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Home > Reflective Teaching in Secondary Schools > 2. Creating conditions for learning > 8. Spaces > Reflective Activities > To consider the involvement of parents and carers in the classroom and school


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

To consider the involvement of parents and carers in the classroom and school

Aim

To consider the involvement of parents and carers in the classroom and school

Evidence and reflection

Section 4.2 of Reflective Teaching in Secondary Schools notes three forms of parental involvement in schools: parents as consumers; parents as resources; and parents as partners. Thinking of parents as resources and partners:

What is your experience of working with parents in these capacities?

How does, or how should, this experience differ from working with professional colleagues?

Are there boundaries to parental involvement in the work of schools? If so, what are they and why do they exist?

Extension

If you were to reconfigure the relationship between parents and professional staff in your school, how would you do this, and why?


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