Parents Engagement

Parental Involvement Process

Hoover-Dempsy & Sandler's Model

Teacher's Perception

To build effective relationship with parents, we first need to examine our attitudes, assumptions and biases towards the motivation and actions of parents. We need to be clear that the intention of building the relationship is for the benefit of the child.

Factors influencing our perception

Family practices
Cultural definitions
Educational experiences
Lived experiences

Parenting Styles

*Strive towards authoritative*

Diversity of Families

Extended family:

Grandparents often provide the primary parenting and nurturing for young children while parents work

Nuclear family:

Many children come from dual-income families and so parents have limited time with children
They may also have difficulty arranging meetings with teachers/ managing homework/ scheduling necessary health checks, etc.

Single family:

Collocate with poverty especially when mothers are poorly educated
Absent fathers

Blended/re-constituted families: step parents/ step siblings:

Complex situation as separate family systems transition to becoming one
Interpersonal communication tensions arise
60% chance of second marriages ending in divorce

Alternative lifestyles:

Complex families:

Always exercise sensitivity towards family background, and assess if students require any form of support.

Concerns of Parents

Academic performance

Poor academic performance in subjects
Suspect that poor performance is due to a interpersonal problem between teacher and child
Suspect that the teacher is not doing enough to help their child

Behaviour matters

Peer relationships

What Parents Want

Knowing the teacher who is teaching their child

How the teacher intends to work with the class
Teacher's approachability and personality

Insight on how to help their child in the areas concerned

Practical tips/strategies on how to help the child
Know how they can be of emotional support for their child

Opportunities to clarify issues with the teacher

Communication Practices

Open communication

Provide phone number/ email address for parents to contact
Use electronic platforms to keep parents informed
Provide an avenue for homework hotline

Building Image

Present positive personality & character
Illustrate values, pedagogy, rules & routines on an online teacher board
Engage parents through survey about child's traits and needs
Make the first contact with parents within the first two weeks with a positive message

Preparation for Face-to-Face

Select a conducive environment and avoid power play
Prepare self through proper dressing, etiquette, and documentation of child
Structure conversation by finding out what parents want to know and reiterate the purpose of meeting
Be tactful in relaying sensitive information, focus on behavior or action rather than characteristic of child
Provide timely constructive and specific feedback

Other Considerations

Meet only when there is a clear purpose and goal
Encourage 2-way conversation

Conflict Management

Conflict Resolution Options

Frame language appropriately and tactfully
Point out specific behaviours instead of general traits
Use "I" messages instead of "You" to admit faults, rather than assign blame
If seeking compromise, use "we" language
Ask open questions
Paraphrase statements for clarity and connection
Be quick and willing to apologize
Redirect focus to the discussion
Seek for collaboration as a resolution
Walk parents out the school

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