Communication Approaches Research
Family involvement is a dream of every and every educator. Facilitating family participation to brainstorm activities that will ensure there is the adequate concerned in school activities is essential. Some of the steps that may additionally be taken to facilitate families participation include: firstly, forming stage where the family is knowledgeable about the program them will be participating and be knowledgeable about the rules and regulations of the application. Secondly, storming phase is characterized with the aid of the differences in opinions and expectation between the program builders and families. Thirdly, this step will be norming where problems that occur in finding the activities will be solved in a collectively acceptable way. Performing is the last step in facilitating the families’ participation where families and staff will function independently (Coleman 2013).
Question Two
Effective choice of the activities and allocation of roles have a major impact on the success of the program. The first activity would be family engagement workshop where parents and teachers will be involved in art programs to act as the champions of the students (Parlakian 2011). The second activity is co-educating where educators help families home and school. Thirdly, personal championing activities will ensure nothing is beyond their reach by involving the ambassadors (Parlakian 2011). Families will be in the middle of each activity due to the connection they have with the students and school.
Question three
Some of the steps that are involved in developing family involvement the web are. Firstly, invite a family member to display some of the creative talents such as reading and playing football. Second, offering the family members with roles such as to repair student toys or paint (Gonzalez-Mena 2012). Third, involve the parents in planning activities. Lastly, asking families to share their suggestions and concerns. Last, schedule activities that will involve children and the families in lunch and break meals.
References
Coleman, M. (2013). Empowering family-teacher partnerships: Building connections within diverse communities. Los Angeles: SAGE.
Gonzalez-Mena, J. (2012) Diversity in Early Care and Education: Honoring differences. New York: NY: The McGraw-Hill Companies.
Parlakian, R. (2011). Look, Listen, and Learn: Reflective supervision and relationship-based work. Washington, D.C: Zero to Three
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