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What a teacher wants from parents
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AS teachers, one of the greatest expectations we have for parents is their involvement. This goes beyond simple classroom participation or volunteering for a field trip; it is a myriad of opportunities that help mold our future leaders. Below, please find the top 10 things I, as a teacher, want from parents:
Conversations
Involvement starts with conversations at the dinner table regarding the weekly academic newsletters. “What was the most interesting thing you learned in Science, today?” or “Which part of your day did you find most difficult?”
Sympathy and empathy
Involvement also comes in sympathizing and empathizing with our children. Teachers want parents to talk with their sons/daughters about the best parts of their day, but also about the worst. As parents, empathy is a great way to involve oneself in the process of reflecting, learning and growing. It also has the potential to create lifelong, family bonds.
Proactive communication
Teachers also desire proactive rather than reactive communication. This healthy approach to involvement allows teachers and parents to feel connected in a common goal: helping each child prepare academically, emotionally, socially and spiritually for their future. Addressing potential concerns, sooner than later, alleviates possible obstacles.
Shared accountability
A triangular responsibility exists where student, teacher and parent are each accountable for assisting with academic growth. I want my students’ parents to understand the benefits of shared commitments.
Professionalism
My mother once told me: “Bloom where you are planted.” For me, that is sound parenting advice. Students often mimic what they have seen or learned from their parents. Setting a good example by modeling appropriate responses to obstacles and opportunities creates a visual reminder for students. This is yet another way for us to be subconsciously involved in students’ academic journeys.
Perspective
Teachers expect parents to reinforce the importance of education and to talk, openly, about the substantial impact academic fortitude has on the future. Putting this into proper perspective creates a foundation of lifelong learning.
Positive reinforcement
Focusing on student strengths is vital for boosting self-esteem. Teachers
Want parent involvement to come in the form of compliments. Inevitably, if students are receiving more compliments than criticism, they will more willingly respond to criticism.
Acceptance
Accepting weaknesses may create insecurity. We must accept and, then, address weaknesses. Teachers expect parents to admit weaknesses and assist their student in successfully accomplishing the teacher’s individual, academic plan.
Love
Educating a child requires unconditional love as well as a tremendous amount of energy. Teachers expect parents to use their time wisely, loving the student as well as embracing the opportunity to make a positive difference.
Patience
Building something takes time. In our fast-paced society, we thrive on instant results. However, I want parents to exhibit patience. Buildings are not completed in a day, a month, or, sometimes, a year. Isn’t “building” our youth even more important? It takes our patience and persistence. It’s like Franklin D. Roosevelt said: “We cannot always build the future for our youth, but we can build our youth for the future.”
(Ruth N. Stevenson is a grade 3 teacher at Concordia International School Shanghai.)
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