The principle at Northwest feels parents whose children study in the school are not much concerned about affairs in school. “If we got 15 out of 500 to a parents’ meeting, then we would have really been successful,” he says. His comments explain the indifference of parents who don’t often participate in school to learn how to communicate about the situations of students and school or to understand what happened in school and students. The parents’ attitude to school and students is passive. For school, it is too difficult to carry out policies without parents’ full support. To the opposite, at Ritter, the principal deeply concerns about parents who get involved in school. “You’re going to be involved. If not, maybe your children shouldn’t be here,” he says. It shows that the principal wants parents not just send their children for education but also learn to join with their children and help them to grow. The parents get involved in school to realize what they can do for their children. The principal doesn’t want to think children as they duty of the school. For instance, at Ritter, the parents run concession stands at games, work as tutors, volunteer in the library, repair and paint benches, and so on. When contrasting these two schools, we find parent attitude is important to school. Being cooperative or indifferent depends on the communication between school administrators and parents.

Example 3

The principle of the Northwest High tried his best to make students’ parents join in school’s affairs. Being unable to get the final say, he couldn’t deal with the problem of firing the staffer, who had bad behaviors. The principle often ignored students’ right and pressure because he only expected students to achieve much accomplishment. For sake of securing students’ safety, he employed four security guards and expelled several students who owned dangerous weapons or drugs.

On the contrary, the principal of Cardinal Ritter Prep warned students’ parents if they did not participate in school affairs, their kids might not stay at the school for long until finish. As a result, the activities were enthusiastically supported by their parents. The principle also dismissed two faculty members because they had bad conduct. After this, students could acquire good environment to study. Meanwhile, she encouraged students to participate and repay services for their community. If some students cut the class, she took advantage of soft-spoken way to tell them not to do so again and made them write essays about appropriate behavior. She believed that if you respect yourself, people will respect you.

		Example 1
		Example 2, 3
		Example 4, 5