Dear Families in the eighth year’s old classroom, this letter was created with a request for your support in the understanding and development of children. Families have a significant impact on the development process and perception of children. Each nationality and background have its own cultural characteristics, and because of this, the process of upbringing and further social behavior of children is varied. Due to this, understanding families helps to understand children and find the right approach for them. Kindly find the required questions below; your assistance is highly appreciated! Open-ended questions allow you to fill in any answers depending on your preference. The optimal response size starts at two sentences.
Do your children express an interest in a particular profession they want to pursue after graduation?
This question helps to understand if the children are already oriented and imagine their future after graduation from school. The school can help with the identification and development of specific interests, as well as develop the required skills. Discussing future careers at school and at home can help children identify their own strengths and future desires. Also, this question will help to understand how much parents are interested in and show a desire to participate in the professional development of children. The question will also provide information on how much children from different families and social backgrounds have a similar formation of ideas about their future careers. Therefore, this will provide an opportunity to draw up a plan that will help all children, regardless of background, to identify their own preferences.
In what format does your child most easily perceive and assimilate information (written, audio, playful, etc.)?
This question will help to understand which approach is most often used for teaching children and in what format the majority perceive information better. For example, if literature is widely developed in the cultural background of the country, most children are accustomed to reading and perceiving information in writing. Alternatively, if employment in most families allows parents to directly participate in the child’s education, most children will probably be better able to perceive information in an interactive format. This question will help to find the average by highlighting which one or more options are most common. Getting a response will allow the curriculum to be tailored appropriately, incorporating more interaction, self-learning, or hybridization as needed. Interaction takes place not only between teachers and students but also between children in the classroom. By identifying an easier way of perceiving information for each child, the teacher will be able to consider them as strengths when setting assignments. A mix of such groups of students will allow for an even distribution of support.
How do emotional aspects affect your child’s communication and absorption of information?
Conflicts or other types of relationship development can arise in the classroom. The psyche of children in adolescents is unstable and receptive (Shabbir et al. 10). This question will help to understand the resilience of children to external factors. Children from certain cultural backgrounds are more susceptible to negativity, and this affects their mental health. There is a direct relationship between children’s readiness to learn depending on a favorable social environment (Shabbir et al. 10). Such information will help to pay more attention to the regulation of relationships in the classroom, if necessary. Moreover, perhaps the answers to the questions will reveal more acute topics for some children, which will allow them to be avoided. In addition, if there are several cultural backgrounds in the class, for example, children from families of different social classes or nationalities, this will help to determine preventive measures for possible conflicts. Perhaps the answers to the question will also indicate how important emotional support and involvement in the process is for children during learning.
Do children more often approach you or someone else with questions? How often?
This question will bring several important knowledge topics about children at once. First, it will become clear to what extent, on average, the culture of questioning is developed in the classroom. Perhaps, children are not used to asking questions, and during the study, in the case when they do not understand the information or task, they will not identify the problem. In this case, the program of study should be developed with the promotion of the idea of communication of difficulties or any other issues on the part of children. Secondly, this will allow us to understand the level of communication between children and parents and whether children have the opportunity to clarify the necessary questions at home. If there is no such opportunity, it is required to build communication between the teacher and the children. In addition, this will allow us to understand if children who do not ask questions in class receive answers to them outside of school time. Perhaps this will tell which children are shier and need extra attention to meet their needs. This will help build an equal opportunities study environment for all to receive information.
Shabbir, Muhammad et al. “Investigating the Teachers’ Practices Regarding Classroom Conflict Management at Federal Government Educational Institutions.” Sir Syed Journal of Education & Social Research, vol. 4, no. 1, 2021, pp. 9-14.