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Homeschool parent perspective Remote Learning

Parent Perspective: The Gap Between Home and School

Alana Bremers, parent and ResearchILD Intern, discusses how educators and parents can bridge the gap between home and school.

“My brother grew up with learning differences, and when my mom went to visit him in kindergarten, he was alone at a table with a pad of paper and a box of crayons. The rest of the class was on the floor listening to a story the teacher read.

My mom looked at the room. All the kids had their names self-written, decorated, and hung up on the wall; except, of course, my brother. No one thought to help him write his simple, three-letter name. He had dyslexia but could still participate. 

This was decades ago, but really it’s just the first chapter in a long story. My mom had to fight for everything he got out of school. If she had never visited him in school, he would have been ignored completely. Needless to say, he did not enjoy school.

In teacher training programs, we are trained to do better for students like my brother. We learn about behaviorism, conditioning, Pavlov, and Maslow. We design strategic interventions for struggling students and incorporate methods for scaffolding. We develop pride in our profession and power to help kids shape their futures. We have the best intentions, yet forget these kids belong to another world for most of their lives.

If a child is struggling, shouldn’t the first step be to ask the parents for insight? Is it appropriate to become a mentor to a student without becoming familiar with their parents? Wouldn’t it be helpful to make curricula available to parents and information about their children accessible? How do parents and teachers become team members in support of academic success?

As a future teacher, I want to positively transform the lives in my classroom. I want to be the teacher who inspires a generation of students to be kind and confident. Parents and teachers are on the same side: the side of happy, healthy, kind, intelligent, thoughtful kids. 

We know that relationships are fundamental to learning, and this is true both at home and at school. To be successful teachers, we need to forge positive relationships between home and school. Creating a consistent flow of information and sharing of strategies and ideas sends a message to our students that we are committed to setting them up for success. Especially for early learners, having a positive relationship with parents can help build trust and bring consistent messages from the classroom into the home.

Parents buy a lot of parenting books, read blogs, and ask for advice. They welcome partners in raising happy, healthy, successful, and kind children. Bridging parents and teachers, while respecting students, is rewarding for kids and will, therefore, help teachers achieve classroom goals.”

  • Alana Bremers, ResearchILD Intern

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

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Homeschool parent perspective Remote Learning

Parent Perspective: Reentry and Learning Loss

Alana Bremers, parent and ResearchILD Intern, shares her thoughts about school reentry and learning loss after homeschooling her children during the pandemic.

“Between not being able to access specific standards and curriculum from my local district and the uncertainty of this pandemic year, I have no way of knowing how my kid will fit into school next year. 

If I can believe the recent assessments that my daughter took from a free, online program that claims to track specific state standards, she will be a full year ahead in math and two to three years ahead in literacy. She is even passing science tests.

With hesitation, I feel great about this year of homeschooling my children. We appear to be managing a large amount of quality learning in a fraction of the time. While I was initially scared about failing my kids, I’ve instead reinforced bonds between my children and myself. I’m even lamenting our return to in-person schooling next year.

As I consider our school plans for next year, there are a few things I am keeping in mind. No matter what happens, I will continue to leverage free public curricula. These programs can be used to guide homeschool programs, and they also allow parents to be a productive part of any student’s learning experience. If parents can easily access information about where their children stand academically, we can be stronger advocates for high-quality education and more immediately recognize when our children fall behind.

I also think that parents need as much access to data as possible. Is the school providing professional development training opportunities and attracting quality teachers? If I leave a district and enter a new one, is there something I can do to prepare my kids to seamlessly transfer?

So many news stories discuss kids struggling in hybrid or remote learning; however, parents and schools need to learn from what worked this year if students are going to successfully re-engage with learning. One recent news story even reported students with ADHD are thriving in less distracting online learning environments.

How can we continue to apply the positive lessons we’ve learned over the past two years with hybrid and homeschool learning models? Teachers and parents should continue to make expectations, goals, and realities all easily accessible, public information.”

  • Alana Bremers, ResearchILD Intern

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

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Homeschool parent perspective Remote Learning

Parent Perspective: Learning to Homeschool

Alana Bremers, parent and ResearchILD Intern, explains how she learned to homeschool during the pandemic.

“While deciding to homeschool my kids wasn’t easy, once I made the decision, I took it very seriously. I wanted to make sure that I developed a plan that would support my new teaching responsibilities, both academically and socially.

The social dimension of homeschooling has been great as I’m able to teach both of my kids together. We can play games, read to each other, and spend time using online learning programs.

We also have more flexibility in our daily schedule, so I’m able to make sure we have time for swim lessons, socially distanced play dates, or general fun. We have two sports days a week and family time on weekends. Homeschool counts time reading and playing games as education, and we can even count play as physical education. As a mom, I felt confident in my ability to keep my kids engaged with their friends and enjoying life.

Structuring their academic lives was a bit more challenging. However, as a teacher candidate, I felt like I could do the research and get this done. I had an interesting experience trying to untangle the local standards for education. After a few frustrating hours, I gave up, instead focusing on the standards of New York because their curriculum is available online, for free, with interactive learning assistance. New York state is very open about exactly what kids are expected to learn.

Connecting with other homeschool parents has been invaluable. I have found tremendous support from the general homeschool community and administrators of various curriculum products I use.”

  • Alana Bremers, ResearchILD Intern

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org