Parents want their children to do well in school, but they may not realize how much their home life influences them academically. Although much can be done to improve our schools, children cannot learn as well as they should unless their parents prepare them at home.

Teachers are, of course, an important part of the process. Their personality and their own personal learning abilities can enable them to create a climate in the classroom where students want to learn. This is best done in smaller classrooms.

The main issue of whether or not students learn has to do with the kinds of skills and attitudes that students bring to the classroom from home. If students come to school with the right skills and attitudes and the support from home, they are more likely to do well.

Some parents have even accepted the difficult challenge of teaching their children at home. Either way, whether parents choose to apply for help from public or private schools or do the work at home, PARENTS HAVE THE RESPONSIBILITY TO EDUCATE THEIR CHILDREN. Schools only help them fulfill this responsibility.

Focus on what is happening at home to support what is happening at school. Form a partnership with teachers and the principal to benefit all children. Strive to have an active Parent/Teacher/Student Association (PTSA) at your school. Work with the School Board. The School Board system was created with the belief that parents in each local area own the schools. Work together to help create a climate that meets the needs of children.

After answering the questions, look at the discussion of the answers and determine if there is anything you can do to improve the learning climate in your home to help your children learn better.

Mark the following statements TRUE gold FAKE

Family communication:

1. Our family members help and support each other.

2. We say what we want as long as the language is appropriate.

3. We tell each other our personal problems.

4. Financial matters are openly discussed in our family.

5. We are usually careful about what we say to ourselves.

6. We have many spontaneous arguments in our family.

7. We are not really encouraged to speak for ourselves.

8. We rarely have intellectual discussions.

Productivity:

1. Activities in our family are planned quite carefully.

2. The responsibilities of each person are clearly defined.

3. “Work before play” is the rule in our family.

4. Dishes are usually washed immediately after eating.

5. Being on time is important in our family.

6. We put a lot of energy into what we do at home.

7. We are generally clean and orderly.

8. Getting ahead in life is important in our family.

9. Each person is strongly encouraged to be independent.

Care and affection:

1. Family members are rarely ordained.

2. Family members often criticize each other.

3. Someone often gets angry if someone in our family complains.

4. Sometimes family members hit each other.

5. If there is a disagreement in our family, we strive to smooth things over and keep the peace at all costs.

6. Family members often try to “outdo” each other.

7. Family members are often compared to others in terms of how well they are doing at work or school.

8. Family members rarely lose their temper.

9. There is little group spirit in our family.

10. We get along.

11. There is enough time and attention for everyone in our family.

Stable family organization:

1. Our family has some clear compliances to follow.

2. Children understand that all behavior has natural consequences.

3. Children and parents come and go as they please.

4. We have a pattern of doing things at home.

5. We emphasize following the rules.

6. Parents frequently change their minds about rules and activities.

7. Everyone has the same contribution to make in family discussions.

8. Children can do whatever we want.

9. The rules are flexible to the point of being inconsistent.

Achievement for example:

1. Parents frequently read to children and themselves read where children can see them.

2. Parents often talk about their successes in school.

3. When family members accomplish something, they are recognized and praised.

4. Parents often help children with their schoolwork.

5. Parents say they are stupid or that they failed in school.

6. Parents communicate that they expect their children to do well in school without putting too much pressure on them.

7. Parents describe the school as a fun place where children can learn and grow.

8. Parents tell their children that the teachers really care about them and want to help them.

ANSWERS AND DISCUSSION:

Family communication:

Score 1 point for each of the following answers: 1-T, 2-T, 3-T, 4-T, 5-F, 6-T, 7-F, 8-F.

Each family has its own style of communication. This includes the variety of topics that are discussed in the family and how much family members talk with each other. When family members communicate frequently, children learn to absorb larger and more complex amounts of information. This helps children learn more easily at school. If your conversations are short or too simple, your children may have trouble paying attention to teachers for more than a few minutes. There are other benefits: Talking about a variety of topics increases a student’s interest in a number of areas, and talking with older, more educated family members fosters a larger vocabulary. The more verbal communication there is at home, the easier it will be for children to succeed in the verbal world of school. It is also important that parents spend time listening to children. This will help children learn to express their thoughts and feelings. This is not only important in school, but also in building and maintaining human relationships.

Productivity:

Get 1 point for each true statement.

Families have different styles of getting things done, but there are four productivity characteristics that are closely related to school performance. These features are:

1. Independent work: Children benefit from having some of their own tasks to do at any given time. They learn to do things on their own without close adult supervision and to be responsible. Too often, parents tire of reminding a child to do a task and then doing it for them. Doing regular chores helps kids a lot with homework and other independent projects.

2. Cooperative Work: The school requires children to work together on many projects and teams and to do their part. Cooperation is best taught at home. It is very difficult for children to learn to work well with others at school if they have not learned to do it at home and have been encouraged in that behavior.

3. Task Completion: Families need to teach children to stick with a task until it is completed and to overcome frustration. The lack of this ability is probably the biggest cause of school failure.

4. Pride in achievement: Self-esteem is determined in part by feelings of regular achievement. Parents need to ensure that their children experience success on a regular basis. False praise is useless, but children do benefit when they know that parents approve of their abilities. If parents are too harsh and critical or too demanding, children may be afraid of failure and tend to hold back from trying to achieve anything.

Care and affection:

Earn 1 point for the following: 1-T, 2-F, 3-T, 4-F, 5-F, 6-F, 7-F, 8-T, 9-F, 10-T, 11-T .

Children’s emotional stability depends on their belief that people will like and approve of them. When families are loving and openly caring, children will transfer that experience to other situations with school and friends. Research indicates that the strongest and healthiest families are characterized by regular expressions of mutual appreciation between family members. When children are afraid of disapproval and overwhelmed with thoughts of punishment, they find it hard to focus, take action, and succeed. Avoid using competition to motivate children at home. If they participate in sports at a young age, make sure the sports program and coach emphasize participation and doing their best rather than winning. If your children are competitive themselves, emphasize the importance of enjoying participation in sports and other activities without worrying too much about winning or losing. Teach them that setting and achieving their own personal goals is the best way to “win.” Lobby school and community programs to control destructive competition. Make sure NO coach in an educational setting feels her job is unsafe if she doesn’t have a good enough win-loss record. Instead, focus attention on the positive impact they have on team members’ personal growth and development.

Stable family organization:

Score 1 point for the following: 1-T, 2-T, 3-F, 4-T, 5-T, 6-F, 7-T, 8-F, 9-F.

There is clear evidence that successful children come from families where rules and routines are part of family life. Parents in these families can establish positive routines for events such as meals, getting up in the morning, going to bed, family trips, etc. All family members tell each other where they are going and when they will return. Parents know where their children are and children know the whereabouts of their parents.

Achievement for example:

Get 1 point for each of the following: 1-T, 2-T, 3-T, 4-T, 5-F, 6-T, 7-T, 8-T.

Children form attitudes about achievement and learning based on the example set by their parents. Parents who insist on negative school experiences tend to pass negative attitudes on to their children, who are then led to expect the same kinds of experiences. If parents don’t show that they feel learning and school are important by their behavior and conversations, children may not feel that education is very important.

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Forty-five points are possible on this quiz. The more points you earn, the better the family will be at helping children succeed in school. To make this test really useful, please go back and mark the questions for which you do not receive points. Then, as a family, set concrete goals for improvement in those areas.