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1) Type of parent - Fully engaged & supportive; will volunteer time for school events to create shared experience with their child

2) Type of parents - Fully clueless : will leave everything to teachers; i.e trust the school to care for & develop their child due to time fully dedicated to their job/s or lack of skills to support their child's learning

3) Type of parents - Semi engaged; will respond when there is a necessity or an issue/ problem regarding their child

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-self serving parents - available only when they require our help but goes MIA when we require their cooperation (e.g acknowledgement of PG, consent forms.)

-uninvolved parents - parents who lack in giving their child's attention, check on their wellbeing, progress in school, difficulty in communicating on certain issues for example teacher need to chase after reply slip forms, signatures,etc.

-Supportive parents- Proactive in their child's learning, show concern towards their child and interactions in school, parents are receptive. Acknowledge the teachers' efforts.

- some parents can be volatile- could be due to their stressful home situations and work conditions. Teachers have to be extra patient and mince their words in order not to make matters worse.

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Supportive parents

While they have high expectations for their children, they are still keen partners with teachers and are receptive towards new feedback/suggestions from teachers.

Consistently there for their children.

Cooperative and understanding.

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Our parents care for their children, and at times, due to work and responsibilities, are not able to actively remain involved.

As a result, it is uncommon that we take on most of the students' well-being and find it a challenge to engage parents as stakeholders to converse about their children / ward's concern, developments, areas of growth etc.

I am of the belief to focus on our students, and work with them without expecting or requiring mutual, consistent support from our parents as stakeholders.

We do have parents who not of the norm and remain actively involved throughout the year. However, this is the exception than rule.

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There are also parents who are appreciative of the teachers and show their appreciation in small ways :D

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Permissive Parent

Warm and nurturing with parents with minimum expectations for the kids.

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G5:

Helicopter Parent - Have trust issues

MIA Parent - Busy making ends meet / becoming rich

Nato Parent - No Action Talk Only

Supportive Parent - Follow up with child regularly based on feedback given

How do we engage these parents?

Helicopter Parent - Class Dojo and PG for regular updates

MIA Parent - Use all communication channels / home visit

Nato Parent - F2F engagement

Supportive Parent - Affirm the parents and child

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Quite a large group of lower SES family. Parents priority is daily survival needs. Their child's education is deemed secondary. Hence, they are often disengage from their child's learning.

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1. Uninvolved parents

2. They are often missing in action. Only appear when they need help or they have got something to complain about.

3. They want to have less communication/involvement in school. Only appears then there are important matters to them that they expect help on.

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Permissive parents who don't take lower primary schooling as important.

Allows child to stay home but expects child to magically do well.

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1. Parents who leave their children to their own devices (not much discipline or order)

2. They don't really engage with our school much. They will also usually expect the school to be 'parenting' the child for them. Usually no follow ups on homework or issues/feedback

3. They engage this way because they probably feel helpless? Or perhaps they are overwhelmed by responsibilities.

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1. Uninvolved parents

2. Rarely converse, short one sided conversation, dismissive responses

3. Overwhelmed with responsibilities externally, lack of awareness

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Parents who are uncontactable and uninterested to connect, need to be chased for everything. Don't know what their child is doing unless teachers chase students and students try to chase their parents for things like consent forms etc. Maybe they have busy schedules, families are dysfunctional (some may use it as an excuse).

Apple doesn't fall far from the apple tree.

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1. The quietly working behind the scenes parent.

2. They do not contact the parents or call the school but quietly monitor and do their part in their child's development.

3. These parents probably trust the teachers and the system and know that each one just has to do their part. No news is good news to these parents.

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1. Supportive ones

2. They are receptive to teachers' feedback and provide relevant support to the teachers in managing their child's educational development in school.

3. They are concerned on their child's well-being while empathising the workload that the child's teachers go through on a daily basis

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Some parents require as much support as their children. Therefore, they are dependent on teachers.

However, we do have enthusiastic parents who can sometimes be unrealistic with their demands.

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Single parent who is busy making ends meet.

They will only interact with the teacher when negative things happen to their child. They are extremely aggressive and defensive towards their child. They always believe what their child says.

The child has their grandparents to look after them when the parent is working. The parent defends their child for every misdeed he has done because they rarely spend time with their child. They love them and they are perhaps making up for the lack of time and love they did not manage to shower their child.

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1. Supportive parents, Neglectful yet demanding parents, Absent parents.

2. Supportive parents- cooperative, collaborative, concerned about child's well-being, have trust in teachers. Neglectful yet demanding parents- Parents only contact teachers when in need (child being "bullied"/ FAS) Absent parents- Parents are not contactable at all.

3. Based on their personal experience with school, family nucleus (e.g. single parent and overwhelmed with financial burden and other issues), trust issues with teachers.

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1. Our parents are mostly in blue-collar/low-skilled occupations. They are dual-income families and they rarely have time to accompany their children. Many of them outsource the child-caring to their parents (grandparents). They turn to phones to babysit their children and they do not know/do not see the dangers of excessive phone usage/screen time.

