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?

Parents dont reply or response to teacher’s messages.

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

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.

2) Aggressive/ Rude Parent

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

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

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.

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.

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.

3. 
   

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.

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.

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

Apple doesn't fall far from the apple tree.

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

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

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

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.

• 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.

-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.

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