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    Parents

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    EDUC. 3627 READING GUIDE TEMPLATE.

    (Each student reads one tet


    !oo" read#n$ and one e%read#n$ &er 'ee" and co(&)etes th#s te(&)ate *or the $rou&
    d#scuss#ons #n the 'or"sho&. Th#s act#+#t, contr#!utes to the *#na) -&art#c#&at#on -(ar"..
    Name: Su-Sim Lim Date: 14/10/13
    TITLE /0 Tet READING1
    Marsh C. (2232. Cha&ter 374 5'or"#n$ e**ect#+e), '#th &arents46 In4 7eco(#n$ a teacher4
    Pearson Educat#on Austra)#a. P&. 283%328.
    T9REE P/INT: 0R/M T9E E%READING
    T;/ <UE:TI/N: ARI:ING 0R/M T9E READING:1
    1. Marsh begins by discussing the difference between arent in!"#!ement and articiati"n.
    $here in!"#!ement "f arents in instigated by the sch""#s% articiati"n is ab"ut shared
    decisi"n ma&ing between sch""#s and arents. 'n hist"rica# "!er!iew "f arenta#
    articiati"n is then resented. (urtherm"re s"me "siti!e "utc"mes "f arenta#
    articiati"n are resented such as greater imact "n chi#d de!e#"ments% arents ab#e t"
    su"rt the teaching "f the c#assr""m% c"##ab"rati"n t" su"rt in and "ut "f sch""# #earning
    and abi#ity "f arents t" "ffer secia# s&i##s. )hese are desirab#e "utc"mes f"r arenta#
    in!"#!ement h"we!er it seems that in s"me sch""#s arents d" n"t wish t" be in!"#!ed in
    their chi#dren*s educati"n. $hen + was "n #acement it was e,treme#y difficu#t t" determine
    arents "ini"n "f the !a#ue "f sch""#ing. +t seemed e!ident fr"m the ""r attendance "f
    students that arents did n"t !a#ue sch""#ing. )he difficu#ties with ha!ing these
    c"n!ersati"ns were enhanced by the #anguage barriers.
    -. Marsh c"ntinues t" describe further benefits "f arenta# in!"#!ement% such as the abi#ity f"r
    arents t" gauge a sense "f aathy f"r the teacher*s r"#e. + be#ie!e this is in!a#uab#e t"
    s"ciety as teachers are c"ntinua##y being m"c&ed. /th"se wh" can*t d"% teach0. 1arents
    sh"u#d a#s" be ab#e t" ha!e a say ab"ut h"w their chi#dren are being educated% and are ab#e
    t" 2udge ""r edag"gy. ("r e,am#e #isten t" re"rts fr"m their chi#dren and r"!ide
    feedbac& t" the teacher and sch""# if necessary. )here are many ""rtunities f"r arents t"
    be in!"#!ed in sch""#s. f"r e,am#e re"rting r"cesses% secia# e!ents% sharing ideas%
    assisting in instructi"n and g"!ernance "f the sch""#. + thin& arents in!"#!ement can ha!e
    a "siti!e imact "n sch""#s% but + can a#s" imagine h"w difficu#t it w"u#d be t" as& arents
    t" ste away in certain circumstances.
    3. )he in!"#!ement "f arents fr"m #"w s"ci"ec"n"mic fami#ies is discussed at it is suggested
    that these arents may need e,tra enc"uragement t" bec"me in!"#!ed in the sch""#
    c"mmunity. )hey "ften fee# as if their "ini"n is n"t !a#ued. )his is the res"nsibi#ity "f
    teachers and "ther #eaders in the sch""# t" ma&e sure that a## arents fee# e3ua##y in!ited t"
    be in!"#!ed and that their "ini"ns are !a#ued.
    1. + w"nder what the biggest barriers are t" arenta# in!"#!ement in sch""#s4
    -. 5"w can we enc"urage better arenta# in!"#!ement in sch""#s whi#st sti##
    maintaining the abi#ity t" ma&e decisi"ns when arenta# articiati"n is
    hindering #earning4

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