2. Hard to get in touch. Permissive parents who don't see academics or school as the top priority. To them, education is not a means to the end but rather just a journey that children have to take.

3. Parents don't have time to care, too stressed with life. Parents may also not know how to engage their children purposefully and even if they see the importance, they may not have the time to manage and monitor their children.

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1. Parents who have their own struggles and have little time and energy to prioritise their own children.

2. They are mostly respectful and cooperative, however, many a time they cannot help as much as we hope that they are mindful of other challenges they face.

3. They interact with us this way probably because they have few options available to them and they have other priorities to address.

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1. Either Overwhelmed with day to day demands or do not place academics or values education for their children as a priority.

2. Difficult to contact and even when contacted, does not/not able to take required actions to help their child by working with the school.

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1. supportive parents - work very closely with teachers to reinforce certain rules/routines at home.

2. permissive parents - remove child’s responsibility and autonomy by asking the teacher directly for various information which the child is responsible for.

3. absent parents - does not follow up with the child on his learning/work or respond to class dojo/phone calls/parents gateway.

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Parents who trust that teachers have the best interest of their child and rely on teachers to teach them everything and discipline them.

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Invisible parents: not responding to teachers’ calls/ messages. Not able to settle the child’s matters with parents, all done by teachers.

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Parents who feels they are more educated than teachers and will always give their two cents to teachers.

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1. Supportive parents

2. Generally trust teachers to do a good job. Will follow up with their child when we give feedback. Are quick to reply and contact school when there are updates on their child

3. They trust their children to follow the school's instruction and have trust in the school to handle most issues.

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Many parents are too dependent on the teacher for information (e.g. dismissal time) and on how to teach them to do basic things like waking up to school on time, submission of assignments. They leave earlier than the students for work, and even leave the older siblings to wake the younger ones up and get them ready for school. Hence, they may not even know if their child has gone to school.

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MIA parents. They are not responsive (blueticked teachers, do not submit PG until after being chased to) but they expect teachers to acknowledge/reply to them ASAP when they have an issue or complain.

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Who are the different types of parents we encounter?

Some parents may view their child as faultless and struggle to accept feedback regarding behavioural or disciplinary issues.

How do these parents interact with or engage with our school?

They may respond with avoidance, refusal to engage, or seem unresponsive to feedback.

Why do you think they engage with our school in this way?

This may stem from their own insecurities or challenges, possibly reflecting a need to protect their child or themselves from perceived criticism. They might find it difficult to view situations objectively, as they could be processing their own experiences as parents. Supporting them in understanding that feedback is part of their child’s growth journey might foster trust and openness over time.

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1. We have parents who are one sided.

2. They will overeact and before listening to both sides of the story, they tend to react.

3. They read alot of articles about similar issues and they think they are protecting their child.

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Parents who are generally supportive and also in our PSG. They sometimes tend to micromanage and overstep their boundaries. Maybe they are overly concerned, or they are unable to let go and continue with a babysitting behaviour.

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Parents who have unreasonable demands or expectations. E.g wanting to meet teachers during curriculum or expecting the teachers to inform them about every single detail and pay extra attention to their child only.

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Our parents rely entirely on the teachers, expecting them to act as stand-in parents rather than supportive partners in their children's education.

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We have a wide range of parents, raging from non working ones, self employed to professionals like doctors.

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Single parent, low income, shift job. Rented housing , multiple children

Hard to get in touch with. Number not in use. Not on PG. children lta.

Too busy working to make ends meet. Too many children to handle as a single parent. Shift work tires them out, nvr wake up. Nvr send child to school

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Permissive parents- allowing prolonged technology use, or absenteeism if bored to go to school

Uninvolved parents: who do not check student’s bag or homework given, neglectful

Supportive parents involved in students daily work- teaching spelling at home and also receptive to feedback

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Parents who are busy with work and do not see their child enough, hence they want to know how their child is behaving via the teachers.

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1) Not appreciative Parent

2) Aggressive/ Rude Parent

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Laissez-faire Parents

Hands-off. They give their children a lot of autonomy and few clear directions or boundaries.

They are busy, believe their child is able to navigate through life themselves, or are unsure how to parent their child.

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1. Parents who always expect teachers to keep them in the loop personally even though information is already cascaded down through PG and /or Class Dojo.

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A parent who leaves everything to the teacher. Less engagement for child’s progress. Unmotivated parents.

Parents dont reply or response to teacher’s messages.

Parents are caught up with work or parents are too occupied with other children.

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PSG with our teachers: Mooncake making (17 Sept 2024)

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Our school's profile of parents:

1. Who are our different type of parents (for each post-it, only refer to ONE profile)

2. How do this profile of parents interact/engage with our school?

3. Why do you think they interact/engage with our school in this way?

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Nerf Gun: Pri 1 Parent-Child Bonding (6 Nov 2024)