The Effect of Family Problem Essay Example for Free

The Effect of Family trouble Es evidenceLets take a divorce as an example. This always affect scholars. Ive seen the initial withdrawal, uncertainty and depression, scarcely if the parents are in mutual agreement when it comes to their tike then the child is able to cope better. In terms of performance in school, usu all toldy there is a drop in human bodys as the child deals with whats going on at home. Grades improve as time goes on and the child accepts the situation. On the different hand, I have seen a divorce so bad that it puts the child right in the middle. there is no mutual agreement for whats best for the child. The mformer(a) wants things her way and the father his. They cant bear the mussiness of each other, even if it means meeting for the sake of their child. This makes it in truth hard for the child and for the school that has to take hold for both parents separately. Two parent teacher conferences, cardinal copies of report cards, two of everything beca use the parents cant agree to share. This is very sad indeed.The child seems to be handling it soundly, but there is some hesitation, some shyness among other children and the child doesnt seem to be performing at full potential in school. The child doesnt say much about it and you just know the child is holding all emotions back. Makes you wonder what the parents are thinking. This was two years ago. Recently I got a title from one of the parents representative, it went to voice mail. The rep wanted my popular opinion on the behavior of the child when in the custody of the other parent. I have yet to call back.The parents are just playing a game. I am not going to get in the middle of a two-year battle. When the rep does call back and I pick up, I dont real know what I am going to say. It does make me mad that theyre using me as leverage. So if thats how I feel, how do you think this child would feel living it day in and day out. Source(s) As a side note on my rant, fortunately (and sadly) this child is well mannered. Now lets say the child isnt well behaved. It would make it very hard to straighten out the child knowing that it is the result of home life.I could discipline the child, but the result would probably mean further insubordination. In a similar situation, an unrelated schoolchild was behaving badly. The students home life isnt as bad as above, but it was still affecting the child. The student wouldnt beware to my instructions, I tried every trick in the book with no success. The student was sent to detention, etc, did all that. One day was the students worst. After a good scolding, I just sat there everlasting(a) at the student, the student glared back. Our hearts beating with fury.Instinctively, and againstall rules of teacher/student physical contact, I gave the student a cover. The student hugged back as if life depended on it. The student was in tears. A hug was like a long lost toy finally found. I had no real problems with that stu dent since. Created by Mark Glen Natural The Effect of Teacher-Family Communication on Student Engagement Evidence from a Randomized Field Experiment In this study, we seek to evaluate the efficacy of teacher communication with parents and students as a means of increasing student engagement.We estimate the causal consummation of teacher communication by conducting a randomized field experiment in which 6th and 9th grade students were assigned to receive a daily phone call home and a text/written message during a authorization summer school program. We find that frequent teacher-family communication immediately increased student engagement as measured by homework completion rates, on-task behavior and class participation. On average, teacher-family communication increased the betting odds a student completed their homework by 42% and decreased instances in which teachers had to redirect students attendance to the task at hand by 25%.Class participation rates among 6th grade stude nts increased by 49%, while communication appeared to have a small negative effect on 9th grade students willingness to participate. Drawing upon surveys and interviews with participating teachers and students, we identify three primary mechanisms through which communication promising affected engagement stronger teacher-student relationships, expanded parental involvement, and increased student motivation.