Very often there is an opinion, and even amongteachers, that working with parents in school is limited to parental meetings held from time to time, which discuss, to a greater extent, the problems of the material plan or the progress of students, as well as individual conversations, often in haste, on changes or before lessons.
And in fact it is necessary to remember, especially youngteachers, that a well-established contact with those who give their children to an educational institution promotes more successful education of schoolchildren, which, naturally, is reflected in their behavior and studies.
Of course, we should not belittle the role of the parentmeeting. Moreover, besides him, the following collective forms of work with parents in the school are possible: thematic meetings, open lessons, a round table, group psychological counseling, etc. Each of them has its advantages, disadvantages, and also meets the set goals.
In order to determine the optimal strategy,on which work with parents in primary school will be carried out, it is recommended that a questionnaire be conducted at one of the first meetings. Here you can briefly ask the participants to describe the topics of upbringing that interest them, find out what they can do in the teaching process, list the characteristics of their children.
The last question should be discussed separately. When drafting a questionnaire, if the teacher does this on his own, without resorting to the help of a school psychologist, it is not necessary to introduce questions, for example, "advantages and disadvantages of children", as few adults can soberly assess their baby, and even more so describe his minuses until quite a stranger. In the process of teaching the teacher himself must find an approach to the children, but in order to get a little acquainted in advance, there are enough points such as "what you need to pay attention when working in your child."
It is often necessary to work individually withparents at school, especially for those whose children have problems with behavior, adaptation or academic achievement. It can be consultations, talks, instruction. The main mistakes that young teachers allow here are a lack of time, haste, emotionality. If the conversation is not spontaneous, but pre-appointed, then it is worth carefully preparing for it. It is necessary to think over the problems that need to be discussed, take care that there is enough time for everything, and the conversation did not turn out to be "crumpled".
A calm, benevolent tone is the main weaponteacher in front of a parent who is nervous or is hostile (after all, he may be taught, and his child - scolded). It is desirable to operate with facts, and not with your assumptions in matters of family upbringing of the student. If there are problems, it is better to advise an adult author's book on the subject, rather than test his patience with long moralizations.
Of course, working with parents in schoolis directed, first of all, to the result. In the case when it does not manifest itself in any way, it is possible to involve a psychologist who will come to the rescue not only young but also experienced teachers.
It should be noted that working with parents inthe school should be conducted not only with those whose children have problems, but also with all the others. This can be seen as a measure of preventing future misunderstandings or conflicts.
Do not forget about the main support of the teacher,the parent committee. They can always organize the rest, besides, on their shoulders you can shift most of the organizational and material issues, which very often teachers have to spend a lot of time. Also an important role is played by school-wide parental meetings, at which the latter have the opportunity to communicate with the administration and ask about what interests them.</ p></ p>