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In both of these instances, the teacher could have shown more sensitivity to the parents, since their roles as teachers are to educate not just the student, but their families as well, especially in low income situation (Epstein, 2001). Even in the instance of the teacher providing the parents with written information, the teacher is assuming that all parents are literate, when that is not always the case, therefore the teacher is not being sensitive to particular circumstances (Mendoza, 2003).
The role of a parent in a child's education is to be as supportive as possible in assuring that the child could attain a decent education. Their role is not necessarily to be the ones doing the teaching, but to be the ones supporting while the children are getting taught (Epstein, 2001). But that is not always the case, and some teachers do not allow for that to happen or do not facilitate the process, and "these factors create more or less school-like families" (Epstein, 2001). As a teacher, I would be attempt to increase more effective communication...
By giving the parents a way to easily communicate in any way that they deem plausible for them, they can feel more involved in their children's education. The second thing I would do is have translators readily available so that if they do have immediate concerns that they would like to address, they could come talk to me, and if they do not know English, they will always be able to communicate verbally in order to get their points heard, and their input taken into consideration. As Mendoza states, Professionals who work with families are likely to be more effective when they are aware of how aspects of their own communication practices may affect parents' ability and willingness to engage with a program in the interests of their children" (2003). The only way this is possible is to make it a priority to not just teach the children, but to also be able to in someway educate the parents on how to better assist their children so that the education process is that much more effective.
References:
Mendoza, J. (2003). Communicating with parents. Clearinghouse on early education and parenting. University of Illinois at Urbana-Champion. Retrieved May 20, 2011, from http://ceep/crc.uiuc.edu/eecearchive/digests/2003/mendoza03.html.
Epstein, J.L. (2001). School, family, and community partnerships. Boulder, CO: Westview Press.
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