Alistair Owens Managing Director keen2learn
By the time a parent receives
the end of term or year school report a huge chance to help correct a child’s performance
may have been lost. A recent survey by BECTA* shows 82% of parents want more
information about their child’s progress at school.
The survey involved 1000
children aged 7 -14 years, and 1000 parents. It showed 43% of parents found it
difficult to get to know how their child had progressed at school that day and
only 16% of children talked about their day. Currently 31% of parents felt
“excluded” which can lead to them hassle their child for information, and 24%
of children felt they were under pressure to talk about their school day. Children
reported that:-
They don’t want their parents to hassle them
- They don’t want to share information with parents
- Over a third found it difficult to speak to their
parents about their education.
The conventional end of term
report or teacher contact potentially leaves a gap between a problem being
spotted by the teacher and the report publication. Perhaps we should ignore
those parents nights when only a handful turned up. But there is a lot of time
that could have been used by parents to help correct the situation.
The demand to improve the interface
with parents through greater teacher communication needs careful handling. The
information could easily go into electronic overload. To engage parents there
needs to be a common ground where they and their child feel comfortable. Real
support can be given at home from playing the fun based educational games and
puzzles played in class. Learning retention is greatly enhanced just through
practice.
The advice from the teacher can
be given through a simple pupil support form, a
paper document published as the need arises. The document shows simply where a parent
can help – rather than the electronic and highly detailed facility that could
overwhelm both teacher and parent.
There are a number of school
based electronic systems that can link parents to the school. Unfortunately
some are overly complicated, the facts hidden in volumes of detail and jargon.
They also need email links to get the information and – a further rub for
teachers – the system needs continual data input placing an additional load on already
stretched teachers.
Professor Tanya Byron who led
the survey on behalf of Becta said “This report highlights how fundamental
positive communication within and after school hours can help raise
attainment and build a child’s sense of self-worth. By creating a
collaborative, three-way dialogue between parents, school and children; by
harnessing the new and exciting technologies that enable seamless communication
between school and home; and – most importantly – by involving children in
after school communication that is fun, relaxed, open and well timed, we can
all help them to maximise their academic potential and enjoy their school and
further education years.”
The ideal outcome is a
positive interface that mobilises parents to support the schooling process, something
the DCSF are keen to improve. The “Every Parent Matters” objective published in
2007 by the then DfES urges the active involvement of parents in the schooling
process. The mutual objective could lead to a huge boost in schooling support
from the 13m parents with school aged children.
* The British Educational
Communications and Technology Agency (Becta) was established in 1998 through
the reconstitution of the National Council for Educational Technology (NCET). A
review showed everyone referred to the agency by the acronym of Becta – now
adopted as it main name. A positive sign that such an organisation can take a
lead in technology and the modern needs of education.
