Reflective Statement of Competence
Teachers possess transformational power as a result of their effectiveness. We have all experienced this at a personal level. I believe that an environment which inculcates both the opinions of the teachers and that of the parents results in a productive environment for the students. Formative assessment allows for a period of progress monitoring for all those involved in the educational process. This teaching practice has been a source of success throughout my teaching period. It allows me to interact with the students and also their parents so that we can find out how their learning capabilities are coming along and how we can work towards making them even better. There are specific forums done for this, such as parent-teacher conferences, where discussions are held candidly between the parents and the teachers. Adoption of proper communication techniques, both in school and out of school, gives a platform for interaction between the entities within the educational sphere and, by doing this, strengthening the parent-teacher relationship. These open lines of communication allow the teacher to confer with the parents, even in matters concerning discipline and curriculum improvement.
CG 4.1
Most parents need to have a say in the manner in which their children are being educated. I share a similar philosophy and, as such, have ensured that my teaching program incorporates an array of channels to see this through. The standard phone call or email each week is one of the go-to practices that I have found to be quite useful and as such, now when the parents receive a phone call from me, they don’t immediately perceive it as bad news instead they are happy to share their weekly progress. I have also currently employed the use of certain online platforms such as Class Dojo, which is updated weekly with regard to each students’ progress, and the parents have direct access.
- 4.2
The parent and teacher relationship, according to my teaching practices, is a partnership. Both of our input is required when it comes to the students. I endeavor to ensure that I monitor each child’s behavioral changes each day. If they exhibit norms such as a laxity in doing their assignments or an otherwise outgoing child suddenly becoming withdrawn, then I can deduce that there may be something at home that is causing these extremities within the classroom. Signs of visible injuries, children being extra tired, or even an absolute lack of hygiene would also be a cause for red flags. Awareness of these situations, therefore, makes me pay more attention to the said students and switch up the entire lesson of the day so that they are more comfortable. A strategy I have adopted over time is one whereby I present the children with art materials so that they can let out their feelings on their canvases, and this usually seems to get them right back on track.
- 4.3
The Family Questionnaires provided much-needed insight into how the Parents of the Children I am in charge of are faring and where I can make adjustments so that my implementation may be considerably improved. Most of the parents were not aware of the aspects of the educational systems such as standardized testing, and they also commented that they were quite unfamiliar with the instructional material that their children go home with to complete their assignments. This was a monumental eye-opener and, as such, has prompted the zeal for improvement and creation of a more profound relationship with the parents of the students that I interact with. When parents and teachers can successfully work together, then the success of the child is ensured.