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Promoting Success Through Parental Involvement in Education

Parent InvolvementThe typical child spends more than a thousand hours at school each year interacting with teachers and other students. While each child is under the care and supervision of teachers and school administrators during this time, a child can only reach their full potential when parents are involved in their education both in school as well as at home. 



Creating a Home Learning Environment

64 percent of the differences in achievement, when comparing the highest to the lowest scoring schools in subjects like math and science, are due to variables in the home like parental involvement, according to statistics from the International Association for the Evaluation of Educational Achievement. Like any skill, the more practice that occurs outside of lessons, the better a student will become. With students spending more time at home than at school, the hours outside the classroom are an essential time where parents should be encouraging and reinforcing concepts learned in the classroom.


Consider the potential for a student if you are their first teacher at home. When students have academic activities taught at home, as well as school, results rise higher than ever imagined. But where do the parents gain these skills? Teach Me To Learn at Home® serves as a guide to parents of children between the ages of 2-5, to teach parents how to become their childs first teacher. Through the instruction provided online 24 hours a day on any computing device including Smartphones, Teach Me To Learn at Home® serves as a comprehensive academic support system that a parent needs to act as their child’s first teacher at home.


Realize the benefits to parents with your own FREE trial of Teach Me To Learn at Home®. Click here to Get Started:

As a Parent, How do I implement the Explicit Teacher Modeling strategy?

Ensure that your child has the prerequisite skills to perform the skill.

Parents Explicit Teacher ModelingBreak down the skill into logical and learnable parts (Ask yourself, “what do I do and what do I think as I perform the skill?”).

Provide a meaningful context for the skill (e.g. word or story problem suited to the age & interests of your students).

Provide visual, auditory, kinesthetic (movement), and tactile means for illustrating important aspects of the concept/skill (e.g. visually display word problem and equation, orally cue students by varying vocal intonations, point, circle, highlight computation signs or important information in story problems).

“Think aloud” as you perform each step of the skill (i.e. say aloud what you are thinking as you problem-solve).

Link each step of the problem solving process (e.g. restate what you did in the previous step, what you are going to do in the next step, and why the next step is important to the previous step).

Periodically check student understanding with questions, remodeling steps when there is confusion.

Maintain a lively pace while being conscious of student information processing difficulties (e.g. need additional time to process questions).

Model a concept/skill at least three times before beginning to scaffold your instruction.


How Does This Instructional Strategy Positively Impact Students Who Have Learning Problems?


Parent/Teacher as model makes the concept/skill clear and learnable.

High level of teacher support and direction enables student to make meaningful cognitive connections.

Provides students who have attention problems, processing problems, memory retrieval problems, & metacognitive difficulties an accessible “learning map”.

Links between subskills are directly made, making confusion and misunderstanding less likely.

Multi-sensory cueing provides students multiple modes to process and thereby learn information.


Realize the benefits to parents to become their child’s best  FIRST teacher at home with your own FREE trial of Teach Me To Learn at Home™ . Click here to Get Started: