The essence and function of the interaction of teachers and parents

 

V.A. Sukhomlinskii attaches great importance to the content of work with parents: "Only by combining the common effort with parents, teachers can give children greater human happiness." Thus, the family together with the school creates the main impact factors of the educational environment. That's why it is important to work with parents regardless of the scope of the general mission of the school in pedagogical activity.

The situation in today's school is changing: the structure and content of the educational process and content, and the attitude of teachers and students towards their interaction with organizational forms of teaching, a new approach to the teaching of many subjects as well as extracurricular education is gradually oriented to the democratic direction of school management., a pedagogical triangle - a teacher - a pupil - has a new democratically relationship with the parents. So, the administration that regulates this relationship is now in the system. Today, some of the traditional forms of schooling work with parents include the importance of parenting meetings, parent lectures and universities, open parents 'day, contact with parents' work places, visits to the family's home, etc. Parents and pupils remain indifferent in solving problems that have been solved by teachers and students. Particularly, this situation has a negative impact on teachers' relationships with their parents.

Nowadays, it is necessary for them to raise their minds in the upbringing of their children.

That is why parents should consider school and relationships as the primary task of raising children, because their success in educating their children depends on the outcome of the teaching and learning work of the school staff. This situation requires the family and the school to work together to improve the content, quality and effectiveness of the educational process.

The peculiarity of the work of parents with parents is the stability of the interaction between these two parties. This stability is primarily provided by the classroom leader.

He works as a co-leader in organizing school and family cooperation. The school's understanding of the child's upbringing is based on the family's understanding and work. In this case, it is important to consider the family as a principal customer and the child as a school and allies. That's why the class teacher's work in this direction is primarily focused on achieving unity, co-operation in interacting with the school and parents and children, and creating a positive mood for the child's development. The ability to effectively resolve it is only possible if there is a collaboration on the basis of educational work. For this purpose, mutual trust and respect, mutual help and support, and tolerance to one another should become the basis of cooperation. However, working with schoolchildren requires a lot of research and work. Particularly responsibility is given to the class teacher. It can be performed only if it is in close contact with students' parents. For this reason, working with parents is a process that is purposefully long - term. For this purpose, it requires a comprehensive and systematic study of the family and its features in the family education.

So what is the need for a class teacher to work with parents?

- establishing common principles of upbringing in order to effectively organize the development and socialization of the child in the family and school situation in the organization of the child's life, the common view on the issues of his / her upbringing;

- correctly identifying the purpose and objectives of education, taking into account the socio-pedagogical and psychological development of the child;

- Effective and efficient organization of educational effectiveness for the harmonious development of the child;

- organizing pedagogical use of children with school and out-of-school institutions, parents;

- a child to be well versed in various environments, in various situations;

- to combine efforts to influence the child's personality in different ways of life, with the general way of influencing the child;

- The positive attitude of the class leader, students and parents to the positive mood and mutual understanding and cooperation.

It is clear that the importance of interaction between school and family based on positive factors is clear. The main tasks of the classroom leader in parent work:

1. Establish regular contact with parents. Purpose: relationship between family, its members, level of culture, and other individual influences of the family, determine the status of the pedagogical education of the parents and provide them with advice on the child rearing.

2. Ensuring unity of the family and school requirements for the child. The goal of this behavior is to ensure that the behavioral norms of the society in which the child lives, the systematic and sustained training of the child. The organization of the same classroom teachers with parents.

3. Creating a parent's team. This is a serious and important task. In this regard, the creation of a parent committee, drawing up a work plan, involving them in school social work, analyzing the work done, etc. commitments.

4. Continuously increase the level and culture of pedagogical education of parents. Organization of mass pedagogical education for parents. Propaganda of pedagogical knowledge in lectures, seminars, scientific practical conferences, parent meetings in the field of press, radio, the blue screen, pedagogical knowledge improvement universities.

Classroom supervisor activities with parents

 

The class teacher must perform 5 functions according to the above task.

1. Familiarize parents with the content and methodology of the educational process in the classroom. At the first meeting of the parent meeting, the class teacher will briefly explain his position and pedagogical attitude to this issue. She acquaints her with the goals and objectives of the curriculum and the plan of action. Together with parents, it considers ways to implement it. This session will consider the possibility of inviting subject teachers to teach in the same class and at the school administration. Teachers will introduce their parents with issues related to the peculiarities, content and methodology of their subjects, and issues related to the pupils' homework assignments.

2. Organization of pedagogical and psychological education of parents. The classroom leader assigns this direction to the education of parents in the system of pedagogical and psychological knowledge, and the children are well aware of the behavior in the social environment. In the current school environment, the level of parents' overall education is undoubtedly growing, and their confidence in their pedagogical views is insufficient. However, the result of pedagogical and psychological research pays constant attention to the low level of psychological and pedagogical culture of parents. For this reason, the demand of society and parents is increasing day by day.

In this regard, the challenge facing each class leader is to choose the working form of parent and school. Therefore, here we refer to some of the traditional forms of self-justification relating to pedagogical and psychological education with parents in school practice.

3. Involving parents in activities.

It envisages the improvement of the educational environment, the promotion of the personality of the pupil, the organization of extracurricular activities, the improvement of the relationship between teachers, parents and children during these activities.

 

In school practice, parents use different forms of involvement with their children:

- involvement in extracurricular activities (cultural, travel, evening, sports competitions, etc.;

- Participation in traditional school events (meeting with school graduates, last bell, New Year tree, International Women's Day, March, summer holidays for pupils, etc.);

- children's lessons, olympiads, parties, weekdays, parents' open doors;

- Participation in career guidance of the school (meeting with labor people, traveling to production, equipping professional orientation rooms);

- organization of optional and circular work according to their specialties;

- to establish children's yard clubs;

- repair of school or class, participation in garden yard, library fund raising, organization of exhibitions;

- organizing and conducting a variety of school or classroom activities, and requesting material assistance through production and firms.

4. Pedagogical and psychological counseling to parents in relation to family education. This is a way to provide advice and help in some families regarding the upbringing of a child.

5. Working with parent activists and interacting with different public organizations and the public. The work of the class leader in this direction begins with the creation of a parent committee and giving its members a specific direction, giving advice on how to organize their work, and showing support.

Some parents provide full support to their community's social work. For example, if a child is responsible for a sporting event or a cultural event, his parents will also support his child and help him find the right materials. The mixing of such parents in the classroom is also part of the classroom's work in this area.

At the same time, the class leader collaborates with parents in the general school and community organizations on the common issues (parental committee, council, law enforcement agencies, etc.).