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Begin discourse with parents on a positive note before commencing the school year to build rapport and set a respectful communication method. If the parents have any questions or concerns throughout the year, they are more likely to contact you if you have made a clear contact before. Ask them if their preferred mode of communication so ensure continual and regular communication.

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Touching base in the first instance to ensure the parent understands your goal of better learning and wellbeing outcomes for the child. Not just when negative things pop up.

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I attended one with my last supervising teacher and it was interesting to witness. It seems beneficial to develop a relationship with parents and carers to improve behaviour in class.

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Be positive and supportive in finding a solution together. Follow up.

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Communicate the issue with parents with a view of posing and discussing some possible strategies and/or consequences and working together to find a solution.

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Contact:
1. Student
2. The school and their approach. What can they provide?
3. Student profile to look at the context of the student situation
4. Staff members
5. Then, progress to contacting parents

Contact via email or phone is specific to the school.

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* Contacting the parent via email to communicate
* Utilising in class rewards to acknowledge the student
* Going out of your way to address positive behaviour/ inform the student
* Explaining to parents why students are receiving the reward and the behaviours they displayed

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Positive and solution based approach, working with the parents to find solutions and seeking feedback on advice

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Email to parents about student non-completion of work:

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Email to parents about student non-completion of work:

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These are the things I’ve tried

What can we do to help the student?  Make it a team effort.  What can I do in the class to assist the student?

Don’t blame the student

Be positive in framing

Have compassion for the student

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after school (daily update): positive comments first

email parents about upcoming award/certificate

Newsletter: student showcase
Seesaw program

star student program - bring a toy home for the weekend

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Organise a f2f meeting with the parents/carers to highlight the importance of the learning equipment and ask them how you could work together to support the student’s learning.

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* Email is most appropriate.
* Giving parents time to respond to an email, if they want to attend the ceremony.
* If they can't attend getting a photo of their child receiving the award.

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Initiate conversation with parents through diary or communication folder.

Reach out via email to discuss and ask for any ideas from parents to assist in the classroom.

Reassure the parents that it’s ok that their kid is struggling.

Loop the child into the communication and ask how you can help them! Use positive reinforcement.

Make sure these communications are written and documented to back yourself up incase it’s brought up later.

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Asking: what can we do together to help the student? Don't heavily blame the child or the parent for the behaviour issue. Include the parent in choices and make it obvious that you know that they know their child better than you do.

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Teachers teach students and have authority over students - Teachers are not responsible for teaching or guiding parents. Teachers are not vocational leaders like would be expected from a priest.

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I believe parents/carers should he contacted just as much about exemplary behaviour as they are about disruptive behaviour. Even something like a little email to keep them updated.

Furthermore, much of the research indicates that communication should be established early. If there is a student with a disability plan or with expressed difficulty speaking English - if there's a student demonstrating consistent disruptive behaviour or is a constant high achiever, this can frame the beginning of a discourse where the parents/carers can assist with solutions. Whether its consistency of consequence, consistency of approach or opportunities to work towards, when the teacher's interactions and responses can align with the parent/carer's, the student can have more consistency and routine which is often cited as being important for academic achievement and a well developed social disposition.

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Regular communication with parents about students’ progress in terms of their learning, assessment and behaviour. This is a way to improve students’ learning by keeping parents up to date with what needs to be done at home- which can also be a beneficial differentiation strategy.

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If a student is disengaged it is important that parents and teacher work together to inspire confidence in that student by being supportive. Through communication the parent and teacher can establish a way to boost the students confidence both at home and at school, working in harmony with each other.

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A lot of design processes require a review of stakeholders opinions. Interviews so to speak. I always try and encourage students to include parents as stakeholders.

Almost a forced inclusion of parent/carer engagements

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• Consistent, regular and helpful communication
• Collaborative mindset
• Understanding each other
• Negotiated expectations

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find the communication balance for parents

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Contact parents to inform them of positive things rather than just negative

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Parents (likely) are the best experts on their own children and therefore a huge resource in student success

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When communicating with parents, being respectful and as open as you can with them.

Keeping them in the loop in regard to not just the excellent behaviour
but the negative of their child too.

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- Regular and respectful communication
- Caring and collaborative work
- Professional and supportive

Examples of interactions: interviews, phone calls, emails, volunteer work, school sports, etc.

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Calling parents to address both positive and negative behaviours with their child. Keeping all parents/ carers in the loop through email updates. Especially around when report cards are being sent out - there are no surprises.

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Working with parents is important to figure out what works and does work for a student. Each party only sees one side, and for success you need to know about both.

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It is important to work with parents/ carers to better understand the learning needs of students within the class. It can also help to understand what strategies work best.

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Keeping parents in the loop in regards to what assessment is taking place and when it is due, what the learning direction looks like and  the content being covered.

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Y10 history - comparing US &Aus civil rights movements

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Y10 history - comparing US &Aus civil rights movements

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After teaching US content, set homework task to ask parents about indigenous rights movement and bring back at least 3 things that have changed in their parents lifetime

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My ST had the students write a paragraph or two on their family story with migration. Where did they come from or were they born here? Why did they move or stay? It was set as homework so students could interview their parents/carers to find out the stories.

Good opportunity to bring personal stories into the classroom and include their families

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Consistency when setting boundaries for professional contact

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Consistency when setting boundaries for professional contact

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Parents need to know what to expect when communicating with teachers.  This includes the mode of contact, the times teachers can be contacted, and what content should be dicussed through which modes.

For example, some content is best left to Parent/Teacher Interviews or phone calls as opposed to an email.

Maintaining professional boundaries as a teacher is not only beneficial for parents but also beneficial for the teached, as it ensures parents and carers understand what it considered unprofessional engagement.

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Regular communication

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Share the information about the child, such as what is the child’s interest, what are their expectations of their child and strategies to support their child's learning and development. 

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Share the information about the child, such as what is the child’s interest, what are their expectations of their child and strategies to support their child's learning and development. 

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Involving parents in activities where possible, class emails of what’s happening in the next few weeks/important events. 

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Involving parents in activities where possible, class emails of what’s happening in the next few weeks/important events. 

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working collaboratively is shown through constructive and open communication to share both successes and challenges that you have with children, to build a smooth transition bewteen home and learning environments
it is important so that children experience consistency, and are aware of their support systems and how they are able to help them achieve their best self

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Through class dojo, informal and formal conversations face to face, email and newsletters

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It looks like- regular and respectful communication, working together with the same goal (ensuring child is working in a safe and supportive environment with the best opportunity to succeed).

Why- Child has the best learning outcomes possible as both teacher and patents have understanding of how the child learns

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Communicating with parents via their preference of contact to discuss positive or negative events etc. Always keeping them in the loop!

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Emailing a class bulletin each week about class learnings and reminders

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Working with parents/carers looks like communicating their child’s progress through emails and teacher meetings and communication on school events. Communicating with parents is important to help build relationships to ensure that support is given both in and out of school contexts with strategies to ensure the child benefits tho most out of school experiences whilst meeting their needs.