“Educators value the involvement and support of parents, guardians, families and communities in schools.”
As previously iterated, teachers are often seen in the role of caregiver. Additionally, teaching is known as a highly collaborative occupation, with collective efforts evident through such things as school-wide events and professional development. Therefore, it makes sense that we should cooperate and foster relationships with other important figures in our studentsā lives.
This past practicum, I was fortunate enough to participate in one of the quintessential upholds of this standard: the parent-teacher night. Sitting together with my coaching teacher, I got to witness firsthand how smoothly interactions with parents and guardians can really go. Even though a large chunk of the evening was me sitting awkwardly listening in on these conversations, I still learned a lot.
For the students who had been struggling for one reason or another, the atmosphere of the meetings took on a constructive problem-solving air. It was clear that the aims of both teacher and parent were the same ā to help the child in question overcome the obstacles that were hindering them academically. Given that many teachers (especially starting out) are incredibly apprehensive about those sorts of meetings, it showed me that once we show that we truly care about their kids, the other adults in our studentsā lives can become powerful allies.
“Teachers have a lot in common with parents. The most obvious similarity is that they both want what is best for the student.”
The new science teacher’s handbook: what you didn’t learn from student teaching (by Sarah Reeves Young & Mike Roberts)
Of course, this sentiment is scarcely exclusive to struggling students; it is equally as important to illustrate the triumphs of our pupils. For starters, doing so can dispel the pessimism that too often surrounds these meetings, rather opting to highlight what are students are doing well at. In turn, we can show that we are invested in the growth and development of our studentsā learning, just like their other adults. We can also allow our students to feel pride in their progress, instead of being picked apart for mark shy of perfection (as I have seen on occasions outside of this practicum).
One great example was when one student came with their parent to the meeting night. With permission from my coaching teacher, I brought up the fact that this studentās test was what my CT had used to demonstrate to me what an Extending proficiency looked like. The pride evident on the faces of both child and parent underscored the importance of praise and strength-based mindsets in these sorts of interactions.