: BEED
Masters Degree: Sultan Kudarat State University
Course: Masters of Arts in Teaching – P.E (On going)

WORK EXPERIENCE:

2017-2018 --------- Romana Acharon Central Elementary School

2018-present -------- Surallah National Agricultural School