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INVOLVED: Children benefit from having parents help them with their schoolwork

IT’S QUITE alarming that, according to recent research, an increasing number of parents spend an average of just 19 minutes a day with their child. This is worrying when you think of the amount of time children spend in school with their peers and teachers.

These figures should concern parents because it’s been consistently shown that the more time they spend with their children, the better they perform academically.

My own observations have shown me that too many are completely out of touch with their children’s learning, and it is not surprising that these pupils’ levels of progression is slow, on the verge of stagnant.

On the other hand, parents who checked their children’s books and insisted on teachers explaining their decisions are more likely to see visible signs of academic improvement.

A common response to this point from black mothers and fathers is that time is a luxury when you’re holding down two jobs and struggling to put food on the table. Long, taxing hours can often dampen parental desire to help children with their schoolwork. And when they do show interest, they are met with a ‘teacher knows best’ attitude.

While teachers are trained in developing a child’s formal education, there is equally a credible space for parental input. The idea that parents are unable to understand their child’s academic needs should be challenged.

So, how can these issues be addressed? What can parents do to make the most of the time spent with their children and play a critically important role in their child’s education?

Firstly, I believe that parents should assert their position as the primary educators of their children. The important question is, as a parent, do you send your child to school and expect him or her to receive a well-balanced and holistic education from a school agenda alone? Many believe they can and their children experience a poor education as a result.

It’s also important to remember that every teacher has assumptions about a pupil’s abilities, shaped by factors such as stereotypes or their own experiences. Unless a parent is able to clearly discuss with a teacher their own understanding of their child’s academic strengths and weaknesses, they may find teachers imposing their own expectations, which in the case of black pupils are often set too low or are inaccurate.

IMPORTANT

I believe that teachers should not make an educational assessment without parents’ input and knowledge.

This is not to say that the teacher’s professional instincts should be ignored, but rather supported with evidence that the parent can prove. For example, is Pupil A just downright naughty or is the work not suited to the child’s ability?

Teachers should also be encouraged to value this parental input which can help inform their work. And without the ‘teacher knows best’ attitude, children can be confident of the valuable role their mothers and fathers play in their child’s learning. Regular dialogue with teachers through letters, emails, school visits can go a long way to dispel misunderstandings.

It does ultimately require a sacrifice of time to perform the role of a parent-teacher, but there are now many resources that can make this easier. For example, there are a number of Saturday schools that help families get more involved with their child’s education. Others enlist the support of extended family members.

Parents and carers should not let a lack of time be a barrier to them having more interaction with teachers. The biggest investment they can make is not in a job but in their child’s future.

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Patricia Agdomar is a writer and speaker from London with a background in education and youth engagement. She has recently completed a master’s degree in education. You can email her at youngdevoted @hotmail.com