Essay Example on Achieving Student Success: The Role of Parents & Integrated Teamwork

Introduction

Educational achievements for students in schools depends on numerous factors. These factors range from the internal motivational factors to the external ones, which include the role of parents in student's educational achievements. Studies have further shown that for the students to achieve a comprehensive, well-rounded education, integrated teamwork on several fronts is extremely vital (Matteucci, & Helker, 2018). Notably, the partnership is essential between students, between teachers and students, and among the educators and parents. It should be known that the more teamwork is exhibited within the school environment, the more opportunity available for students to learn and study vital skills of collaboration and compromise. It is undeniable that many classrooms environments today employ the use of the paraprofessionals, student teachers, teaching assistants and even the parent volunteers to assist in the critical classroom activities. This type of assistance provides teachers with the opportunity and time to emphasis on the development of the skills among the students as well as classroom management. For effectiveness, good communication and teamwork between educators and teachers are important to ensure that learners are getting adequate time, attention, as well as the instructions level that is needed. In many learning institutions and departments, teachers team up together with students to ensure that the continuity for students and learning is achieved. The collaboration helps a team to create a cross-over educational experience (Boonk et al. 2018).

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This is an opportunity that exposes both students and educators to learn and understand the concepts of different disciplines. As one observes the teams work towards their goals, the benefits of teamwork become clear. The collaboration among the group of teachers and students provides vast ideas about certain concepts. This also enables them to arrive at conclusions together. In reality, the student not only gets the opportunity to learn by working through the team project but can also learn through the explanation of their thoughts processes and reasoning to other students who may have different perception about the overall classroom issues and opinions.

Studies have further shown that the teamwork between them and teachers within the school environment equip fundamental skills that are associated with working as a collective unit towards a common goal (Matteucci & Helker, 2018). Ideally, these types of teamwork are critical in the sense that it exposes a variety of skills that will vital for their future professional life. These skills include the compromise, collective effort and communication. It is important to note that in any teamwork among themselves, students must be able to know and understand who will work on various components of the project. They also work in tandem through the use of one another's strength, capabilities and weaknesses.

It should also be known that the student's academic achievements do not only depend on the efforts of their teachers and themselves but also their parents. Studies have shown that parents play critical roles in the education of their children, particularly during the formative years (Boonk et al. 2018). Ideally, teacher-parent interactions and teamwork imply that they can reinforce positive behaviors as well as the learning skills developed within the classroom and eventually practised at home. When students observe effective partnership and collaboration between educators and parents, they learn and attach certain values to education. Further, they are likely to receive both the academic and behavioral support inside and outside the classroom. In reality, an effective parent and teacher relationship implies that students can earn well-communicated information that can help them devise ways to individualize learning approaches to meet their needs best (Durisic, & Bunijevac, 2017).

Problem Statement

While it is evident that the teamwork between teachers and students is beneficial for both the parties, there is a time when such a relationship may not work. Broadly, this teamwork may not be able to thrive especially when one of the parties, either the teachers or learners, are unable to present the elements that are favorable for the relationship to thrive. Under these circumstances, it becomes challenging to blame either the teachers or students because each of them plays a critical role in ensuring that the overall objective of the teamwork is achieved. A variety of factors have been reported to influence the interaction between teachers and students. These include teachers' mental and psychological characteristics, the teaching methodologies and approaches, and students' overall perception on the purpose of education on their lives and in the wider society at large. Research has further shown that the personal, professional and scientific characteristics of the teachers may be considered as the most influencing factors with the capability of eliminating or contributing to other shortcomings (Boonk et al. 2018).

As part of the teacher-student relationship, the lack of the effective teamwork may not be achieved in any case the learners demonstrate the elements of the unwillingness to learn and follow the guidelines and instructions given by their educators. This may be caused by the lack of motivation towards learning a given subject or just a generally negative attitude towards the educator. In the same way, such a relationship may be affected when the students can demonstrate the necessary elements for healthy teamwork but not teachers. Either of these tremendously affects the relationship between teachers and students. Thus, both the students and teachers should have a good understanding that the appropriate relationship between them may lead to increased self-confidence and motivation for the latter.

