The Importance of Building Parent-Teacher Relationships - Reading Horizons
Just wondering if anyone has any ideas on how the law stands on a Student/ Teacher relationship when the student is 18 but still in sixth form college. As far as. parents of children who attended the third, fifth/sixth and ninth primary school On the contrary, the relationship between teachers and parents becomes . operation will thus first depend on attitudes of the former and latter, and these will . Before any child starts at King Solomon Academy parents, students and a member of Student Progress Teachers (SPTs) – the Head of Sixth Form and Deputy.
Student/Teacher Relationships - Sixth Form College - The Student Room
So what do you do? You don't want to risk losing the kids, so you give them your own mobile number. And once that's happened, once a number is out there. And emails, too; I've sent personal emails to sixth-formers wishing them luck with their exam the next day. You can't be a jobsworth these days. An email or text is very much a one-to-one thing; a pupil might feel specially valued.
Even on the school site, I could be marking online, live, maybe quite late in the evening. I could have had a glass of wine. I could start discussing work with a student who's also online. It's Facebook by another name, really. You could easily make comments you'd regret. Digital communication is a two-way street. Phil Ryan, a now-retired science teacher from Liverpool, briefly became an unlikely — and, as far as he was concerned, unwished-for — internet sensation last year when mobile phone footage of him doing the funky chicken for a sixth-form class on the last day of term was posted on YouTube and attracted more than 5, viewings and plenty of adverse comments within days.
Earlier this year, more than 30 pupils were suspended from Grey Coat Hospital School, a Church of England secondary in London, after dozens of girls joined a Facebook group called The Hate Society and posted hundreds of "deeply insulting comments" about one of their teachers.
Emails can be misinterpreted According to a survey this spring for the Association of Teachers and Lecturers and the Teachers Support Network, as many as one in 10 teachers have experienced some form of cyberbullying.
The consequences can be serious for teachers, many of whom are less technologically sophisticated than their students: That can be incredibly distressing. And they can do worse; there was a case in one school where pupils took a photo of a teacher's face, edited it onto a really gross, pornographic image of another woman's body, and stuck it online.
It has called for any school policy that requests or requires teachers to disclose their mobile numbers or email addresses to pupils to be banned; wants new legislation to outlaw teachers being named on websites; would like strategies to prevent all use of mobile phones when school is in session; and has even demanded that pupils' phones be classed as potentially dangerous weapons.
But they've thrown up new pressures and concerns. For a start, they've changed expectations of teachers — there's a real expectation in some schools now that teachers will basically be available at the convenience of the pupil. There's also, with email, an expectation of a more or less instant response.
And these forms of communication are far more informal, in style and content. You respond in a way you never would in a letter, or face to face. Teachers, Keates says, feel "increasingly vulnerable". A lot of the union's casework involves the use of mobile phones in schools, particularly in the classroom. In some cases, teachers have had to defend themselves against allegations of misconduct from schools following the anonymous posting of classroom videos that they were not even aware had been filmed.
Faced with the real risk of members either falling into difficulty involuntarily, or being deliberately targeted for abuse, unions and authorities have begun running extended courses for teachers on the pitfalls of new technology. Fiona Johnson, director of communications at the General Teaching Council for England, says the new GTCE code for teachers, which comes into effect on 1 October, has a reference to the need for "teachers to maintain appropriate professional boundaries with children and young people".
Although this is "clearly not very specific", she concedes, "trainee teachers get more detailed advice during their initial training, local authority co-ordinators cover the issue with each cohort of newly qualified teachers, and schools have their own policies on these issues. Most trainees are clear in their view that they would be unwise to open up their Facebook profiles to pupils, for example — and also aware from teaching practice that school policies now often specifically tell staff not to do so.
In terms of texting and phones, we just advise very strongly that teachers do not make themselves accessible in any way at all that might be considered not appropriate. False allegations of misconduct can have a truly devastating impact on a career.
But I think teachers should be active online; it might even help prevent some of the things children can get up to, the very sexualised pictures they post of themselves online, for example. Banning us is almost insulting; it's like saying: Schools have enough absurd rules.
We should be in that cyberspace arena. For Keates, the dangers are many: How would a teacher know if you were an involved parent? How would parents know if they were involved enough? How would a parent know if you were an effective teacher?
Why are parent-teacher relationships important? I am a parent, and I have also previously been a classroom teacher. I know that the struggle to have a good working relationship as parents and teachers is real. If I switched roles and put on my teacher hat, I could say the same thing about those relationships. I could try to put the blame on parents or on teachers, but I would rather make a few observations and suggestions as to how to make the parent-teacher relationship better.
I want to focus on three main things: Expectations First, when it comes to expectations, both parents and teachers have them for each other. They expect certain things to happen.Middle school teacher's 'privilege' form shocks parents
Parents expect teachers to instruct their students and to guide their learning so they can have success. Teachers expect parents to support the instruction and learning that happens in school, at home. The operative word in all this is communicated. When expectations are clearly communicated, both parents and teachers will have a better understanding of their roles in the parent-teacher relationship.
The Importance of Building Parent-Teacher Relationships
They will then know how best to be a supportive part of that relationship. Communication Have you ever heard that communication is a two-way street? How often would you like feedback about your child? Whose job is it to see that information is given? Are you, as the teacher, waiting for the parent to initiate communication? You be the one to make the first step. Have you heard that actions speak louder than words? It may appear so.
Are you unable to attend meetings because of conflicting work schedules, illness, or other family struggles?
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