• Opening lines of communication. More than just attending parent-teacher conferences (which are certainly important), involved parents make an effort to get to know their children's teachers. They volunteer to help in the classroom and participate in field trips and special events. Even if time is scarce or job schedules are demanding, they work with teachers to find convenient and reliable ways of communicating, either through notes, phone calls, or increasingly, email.



• Enriching the school.Parent groups such as PTAs and site councils make great contributions to schools. Attending the meetings, which are usually held once a month and are open to all, is a good way to stay informed about what's happening at your child's school and to learn how you can get involved. Depending on the school district, PTAs and other parent groups may raise money for special projects such as new playground or science-lab equipment, run the hot-lunch program, promote school safety, and organize educational events, such as a speech by an expert on learning styles or a series of workshops to educate parents and teachers about drugs. Parents also can take a lead in some of the fun activities, such as picnics and parties, that pull a school community together.



• Giving feedback. Parents working together can provide the school with vital feedback about the lives of the students. What concerns are their children voicing at home? What parts of the school experience are strong, and what could be stronger? If a school is drifting off course, parental input can help the administration steer true. Also, if something traumatic has happened at home, such as the death of a grandparent or a divorce, it's helpful to let your child's principal and teachers know so that they can be supportive and watch for signs of stress.



• Creating a home environment that supports learning. Most children need a well-lit, quiet place to work in (although some children do, in fact, concentrate better with noise around them), and they need sufficient time. That may mean limiting some social engagements, or even other learning activities. Some children are so overscheduled with music lessons, sports practice, art lessons, religious schooling, and other obligations that homework gets compressed into a last-minute, late-night rush. It also may mean limiting television, video games, and recreational use of the computer.



• Being role models for learning. Children approach learning more positively when they see their parents making efforts to continue to learn. This applies equally to parents who have a high degree of education as to those who do not. A college graduate who spends all his free time watching TV is not a role model for learning; a parent who commits herself to completing adult literacy training and earning her GED certainly is.



• Setting high but realistic expectations. As one colleague put it, "My children know that they have to do their best. Since their best is A's, they know I expect A's." For other children, realistic high expectations mean earning solid B's or working hard in Special Education courses. Regardless of their level, children succeed when they set rigorous but attainable goals for themselves. Parent involvement is a key part of that success.



• Community involvement. Activist parents, working together, can have a major impact on education in their communities. Nationally, the best proof of this is IDEA, the Individuals with Disabilities Education Act, which sets Special Education standards across the country. This important legislation has come about through the efforts of parents working together with committed professionals over a period of many years. Parents can and do make a difference.

© Copyright 2004 The Dr. Spock Company. All Rights Reserved.