It is well known fact that parent-teacher communications are necessary for learning outcomes of the children. In this exchange, information and ideas about the child are share, insight is gained, attitudes are exchanges, and plan for furthering the student's best development are evolved. From preschool to high school, skilfully maintained conferences with have been enlightening to parents are teacher and beneficial to children and adolescents. They are part of the modern teacher's responsibility. According to researcher, children enter school with very different skills and learning styles. The sources of these differences can be traced to environmental, behavioural, and genetic factors. The fact that large majority of the children who enter school can learn the same amount of material at the same level of difficulty may at first appear to contradict the above assumptions. With study, however when these differences are taken into account in the teacher process, “equal educational outcomes” can and do occur. Despite the notion of equity the obvious contributions of environment, learning behaviour, and genetics, and the influence of teacher, perhaps the most influential factor in the learning process is the home environment. Teacher-parent cooperation has been demonstrated to be an effective means of maximizing learning. When teacher and parents view the educational process as a collaborative effort, the parent-teacher conference becomes a key strategy that will enhance the child's growth and promote more effective learning.
Statement of the problem
Several recent reviews bring together evidence concerning the influences of home and classroom environments on student ability, educational achievement, and attitudes and behavior (Walberg, 1984). From these reviews, it can be estimated that valid measures of the home and social environment of learning predict 25% to 50% of the variance in educational achievement scores.
Home environment, in contrast to socioeconomic indices, refers to the quality and quantity of educationally stimulating experience afforded the child by parents or other significant adults in the home. Classroom environment refers to instruction as well as cohesiveness, satisfaction, goal direction, and other social-psychological properties of the classroom group that stimulate learning. However, joint parent-teacher coordination of efforts in the classroom and home may be productive, little research on the effects of such coordination on achievement appears in the research literature.
Significance of the Study
The purpose of the present study is to explore the extent to which teacher contacts with parents are related to reading gains as measured by standardized, normed tests. The possibility that a program with a teacher-parent emphasis can prevent or reduce the gap that has been shown to widen between non-minority and minority students as they move through the elementary grades will be examined.
How does teacher to parent communication improve satisfactory completion of homework for sixth grade students within my class?
Do the students have a history of not completing homework?
Do the students complete homework in a timely manner due to the parents' involvement?
What other benefits result from parent to teacher communication?