Introduction
Teacher-parent relationships can be essential in enhancing the performance of students at school and at home. The purpose of conducting the interviews was to understand the nature of the teacher-parent relationship. The other objective was to gain insight into the impact of positive teacher-parent relations on students. Positive partnerships between teachers and parents can improve the attitudes of students, which can improve their grades (Barger et al., 2019).
Educators can achieve effective communication and develop stronger relationships with students and parents. These relations can ensure that teachers gain more understanding of their students, which can help them develop strategies to support them effectively. This paper will present the interview results, a reflection based on the discussions, and recommendations.
Summary of the Results
Teacher Inquiry into Student Interests and Needs
The results from the interview of the two parents who agreed to participate in the discussion show that for the first question, the parents indicated that the teachers asked them about the interests and needs of the learner. Both agreed that they understood the importance and impact the information can have on enhancing the learning process for the student.
Parental Input on Academic and Social Goal Setting
The second question was whether the teachers requested the input of parents to help identify students’ academic and/or social goals. Parent A strongly agreed, while Parent B disagreed. The parents noted that one reason is the number of students in the class, which may make it difficult for the teacher to follow up on all students.
Teacher-Parent Communication on Student Progress
The third question was about whether the teacher maintains regular communication with parents on the progress of the student. The two parents disagreed with this statement, which prompted follow-up questions. The insight showed that the parents would prefer to receive information about the progress of their student from the teacher. Regular communication was viewed as crucial as it can help identify any issues facing the student.
Creating a Welcoming Environment for Visiting Parents
The fourth question focused on whether the teachers make the parents feel welcome when they visit the school. The answer was unanimous, as both parents agreed with the statement. One of the suggested ways that teachers can make parents feel welcome is through consistent communication.
Opportunities for Parents to Voice Concerns
The fifth question was about whether teachers invited the parents to voice their concerns about their student’s progress or other school-related issues. Both parents strongly agreed with the statement, which showed that teachers were focused on ensuring parents are involved in the learning progression of their children.
Parental Involvement in School Activities and Events
The sixth question focused on whether teachers offered the parents opportunities to be involved in the classroom and/or school activities and events. The two parents disagreed with this statement, which indicated that there were no chances to be involved in different school activities. The two parents suggested that the reason was their work schedule.
Incorporating Family Background to Support Learning
The last question focused on the use of family background information and beliefs to enhance the student learning experiences. The parents strongly disagreed with the statement and were of the view that teachers were not sure of how to gather such information. Both parents indicated that such information could help teachers understand and handle students better.
Explanation of the Scores
Questions 1, 4, and 5 had the highest scores as the parents chose either agree or strongly agree. Question 1 focused on whether the teachers ask parents about the needs and interests of the learners. Questions 4 and 5 focused on the issues of feeling welcomed and being invited to raise concerns about the progress of their children. The parents’ comments on the high scores were that they represented their experiences and interactions with the teachers.
The low scores were in questions 2 and 7, which discussed seeking input from parents and gathering information on the family background and beliefs. The parents believed that these two aspects could be enhanced to ensure that students have a better experience at school. There was a relationship between the high scores and low scores, as parents indicated that their input was requested and they felt welcomed. At the same time, they also showed that the teachers did not request the necessary information from them.
Recommendations
Table 1: Recommendations from parents
The table above shows that the two parents’ recommendations were similar. The issue of using technology was highlighted as an essential aspect that can help create better relations between teachers and parents. Another similarity was the need to develop an interest in learning more about the students and organizing events that lead to a better understanding of them.
Conclusion
The results of the two interviews indicate that there is a significant need for parents and teachers to collaborate to ensure that students progress effectively. One issue that can be identified from the data is that communication is crucial for the relationship between teachers and parents to progress. The parents disagreed that teachers maintain regular communication, but indicated that they felt it was essential to provide consistent messaging on the progress of learners.
Another aspect that came up was the need to request more information from parents about the students. Children spend most of their time with their parents, which means that parents can provide teachers with essential data that can enable them to enhance their progress (Barger et al., 2019).
Parents also indicated that understanding the student’s family background and beliefs can be essential in enhancing their performance. Therefore, the interviews will significantly influence my future practice in terms of communication with parents and engaging with learners. These two aspects will be crucial in creating a meaningful, cooperative, and productive teacher-parent relationship.
Reference
Barger, M. M., Kim, E. M., Kuncel, N. R., & Pomerantz, E. M. (2019). The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis. Psychological Bulletin, 145(9), 855. Web.