Table Of ContentPROCEDURES FOR IMPROVING HOME AND SCHOOL
RELATIONS IN THE ELEMENTARY SCHOOLS
A Project
Presented to
the Faculty of the School of Education
The University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Master of Science in Education
by
James Durward Harper
September 1950
UMi Number: EP46345
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Dissertation pytftsMng
UMI EP46345
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This project report, written under the direction
of the candidate’s adviser and approved by him,
has been presented to and accepted by the Faculty
of the School of Education in partial fulfillment of
the requirements for the degree of Master of
Science in Education.
.3/,. /f.A.
Date.
Adviser
<CL~0l.'SU'
Dean
ii
PREFACE
The question of how to make the school function
more effectively as an integral part of community life
is one that is receiving more and more the attention of
teachers, parents, and school administrators. If ever ed
ucation is to meet the needs of our complex society, and
bridge the gap between what we know should be done, and
what is being done as evidenced by the products of our
schools, it will require better understanding of the aims
and ends of education on the part of these three groups
as well as a coordinated method of accomplishing these
objectives•
One of the areas where improvement can be made
appears to lie in the relationship between parents and
teachers. For too long this has been an area of misunder
standing and contention instead of a field of cooperative
attack upon the problems of education. Either the parents
have not been able to understand the problems of the teachers
or the teachers have not met them half way in attempting
to interpret their methods and objectives. Between the two
are the children who grope their way through the formative
years of their lives instead of progressing under skillful
guidance that would come from the best type of parent
teacher cooperation. The first chapter deals with this
iii
problem, and attempts to suggest a program that will help
bring about a better understanding between parents and
teachers.
Another area in which the work of the school loses
some of its effectiveness lies in the relationship of the
parent and child. In this age of working mothers, many
children are denied the skillful care and affection of the
mother in the home. Baby sitters and nursery schools are
substituting for mothers during the critical years of
children’s lives when only the mother can answer their
needs. Further, many mothers either through ignorance or
some other reasons, fail to give their children the kind
of training at home that prepares them for successful
school life. Consequently, much of the work of the school
is devoted to overcoming the social attitudes and emotional
problems of children instead of giving them training in
skills to meet the practical problems of every day life.
The second chapter offers some suggestions to parents that
are helpful in establishing and maintaining better relations
between parent and child and in preventing some of the mal
adjustments that interfere with the school work of the
child.
The third chapter outlines some activities which
will bring parents into closer relation with the school,
iv
and indicate some ways in which they can work to supple
ment its program. Many parents do not realize their.poten
tialities for implementing the educational program. Admin
istrators and teachers have not taken full advantage of
the opportunity to enrich school life through wise parent
participation. Parents who are interested in improving
the educational opportunities of their children may find
chapter three helpful.
The objectives of home and school are much the
same. The problem is to get the two institutions to in
telligently work together for the achievement of their pur
pose. It is not enough for the parents to,just know the
teachers, to have a few teas with them during the year, or
to visit their classrooms once in awhile, although this
will help. Nor is the problem solved by the teachers
being courteous and polite to the parents, welcoming them
to the classrooms, and having a few friendly chats with
them at the monthly parent-teachers' meetings. The prob
lem can be solved only when parents and teachers attack
the problems of childhood education and work as a team.
This is a two way process and both parties are equally
responsible for its operation.
The last two chapters deal with the responsibility
of teachers and administrator in teaming up with parents
in the task of making our schools a more effective factor
in the life of the community. They propose some technique
for inducing parents to participate in the program of the
school and methods of interpreting the school to the com
munity .
Vi
TABUS OF CONTENTS
CHAPTER PAGE
PART I. THE PARENTS
HOW TO TAKE PART IN THE SCHOOL PROGRAM
1. KNOW YOUR TEACHER: How to get acquainted with
your child* s teacher............... 2
2. KNOW YOUR CHILD: How to help your child get
the most out of school. • 9
3. KNOW YOUR SCHOOL: How to improve the school
through parent participation.......... 31
PART II. THE TEACHERS AND ADMINISTRATORS
HOW TO SECURE
PARENT COOPERATION WITH THE SCHOOL
ij.. PARENT COOPERATION: How to develop parent
cooperation in your school program. . . . . . . 10
THE PRINCIPAL: How to make the school function
as a community center....................... . 55
1
PART I. THE PARENTS
HOW TO TAKE PART IN THE SCHOOL PROGRAM
Do you want your child to succeed in school? Sure,
all parents want this. There are many ways in which you
can help. He may be having problems at school of which
you are not aware. You may be having problems at home
which affect his work at school. By working closely with
his teacher, and pooling your knowledge with hers, you can
make your child’s experiences richer and fuller at school
and your burdens lighter at home. Teachers are anxious to
share experiences with parents, and recognize that only
through good relations with the home can they serve the
best interests of your child. The school needs your help.
A happier more wholesome child will be your reward.
CHAPTER 1. KNOW YOUR TEACHER
HOW TO GET ACQUAINTED WITH YOUR CHILD'S TEACHER
A. MOTIVATION: Rewards to parents that will come from
knowing your child's teacher.
1. Your child will know yon are interested.
2. Yonr child's teacher will know yon are
interested.
5* You will get a better understanding of yonr
child's problems.
I4.. Yon will have the opportunity to impart infor
mation that will enable the teacher to provide
for the special need of yonr child.
5. Yon will obtain the opportunity to get first--
hand information about the school. (Second
hand information is not too reliable.)
6. Yon can observe yonr child's behavior in class.
7. You can see class demonstrations of reading,
arithmetic, etc.
8. Yon can find new and better ways of helping
yonr child.
B. DIRECTIONS: How to create cordial relations between
you and yonr child's teacher.
1. How to meet yonr child’s teacher.
