Using Rolfe's Model of Reflection (n.d) I have reflected on an event that has happened during my inquiry.
Step 1 (What):
Step 1 (What):
Working through my Action Plan, the next step was to survey the parents to get baseline data. I introduced my project at the Meet the Teacher night. Unfortunately there were only parents present for about half of the children in my class. And of those present, very few chose to answer my survey questions. My inquiry is based around using ePortfolio's (Class Dojo) to increase engagement in writing for the children, and to improve home/school relationships.
I have previously taught Year One children and found most parents were overly-eager to see what their children were doing in the classroom. It appears the novelty may wear off! During the Meet the Teacher night I explained the importance of the home/school relationship and that by publishing their work online I hoped that would start some conversations at home between parents and their children about what is happening at school.
Furthermore, the majority of parents had previously signed up to Class Dojo, however despite repeated invitations and face to face conversations, three families have chosen not to sign up.
Step 2 (So What):
When I consider why parents choose not to attend the Meet the Teacher night, I know alot of the parents through either having previously taught their child, or having them in the classes surrounding me. As parents attend these meeting each year, they most likely come away with little new information as most school practices are consistent throughout the age groups. As a school we have a high number of children writing at the expected level for their age, and so I consider that perhaps only those with extreme viewpoints may wish to express their ideas, and that those who chose not to respond are happy with the status quo.
When I consider why parents choose not to attend the Meet the Teacher night, I know alot of the parents through either having previously taught their child, or having them in the classes surrounding me. As parents attend these meeting each year, they most likely come away with little new information as most school practices are consistent throughout the age groups. As a school we have a high number of children writing at the expected level for their age, and so I consider that perhaps only those with extreme viewpoints may wish to express their ideas, and that those who chose not to respond are happy with the status quo.
The majority of families from our school fit in a high socio-economic demographic, and from my class all have email addresses so we could assume that internet access is not a problem. Rather that these particular parents are choosing to not engage with Class Dojo. Which leads me then to wonder of the negative effect on their children when they are creating work for which they have no audience, when the majority of the class have parents gushing over their stories.
Step 3 (Now What):
Kraft (2017) found that regular contact with parents greatly improved home/school relationships, and academic outcomes for children. He also noted that even brief comments that contained specific feedback were significant in helping parents to assist children with their learning.
As children publish their work onto Class Dojo, I am having them make some reference to their learning goal, to which I then comment on. I have found that some parents are also then commenting on specific parts of their child's work as well, which is hitting the target of what I am hoping to achieve from this project.
Kraft (2017) commented on the usefulness of phone calls from school to home, and how this helped to reduce the poverty gap by contacting those who do not have regular internet access. Moving forward with this project, I think it could be prudent to make regular contact with the parents that have not signed up for Class Dojo via phone to discuss their child's learning, and with the hope that they may sign up if possible.
When I reach the end of this project I will look to change the questions that I am putting to the parents, as baseline data did not provide concrete information. The questions I will ask will need to be more reflective and along the lines of "How have you found home/school communication via Class Dojo?" and "How useful was this reporting method in promoting learning conversations at home?"
References:
As children publish their work onto Class Dojo, I am having them make some reference to their learning goal, to which I then comment on. I have found that some parents are also then commenting on specific parts of their child's work as well, which is hitting the target of what I am hoping to achieve from this project.
Kraft (2017) commented on the usefulness of phone calls from school to home, and how this helped to reduce the poverty gap by contacting those who do not have regular internet access. Moving forward with this project, I think it could be prudent to make regular contact with the parents that have not signed up for Class Dojo via phone to discuss their child's learning, and with the hope that they may sign up if possible.
When I reach the end of this project I will look to change the questions that I am putting to the parents, as baseline data did not provide concrete information. The questions I will ask will need to be more reflective and along the lines of "How have you found home/school communication via Class Dojo?" and "How useful was this reporting method in promoting learning conversations at home?"
References:
Kraft, P. (2017).
Engaging Parents Through Better Communication Systems. Educational
Leadership, 58-64.
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