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How Can We Acknowledge ‘Involved’ Parenting and Guardianship Within The Education System?


There are so many important things that we need to recognise in life, one of these things is ‘Involved Parenting’.

The ability for a parent, guardian or carer to be part of their child’s education, in a way that benefits and supports the child, is not always a natural thing.

When a parent, guardian or carer can dovetail their input into their child’s education with that of the school, and/or work with the approach of the school, plus support ‘Positive Methodologies’ of the school and ‘Positive Improvements’ that the school is trying to make in educating the child, then a parent, guardian or carer can effectively give extended structure and stability to the learning process of their child, within both the school and their home, without it clashing with their home life, or confusing the child, parent, guardian or carer and school alike.

 

More than blind trust is needed to have any confidence in a school

This requires the parent, guardian or carer to have confidence in the school and this can only happen if the school approach is positive and benefits the child in the eyes of the child, parent, guardian or carer. Therefore agreement is required between parent, guardian or carer and the school.

The harmonisation of approach and combined methodology of parent, guardian or carer and school, is vital if a child is to be helped calmly through the educational process. This will also narrow the opportunity for a child to manipulate any confusion or conflicts between school methodology and parental knowledge or approaches.

 

Acknowledgement required from within schools

It is both key and vital for the ‘Education System’ to implement within schools, a process to formally acknowledge the parent, guardian or carer, who go ‘above and beyond’ the normal in support for that school, in helping both the school and others.

To simply lump all parents, guardians or carers under the idea, concept and attitude that ‘It is their child and their responsibility, so they should do it anyway’, does not mean schools and society cannot formally acknowledge the ‘Involved’ proactive parents, guardians or carers.

 

Isolating and alienating other parents, guardians or carers

There is a fear plus concern that any formal ‘Acknowledgement’ of the input to a school by some parents, guardians or carers, will isolate and alienate those parents, guardians or carers who work hard, but do not have the same available time to input to a school, because they work shifts, and/or cannot give the same time availability commitment, compared to those parents, guardians or carers who have a fixed schedule and/or have more available time.

Therefore the criteria for the formal acknowledgement of the input to a school by a parent, guardian or carer, who go ‘above and beyond’ the normal for that school, should be based on:

 

* the extension of ‘Positive’ methodologies of a school within the home environment.

* the implementation within the home structure of the ‘Positive’ improvements strategies of the school, as it tries to achieve a better education for the child.

 

These can be measured by:

 

* the approach adopted by the parent, guardian or carer.

* the school work being done by the child.

* the aims and agreed plan towards a better outcome for the child, by the parent, guardian or carer and school.

 

In summary

Educating children by agreement is always best for everyone involved.

 

So why is the ‘Education System’ not formally acknowledging those parents, guardians or carers, who actually and freely input so much in schools?

 

 

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