It is therefore critical to note that either teacher or student may contribute to a fall-out between in their relationship. However, the party to blame as a result under these circumstances is often unknown. On this basis, therefore, educational instructors particularly the teachers need to familiarise themselves with the factors that influence the creation of educational relation as well as the relationship between teachers and their students to facilitate the teaching-learning process (Boonk et al. 2018). Effective education tremendously relies on the communicative skills of the instructor, the supportive and supportive relationship of teachers with students (Boonk et al. 2018). This helps to stimulate them for learning as well as place them on the appropriate success paths within the safe learning environments. A proper teacher-student relation is the one that depicts a future pattern of professional relationships with their clients. Thus, enhancing teacher-learner is vital within the different discipline as it enables the latter to receive the appropriate knowledge and skill sets that are necessary for their future professional life.

Interview Report

The interview constituted the primary data collection instrument for this research. Fundamentally, the researcher aimed at studying the relationship that exists between teachers and students, and the party that should be held accountable in the events of failure. The choice of the questions thus revolved around the roles of teachers, parents and students in education, ways of developing better student relationship, and the relationship between the class size and learning environments. The researcher interviewed various key informants that included teachers and students. Regarding the interview questions asked, the interviewees demonstrated a set of commonalities.

Relationship with Students

The interview question asked about the current state of the relationship between teachers and students in the school. The total number of teachers interviewed agreed that the relationship between teachers and students was vital because it greatly determined the student's academic achievement. Teachers agreed that relationship are important in school and learning environment as a whole because they constitute one of the major ways of motivating students in schools. They agreed that building a strong relationship with students is a great way that helps stimulate and engage them. The teachers thus get the opportunity to know and find things that students are interested in. Research has shown that knowing what the students are interested in is a great way to encourage involvement in learning and other classroom activities.

The interview results further showed that the relationship between teachers and students is not always good in some cases, and depends on several factors such as the students' character, behavior and attitudes towards the teacher. According to one student, some students may just have negative impacts on the teacher, and this situation will prevent effective interaction between teachers and students.

Some of the ways of improving the teacher-student relationship, according to the respondents included encouraging the students to take part in the class activities by asking questions, incorporating students into activities such as sports and debates.

Class size

The relationship between class size and the learning environment was another area of focus for the researcher. Notably, the researcher aimed at assessing whether or not the class size had anything to do with the learning outcome. From the interview, it is evident that teachers agreed that class size matters when it comes to learning and class management. According to the interviewees, the smaller the size, the favorable learning environment. This means that when the size of the class is small, teachers will get the opportunity to manage the students easily.

According to Ms. Ferriria, the smaller size makes it easier to manage the class and build a relationship with them. Additionally, the size of 20-30 students is ideal as it makes it easier for teachers to conduct teaching, give assignments and engage all students easily. Another teacher Tracey Weeks argued that "The class size is critical. Limiting the number of students in the classes is vital. The various changes needed to make learning environment better is to encourage parental involvement and promoting more teachers within the organization as this is a critical part of the professional development. Contrary to this finding, one interviewee student had a different opinion regarding the class size and its relationship to the learning environment. According to Hawkins, "the classroom size does not matter. It depends on how you're grasping concepts, how one ask questions".

Role of Parents

Another commonality was depicted concerning the role of parents in the student's learning and education. As part of the interview findings, teachers believed that parents played a critical role in the students' learning. They found that parents have a huge task but teachers can, however, work without parental involvement. Their involvement however made things easier within the classroom setting. Students' interviewees further believed that allowing students to go to school, teaching them ethics, and providing them with whatever they need to excel are the fundamental roles of the parents.

They further believed that students who have their parents involved tend to care more about their grades and performance. Such students are eager to know what they have to do to improve their grades. Parents further agreed that children need a positive learning environment, which enables them to be comfortable and possesses a sense of rapport with the family and peers. Such a sit...