ENGAGING WITH PARENTS & CAREGIVERS
Engaging with parents and caregivers is vital for the successful learning and development of all children, however is of particular importance to engage and connect with the families of Aboriginal and Torres Strait Islander students. Finding ways to engage parents of the Indigenous students within our classroom environment and school community should be considered when developing effective teaching strategies for Aboriginal and Torres Strait Islander students. There are many ways that educators can engage parents and caregivers in the classroom, often these strategies focus upon the idea of developing positive, respectful and authentic relationships with families.
Communicating with the parents and caregivers of your students can be the first step in engaging them in your classroom and school community. Speaking to them when given the opportunity is also important (Harrison, 2011). Conversing with families includes listening to their opinions, thoughts and feelings before giving our own perspectives and beliefs (Harrison, 2011). I believe that as educators it is important for parents and caregivers to feel that the time that we spend with their children each day is productive and worthwhile, this may only be achieved if they are kept well informed about classroom activities and events and have the opportunity to have their opinions, feelings and ideas listened to and considered. Although speaking with parents seems simple it may be difficult if they are not coming to the school, in this case it is important to make ourselves available (Harrison, 2011). It may be the case that we as educators must make a conscientious effort to communicate in a positive way with the parents and caregivers of Indigenous students within our classroom. We may need to go to them arranging to meet with them at their home or perhaps a local park (Harrison, 2011). It is important that we acknowledge that not all parents will be initially comfortable coming into the school and classroom environment.
Forming authentic relationships through positive communication can have a number of constructive impacts upon Aboriginal and Torres Strait Islander students within the school community. As an educators relationship with the parents and caregivers grows their involvement with the school community and activities may also increase. Educators may begin by inviting parents and caregivers to informal school events in an attempt to make them more comfortable within the school community (Harrison, 2011). As an educator I would also encourage all parents to come in to the classroom whenever they have the opportunity, this links back to ensuring that parents feel as though they have the ability to be a part of their child’s learning and development within the classroom. The learning that occurs in the classroom is not isolated from the learning that occurs at home or in the community.
Building a relationship of trust between educators, parents and caregivers is vital to engaging them in the classroom and school community. Trust can be developed through many different ways; one way is to demonstrate appropriately and respectfully Aboriginal and Torres Strait Islander Culture within the classroom (Harrison, 2011). These expressions should be genuine and be presented in a culturally respectful way. Involving Indigenous people in the classroom may be another way to build trust (Harrison, 2011). Asking in a genuine way and being understanding of an individual declining the offer is very important in this situation (Harrison, 2011). If appropriate it may be possible to have an Indigenous student at the school have their family members involved.
Engaging the parents and caregivers of Aboriginal and Torres Strait Islander students within our classrooms is vitally important. It should be an endeavor of all educators to ensure that the students and their families feel engaged and connected with the school community as well as having the opportunity to influence and participate in their child’s learning and development.
Communicating with the parents and caregivers of your students can be the first step in engaging them in your classroom and school community. Speaking to them when given the opportunity is also important (Harrison, 2011). Conversing with families includes listening to their opinions, thoughts and feelings before giving our own perspectives and beliefs (Harrison, 2011). I believe that as educators it is important for parents and caregivers to feel that the time that we spend with their children each day is productive and worthwhile, this may only be achieved if they are kept well informed about classroom activities and events and have the opportunity to have their opinions, feelings and ideas listened to and considered. Although speaking with parents seems simple it may be difficult if they are not coming to the school, in this case it is important to make ourselves available (Harrison, 2011). It may be the case that we as educators must make a conscientious effort to communicate in a positive way with the parents and caregivers of Indigenous students within our classroom. We may need to go to them arranging to meet with them at their home or perhaps a local park (Harrison, 2011). It is important that we acknowledge that not all parents will be initially comfortable coming into the school and classroom environment.
Forming authentic relationships through positive communication can have a number of constructive impacts upon Aboriginal and Torres Strait Islander students within the school community. As an educators relationship with the parents and caregivers grows their involvement with the school community and activities may also increase. Educators may begin by inviting parents and caregivers to informal school events in an attempt to make them more comfortable within the school community (Harrison, 2011). As an educator I would also encourage all parents to come in to the classroom whenever they have the opportunity, this links back to ensuring that parents feel as though they have the ability to be a part of their child’s learning and development within the classroom. The learning that occurs in the classroom is not isolated from the learning that occurs at home or in the community.
Building a relationship of trust between educators, parents and caregivers is vital to engaging them in the classroom and school community. Trust can be developed through many different ways; one way is to demonstrate appropriately and respectfully Aboriginal and Torres Strait Islander Culture within the classroom (Harrison, 2011). These expressions should be genuine and be presented in a culturally respectful way. Involving Indigenous people in the classroom may be another way to build trust (Harrison, 2011). Asking in a genuine way and being understanding of an individual declining the offer is very important in this situation (Harrison, 2011). If appropriate it may be possible to have an Indigenous student at the school have their family members involved.
Engaging the parents and caregivers of Aboriginal and Torres Strait Islander students within our classrooms is vitally important. It should be an endeavor of all educators to ensure that the students and their families feel engaged and connected with the school community as well as having the opportunity to influence and participate in their child’s learning and development.