MODULE 3: "THE RELATIONSHIP"

Both parents and educators contribute knowledge and expertise with equal responsibility in forging the student’s learning journey. Solid, collaborative relationships between them are crucial in giving students with disability the best chance to succeed.

This module provides the framework, resources and tools to help build and maintain relationships between parents and teachers where positive, strengths-based dialogue with – and about – the student takes place, and where open and candid conversations can be had and respected in confidence.

In true child-centred collaboration, students are seen as protagonists, collaborators, and communicators. Teachers take on roles as nurturers, guides and researchers. Parents are partners. The environment is the “third teacher”.

Taken from A Reggio Emilia makerspace

• Student centred – TEAM student
• The Parent-Teacher relationship is equitable
• The notion of being on a journey together
• School life and home life are intertwined
• Positive approach
• Open regular communication underpins effective collaboration
• Trial and error, and regular review, is inherent in the design

• Student centred – TEAM student
• The Parent-Teacher relationship is equitable
• The notion of being on a journey together
• School life and home life are intertwined
• Positive approach
• Open regular communication underpins effective collaboration
• Trial and error, and regular review, is inherent in the design

New relationships are influenced by past experiences, not just with this student, but also with other students that educators have taught before. Past experiences inform current practices and strategies. Discussing what has and has not worked for the student in the past, and during the current collaboration, is of great value.

Our teachers share that expertise, past experiences of the student, more information and concerns for the year ahead, which are revealed early on, foster empathy, compassion and being more capable and confident working with our student.

Our parents share that often they feel they are being judged and contacted only when something is wrong – teachers who are encouraging and seek their input upfront empower parents to engage as equals.

Parents and teachers contribute knowledge and expertise with equal responsibility in forging our student’s learning journey. Parents as first educators and knowledge keepers of their child; and teachers as the educationalist and conduit, adapting new systems to reach and teach our individual student.

“All students should be expected to contribute to their own wellbeing, the wellbeing of their peers and the collective wellbeing of our communities.  In this way, schools in partnership with parents and carers, will equip children and young people to be active and positive contributors to the society in which they live” – Adapted from The Wellbeing Framework for Schools, NSW Department of Education

All students are unique and, as their experiences and perceptions are often far removed from those of their teachers, their perspectives cannot be understood by adults.  To fully understand a student’s point of view, all voices need to be heard and acted upon. Taking the time to engage with students to understand different aspects of their experience may also contribute to lessening misunderstandings within adult and student perspectives (Gillett-Swan, Tancredi & Graham, 2020: 267, 279).

A strengths-based approach is one that leverages a student’s abilities to help work on weaknesses.  It is a way to combine standards-based individual student planning with a Growth Mindset that will assist students to believe they can improve their abilities. Using the strength-based approach can be a process with the student that can lead to more self-awareness and self-advocacy.

Using a strengths-based approach can assist to identify a student’s abilities, interests and their learning preferences. A strengths-based approach can assist by preparing students to participate in the planning for their learning and to self-advocate. A strength’s based approach can assist by weaving the strengths of the student into their learning goals, as a way to set high expectations. 

TIP: Look back over Module 1 – Strengths Based Learning.

Teachers

Arguably, one of the most important steps a teacher can take in developing positive partnerships with parents is to discover, nurture and celebrate a child’s abilities and strengths, as well as focus on the commonalities between the child, and his or her peers rather than the differences (Mann, Hodge, Runswick-Cole, Gilmore, Mavropoulou & Fleming, 2019:345).

When students are positioned at the centre of their education, they are consulted to share their insights and take part in decision making- regarding the learning environment, curriculum design, teachers’ pedagogical practices and assessment.  Through the process of reflective questioning and discussion, students can express their preferences and experiences (Graham, 2020:285).

Once a base relationship has been forged – Strengths and Interest is the key to engagement. Using positive dialogue with, and about our student. 

Parents

“Jacob’s art class was using clay to create a Grecian pot. The teacher found that because of his sensory issues, Jacob would not touch the clay needed to create the pot. She decided that Jacob could create the same pot but in paper mache. She had come to realise that he loved to rip up paper. This was an ideal strategy because he had the same result as the other students but just in a different medium using something that Jacob was really good at, ripping up paper and gluing.”

Annette, parent

Prior to any conversations it’s good to have thought about what we want to talk about!

Let’s think about any concerns and reservations we have for the year ahead, keeping in mind that we are all in the same team, ‘Team Student’

Let’s agree on expectations and meeting needs

Below are some matters to share and consider to ensure expectations are realistic and can be met.

Questions from the teacher:

“What challenges are you facing at home and how are you handling them?”

“What is working at home?”

“What has worked in the past with other teachers, and learning environments?”

Question from the parent:

“Is there some flexibility in your school’s policies and procedures to adjust for, and support my child?”

Share – Share your expectations and concerns from your pre-thinking. Including reflection on the ‘Week in the life of’’ document from module 1.

Consider – What you want to get out of the year; socially, academically, physically, emotionally from our student. What expectations are realistic, and what supports and processes can be put in place so that our student will understand and have capacity to be safe and successful in their learning. These may vary in different settings, with different teachers, and in unusual or unforeseen settings.

Impact – How might this information now be noted and integrated into how our student is understood, taught, and valued?

Let’s share something positive to start with – on the topic of something we have discovered about our student or more generally.

What has been discussed, decided upon?

Has the student been consulted before, during, and in regards to the outcome?

What needs to be followed up, who will do this, by when, and how will we know it’s been done? Is there a review required?

Who else is it important we share this information with? How will we do this? Who will do this? – (consider other staff, replacement teachers, peers).

Now go back to the “Conversation Guide” document for this module and complete the “actions” section.