This Letter From A Teacher To Parents Is Going Around The World

Between parents and teachers, there are sometimes distortions concerning education. This American teacher wanted to send a letter to parents so that they understand the issues of schooling. She emphasized the role of parents and their obligations. Do you share his opinion?

Today, despite renowned universities, American students are far behind other countries. According to the OECD, the United States ranks 26th out of 72. Singapore is the leader of the PISA 2015 ranking.

A retired teacher wrote this letter to her local newspaper to express her opinion on it. And quite frankly, the question arises for all countries providing public education.

The written letter of Lisa Roberson
 "As a retired teacher, I'm tired of people who do not know anything about public schools or who have never been to a classroom recently and who decides how to reform our education system.

Teachers are not the problem! Parents are the problem! They do not teach their children ways, respect or even how to behave in society.

Children come to school with shoes that are more expensive than the teacher's outfit, but without pencils or paper. Who provides them? Teachers often provide them with their own pockets.

When you look at schools that "fail," look at parents and students. Do parents come to parenting meetings? Do they talk regularly with teachers? Do they make sure their children are prepared with the necessary supplies? Do they make sure their children do their homework?

Do they have the phone numbers of their work to contact them if there is a problem? Do students take notes in class? Do they do their homework? Do students listen in class or are they the source of class disruption?

When you pay attention to these factors, you will see that it is not the schools that fail but the parents. Teachers can not do their job and the work of parents. As long as parents do not do their job, nothing will be better! "

Educational models of parents
Parents expect from the school two types of education. They are cognitive, that is to say the contribution of basic knowledge, the development of intellectual curiosity, etc ... But they are also socialization that is to say, the learning of life in community. However, the school expects parents to cooperate fully for the success of the children entrusted to them. Three types of parents were identified in the study conducted by D. Gayet, former lecturer at the University of Paris 10 Nanterre. The "Authorities" control the teachings received and the work done by the child but offer little affection. 

The "Permissives" are very affectionate but are not very active in the academic success of their children. The "Neglect" last are neither controllers nor affectionate. A fourth category has been added by other studies that concludes to a moderate parent called "Authoritatives" who is affectionate but also controller in relative balance. Some parents leave little room for the individuality and desires of the child, but it is his singularity that is his strength.

For the school these different systems of parental education have impacts on the institutions. For Permissives, it is up to the school to educate the child and no initiative or interference takes place. On the contrary, the Authorities are very attentive to the teachings and are true parents-experts.

The expectations of the school
For National Education, what matters is the dialogue. Parents should communicate with children about their classroom activities. They then testify of an interest for their day (in connection or not with the schooling). They must also discuss extracurricular activities by stimulating them. The benefit is double for schools. Children thrive and are intellectually more stimulated. In addition, absenteeism is controlled. Thus the risks of school failure are diminished.

The school also wants dialogue between the institution and parents via parent-teacher meetings or through participation in class councils, boards of directors, etc. These discussions make it possible to keep the expectations of parents and those of the institution in line with the needs of each child. The socio-cultural environment has an impact on the quality of support for parents. 

A study in Sweden was launched entitled "Read me something, daddy! ". Its purpose was to stimulate parental reading in disadvantaged social groups. This has increased the reading and writing skills of children, but also parents. This approach is also developing from kindergarten. They have positive impacts for all stakeholders.

School work is a collaboration, do not forget it for the sake of our children.
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