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In Italy, the insiders are not silly going to the students' homes except in exceptional cases approved by the College of Teachers and authorized by the Head of Institute. This is the case for long-term students who expect teachers to go home for a number of hours to do their homework; but now with the communication via Skype these already very rare activities, soo further diminished.
I happened to go home to some pupils but I did not like the impact: we were all very embarrassed and wanted a lot for the ice.

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There have been negative experiences during my school life, always caused by ways of making little consonants, such as controversial people, or who did not accept that the child had poor school performance.

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Obviously, when trying to involve parents who are still not well acquainted, there is a great risk: that's what happened to me years ago. However, they agreed with two orders of different problems: I had a second class and went on a tour to a museum in the city center using public transport; that day, for pure purge, there was an unauthorized procession that disrupted our plans. The parents involved instead of helping me to calm the situation created many problems because the anxiety prevailed for their children, shaking the whole group. But I think the biggest problem I created was it, not trusting me. I did not stand in the position of the professional and I offered my chance, the opportunity for that parent to take the reins of the situation but he was not able. When I realized this and took the parent and clearly defined my roles I managed to rebuild a cohesive and collaborative group.

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True, at the base it is important to know the parents and establish a good relationship of trust with them. This has happened with the parents of my former schoolchild, which I have called several times a "five year of grace" because a very nice group was created, open to sharing where the educational intentions between me and them were common. I hope to do the same time I have a class before primary school but it is crucial first to establish mutual trust that will allow parents to eliminate the anxiety they now experience for their puppies that are growing. Knowing that parents are the first to suffer for school leaps, they are worried about behavior, whether they eat at the cafe or not, when they learn to read and write, the school time that could tire their children .. After this first moment, I hope I can establish a good reciprocal relationship with them. I will start right tomorrow, that we will have a collegial meeting, to present myself with a coffee thermon of coffee and some cake to make a boring meeting a convivial moment.

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A great opportunity to involve parents I had last year, while preparing the Christmas concert where we would sung songs of Italian tradition in the dialects of my native city's homes. Some Italian dialects are real languages, so we had a great job of sharing texts and translations and, without finding a music base, we thought we'd involve a daddy musician who accompanied us with the guitar. Initially, to tell the truth, we were all embarrassed by the dad, the pupils, and I but then, between one of the tantalizing and the other, we got confident and worked together with great effort. Seeing that parent arrive on stage at the show's day, it was a very beautiful and engaging moment that gave way to many direct and indirect intervention opportunities.

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Loredana Mangano Italy my action plain

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Parental Engagement Action Plan Template Final Loredana Mangano

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I have always relate to parents of different economic and cultural levels, because working in public school class groups are very heterogeneous. I always thought it was my categorical duty to have positive relationships with all the families because of this, a serene life for the pupils emerges. It certainly does not always succeed easily! One case was very impressed because it was a fight lasting almost five years. After three years of being overlooked, his son needed a logopedic evaluation, one day the dad at the exit of the school intimidates me and threatens me. I ask for help, co-workers intervene, and I am forced to report this to my manager. A meeting with the director is organized with the whole teaching team and parents. After heated discussions I can pass the information that my intention is just to help the child. We plan a customized teaching plan and the family begins to visit the child. A serious picture has come out. We started working together and now that the five year period has ended we greeted with cordiality and esteem and the dad admitted to having lost so much time because of his difficulty listening to me. he was crying.

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I would like to say that I like the personal relationship with the parents of my students but, having to choose an online channel I would like a virtual platform like edmodo, or padlet. In truth, very effective way is the electronic register that allows me to have direct contact with each of the parents. There they can download assignments for children who are absent, actively participate in school life by reading the circles inside.
I also got a very nice contact by creating a WhatsApp group where the administrator was the class representative and my (positive) presence allowed me to be a moderator. This meant that a very positive and polite climate was set up among the parents and with me a climate of great confidence. Within two years of school I never had a relationship problem.

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I just started with a new class group of first class children, and I have to set up a great job with families. my job goal is to start a good level of mutual knowledge and respect and esteem between me and them and between them. I am convinced that this is crucial to laying the foundations for a common work that will last five and probably will go further because human relationships go beyond the work itself.

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I am Loredana and I teach in primary school. Until a few years ago I was convinced that  parents would not have to go to school, but then I got rich: our task as educators is too important and we can not work together with families to grow their children.
In this course I hope to deepened this so important aspect.

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I was convinced that there should be a clear division between my work in the classroom and the intervention of my parents but in recent years I have been completely redeemed!
In this societies so co-important it is important that children are faced with a group of professional educators and not working together to give them high growth opportunities. I really liked Nassira's intervention, which made me notice the positivity of parents' teaching activities that offers the opportunity to involve the child and in the meantime gives the parent the opportunity to look at her child in an unfamiliar context.
From this course I hope to learn this ability today very important.