Daily Archives: April 12, 2013

Pragmatic parent-school partnerships

You’re a concerned parent and you’ve laid the foundation for your child’s educational success. Your home is full of books. You read or tell stories to your kid in bed. She likes conducting experiments, doing puzzles with you or reading an endless stream of bad jokes from her joke book. Even when you ignore your child, adult conversation in the home makes her aware of the world about her.

You’ve done a good job, not always intentionally, of preparing her for school. Perhaps it’s the state school down the road, or you’re paying a small fortune to a private college. At this stage you might begin to wonder what your role is.  Should you sit with your child while she completes every homework task, or should you leave it up to the school – after all, they’re the experts aren’t they? Should you defend her against every injustice or should you trust the school’s mechanisms to deal with your child’s issues?

I asked six teachers we know, from various schools, to give one piece of advice to parents. Here’s what they said:

  • “Don’t impose your memories of school on your child. Be knowledgeable about current teaching without being an interfering irritant.”
  • “Come to parents’ evenings. Keep in touch.”
  • “Work with me rather than gossiping in the parking lot. If you communicate contempt for teachers at home, believe me, we’ll know from your children’s behaviour at school.”
  • “[For school matters] let your child decide for herself and learn from her mistakes.”
  • “Raise your children in the home to see that learning is fun.”
  • “Get your kid organised. Teach them how to plan.”

The theme that runs through these comments is that you most definitely have a distinct role to play in the parent-child-teacher team, but understanding the parameters of that role is vital.parent-teacher-student1

Rule number one is to stay in touch with the school. Go to parents’ meetings and assemblies, respond to queries from teachers, check and sign homework where necessary, take part in some school activities aimed at parents. One teacher told me, “I probably shouldn’t admit this but if I know the parent well I give better service. ‘Seeing’ the parent’s face or ‘hearing’ their voice while I’m teaching or marking makes me a little more attentive to their child.”

Rule number two is to understand your limits. Support your child by encouraging organised work habits, responding to questions or providing advice, but don’t make decisions for them or do their work. A simple technique is to ask questions when your child comes to you for help, rather than give answers. If he asks you which famous person he should do a project on, don’t tell him – rather ask him to name the various people he admires and which one most interests him.  If he can’t solve a maths problem, don’t give him the answer – discuss various problem-solving strategies and then let him work out the answer, even if it’s wrong.

Like teachers, parents should not be out to gratify their own ego in the short term by coaching a child to false success. Rather allow children to learn from their own successes and failures.

The worst thing you can do is openly undermine teachers. Be realistic and realise that they, like you, are not perfect. Teaching is a tough job – it’s like running a children’s party on your own for six hours a day, every day. In your dealings with the school, bringing with you an understanding of teaching will increase the school’s support for you and your child. A friend of mine who is a parent makes a particular point of beginning the first parent-teacher meeting with a question or sympathetic comment about the difficulties of teaching – this helps him to actively imagine the teacher’s perspective and also makes the teacher feel understood.

What happens if there is a real problem at the school and your child is not able to deal with it himself? Perhaps a textbook is clearly racist, your child is being bullied or you believe the teacher is acting in some completely inappropriate way. Rather than moan about it in the parking lot or phone the principal, first contact the person with whom there is a problem. You teach your child a very powerful lesson if you first meet with the relevant teacher – that one should be brave enough to deal directly with a problem, and that both sides have a right to be heard before a matter is escalated. If that does not work out, take the next step up the school hierarchy.

Some reassurances – it’s ok if: one of your kid’s teachers is very strict; a teacher makes a mistake that will have no long term effect on your child; your child is given detention for a minor infringement; your child gets a B for a test, not an A, even though she always got As at her previous school; or your child doesn’t get a subjective award like Best Hockey Player. In the long term you want your child to be robust and resilient, which is less likely if you treat every mistake by the school as a major catastrophe or a plot against your child.

It all comes down to balance. It’s right to feel entitled to good service from your school. In his book ‘Outliers’, Malcolm Gladwell makes the point that better-educated parents and their children, unlike those from disadvantaged areas, feel much more entitled to ask teachers questions or interrogate their ideas, which contributes to their success in the world. On the other hand you want to avoid being the kind of over-complaining parent who seldom lets his child make mistakes, suffer disappointment or find a way to deal with an imperfect world.