Teacher Interview Summary
The questionnaire was answered by a teacher from Pearland ISD, teaching at the elementary level, precisely 2nd grade. She states that she converses with parents daily with an emphasis on conduct and pupils’ behavior, and at least once at the beginning of the year, if not concerning conduct. The subject she engages in when speaking to a parent tends first to involve behavior problems, second to discuss the child’s progress in school, and finally to try and learn about the child’s family.
Most functions the school plans that require the inclusion of parents are family fun night, field day, and spookies which occur annually. On parent/teacher conferences, the teacher has at least one conference yearly with each family and, after that, one to two times a month as required. These conferences last between 20 and 30 minutes as they discuss pupils’ academic and behavioral concerns. The teacher is familiar with various resources for families in the community as she gets informed by the school counselor and a CIS representative. With the given information, she shares the details of the resources with families who require them discreetly. She advises new teachers on the vitality of connecting with parents early in the year by letting parents know the teacher’s commitment to the welfare of the students. Working as a team would ensure the child’s success academically, emotionally, and socially.
Parent Interview Summary
A single mother to a 6-year-old boy answered the questionnaire and stated that her son had been in childcare since he was 2. Concerning communication with the son’s school, she first prefers phone calls, second via text messaging, and thirdly by email. A physical meeting came fourth, receiving a note from the teacher came fifth, viewing the bulletin board came sixth, the seventh form would be in any other means, and finally, through the school’s blog. The information she is concerned about from the teacher is her son’s progress, his behavioral concerns, community resources, and school events.
The parent would like traditional festivals where families can come together and get to know the school’s community. Unfortunately, she has never used any community resources available for families since she is unfamiliar with them. Despite not knowing of any resources, she would like to receive information about their availability in the future. Finally, she would like to access resources regarding mental and physical health and other resources to keep children engaged and wanting to continue their education.
A child’s world is made up of layered frameworks, each of which is enclosed by the one before it. The microsystem, mesosystem, exosystem, macrosystem, and chronosystem are examples of these structures (Hertler et al. 323). The five systems are interconnected, so how each one affects a child’s development relies on how it interacts with the rest. According to the report given by the parent and teacher, the significant structures related to it would be the microsystem, mesosystem, and exosystem. The first two involve the child, parent, and teacher correlation. The teacher and parent primarily focus on a child’s behavior and academic performance. The relationship between a child and the parent and teacher needs to be strong and nurturing to keep a positive effect on the child. As for the exosystem, it involves the community resources available for families as well as health care for a child. These resources would hold a significant influence on a child’s development.
Work Cited
Hertler, Steven C., et al. “Urie Bronfenbrenner: Toward an Evolutionary Ecological Systems Theory.” Life History Evolution, 2018, pp. 323–339.