How Parent Teacher Relationship Impacts Students

Identifying an Area for Change

As a teacher, one area for change that I have always noticed is the problem of parent-teacher relationships. These are often so non-existent, or, if existent then strained because of some problem between the school and the student or the teacher and the student, that it often feels like a running joke. Parent-teacher relationships, therefore, are something that I feel really need to be better developed and supported. Indeed, I have always believed that the classroom is not an isolated entity. It is a marvelous space where teachers and students interact, but also present in different ways are all the voices of the many stakeholders who give to and benefit from this process of education, including the parents of these learners. Over the years, I have observed that while we have made significant strides in improving the curriculum, instructional materials, and teaching methodologies, there is one area that still requires attention: Parent-Teacher Communication.

The Need for Enhanced Parent-Teacher Communication

In my school, we have regular parent-teacher meetings, but they are often limited to discussing the academic performance of the students. This is important, but really just the bare minimum that needs to be done, if it could even be called that. There is little to no emphasis on understanding the child's emotional well-being, their interests outside of the academic curriculum, or any challenges they might be facing outside the school environment. This limited scope of communication, I believe, results in missed opportunities to provide comprehensive support to the student. In fact, other scholars have pointed this out as well, as Danielson (2006) notes when discussing the purpose of teacher leadership.

Why This Area Requires Change

This area requires change because a child's development is not limited to academics. Their emotional, social, and psychological well-being are all just as important. But teachers cannot really support this growth unless there is communication with parents. Working with parents, teachers can gain insights into the life of the child and tailor support in a way that benefits the student. At the same time, this level of communication can help in identifying any early problems. Parent-teacher communication can also help in building a sense of trust between teachers and parents. When parents feel that they are an integral part of their child's educational journey, they are more likely to support the school's initiatives, and schools need all the support from parents they can get. In fact, I believe this communicative relationship should be a big part of the National Board for Professional Teaching Standards (n.d.).

Passion as a Driving Force

As an educator, my passion has always been to try to give every child the support he or she needs to succeed, not just academically but in all aspects of life. This passion is what motivates me every day; it is my belief that by strengthening the bond between parents and teachers, we can create a more nurturing environment for our students. As the Council of Chief State School Officers (n.d.) points out, schools and states need to work together to give children high-quality education: that means, parents and schools need to work together and talk more and get to know one another better. Things build up from the bottom in basic ways like this.