On January 13, the government announced the instructions for the start of the school year. It is mentioned that to deal with the envisaged shortage of teachers, as a “last resort” (after colleagues, support staff, students, other professionals and Alloprof), volunteer parents could “monitor” in class. This reluctance to appeal to parents, and again, lip service, may seem surprising when we know that parents have been involved in our alternative public schools in Quebec for nearly 50 years!
An alternative public school meets the same requirements of the Quebec School Education Program as any public school. It is the means taken to achieve this that may be different. Many teachers in “regular” schools have methods that are similar to those in alternative schools. But the latter maintain a vision shared by the entire network. Mainly, we see education in a global way, whose knowledge is part of a whole that contributes to the development of the child, in the same way as the social or emotional aspect, for example. And it is the child who is placed at the heart of this learning. We try as much as possible, to do this, to follow his rhythm, to guide him.
Co-educating parents
But we will understand that with 18, 20, 23 or more students per class, it is difficult to give the necessary attention to get there! And this is where parents come in: they are present in the classrooms, in the school and outside to support the children, and not only theirs, as well as the teachers and the whole of the school team. For example, they can give workshops to students, while teachers develop their pedagogy or meet other students. They can run committees, accompany projects, present different career and study possibilities, etc.
Fundamentally, parents don’t just respond to requests, complete specific tasks, or “supervise” students. They are one of the very pillars of the school. They maintain a relationship with the teachers and propose initiatives. They discuss with the teacher on a daily basis and are present at school. In doing so, they are better equipped to support their child because they know what is going on. They know better the other children and the other adults who gravitate around their child. They better understand the work of the teacher, his expertise and the complexity of his task. And they in turn feed the teacher about their child and what is happening at home.
An educational community
A community of parents who share and help each other is created. From the child’s perspective, seeing their parents at school sends the message that school is important. He also learns to mix with different adults. And these have a more global portrait of children. In short, it makes parents excellent candidates to accompany in the class, and it can save the day if necessary, as is the case at the moment. And let me be clear: the parent will never replace the teacher. These are two complementary but different roles, and it is this combination that is the winning one for the child. But we can help each other when it is necessary!
And then we know it, numerous research data have shown it to us for years: harmonious school-family-community relations and effective collaboration promote the academic and educational success of children. The presence of parents at school is therefore not just a band-aid to solve the labor shortage: it is an essential ingredient to best support the development of children.