Wow...I'll have to take this in and digest it a little more....not too comfy with it, tbh. Appreciate you and others volunteering and the commitment.. it's commendable, but at the same time wonder about the teacher/child relationship and how it could be affected. Most of all... about safety and security of the children How would the teacher or school know if they are inviting a perp of some kind? What would be the outcome if it came to be a volunteer harmed a child they met doing so? How many volunteers have access on a daily basis, etc.? Geez, now I just envision dozens of unknowns just buzzing the hallways....and how would anyone know who's not suppose there?
I work in an urban school district, and parent volunteers really help make things work.
There are a wide variety of ability levels within each classroom, and these classrooms often contain 25-30 kids - and one teacher. So the teacher is trying to challenge the bright students, to reach the average student which is the majority of the classroom, and try to help remediate the slower ones - while also incorporating the special education students (including intellectually disabled (ID - or MR as it used to be called)) into the lesson as well. Then there are those needing accommodations such as needing to sit near the front for vision or hearing problems, or away from distractions so they can focus, or who can't take many notes b/c they have issues with fine motor skills. There are those who have speech/language issues who may need for something to be repeated or paraphrased before they really 'get it'. Then when giving an assignment, you have to modify it this way for one, another way for another, etc. All of this can be within a single classroom with just that one teacher.
A special ed teacher works with those who have a bonafide learning disability, intellectual disability, or emotional disturbance (all the things that I diagnose). And SLP and OTs work with those who need speech/language and OT services. But there are many many others who fall within a gap of what is loosely called 'slower learners'. They don't fit into a classification set in the federal law (IDEA) for special education. These kids need help, and parent volunteers often come help read with them, help with math, etc.
But that's just one reason. My father-in-law and some of our friends volunteer weekly with specific children that they are paired with. It's a volunteer program for reading (I can't think of the name for it), but it's a mentoring program for children who not only need the help but need more positive influence in their life. It's a wonderful and effective program. My FIL has been doing it for over a decade, and has worked with about 3-4 children over that timespan - one at a time. So he has worked with them for 2-3 years each. Every week... and has formed meaningful relationships with them.
Teachers welcome parents into the classroom - they really do. Can you imagine having to teach a wide variety of students like that? Or do a special project like decorate for a holiday with the students, without any help? Like TLCYA said, it's best when they schedule it in advance so that the teacher's lesson isn't disrupted and/or parents aren't just showing up unannounced.
I hope this helps...