BALANCING THE RELATIONSHIPS BETWEEN STUDENTS, PARENTS AND TEACHERS

CONSISTENCY
PARENTS
It is important to first actively build a
relationship with every parent
(Bronfenbrenner 1991). Once the
relationship is formed it is important to
voice your expectations as a teacher, of
what you expect of both parents and
students in every aspect of their education.
This may include communication, learning
outcomes, attendance, behaviour and
attitude (National PTA, 2010). Having set
expectations and having them made known
to parents will help to maintain consistency.
Having set expectations will also help
monitor and keep all parties involved
accountable. Consistency requires actively
maintaining what you have set and when
something does require change, all parties
are informed. Not keeping consistent in any
element, may damage the relationship
formed because it may cause exclusion.

STUDENT:
Maintaining consistency in all areas of a
students school life, will also help to build
and maintain and positive relationship. In
order to do so it is important to have
collaborative expectations as a class and
have them known and understood by all
students. It is important to maintain
consistency in how you treat each student,
as well as how you implement reward and
punishment, whilst being understanding of
personal differences and experiences that
students may be facing (Lewis, 2008).

HONESTY
PARENTS:
It is important not to sugarcoat the student,
their behaviour and academic results just
to please the parents. As a Teacher, you
need to be honest with everything, the
positive and the negative. Holding back on
information that may have negative
connotations attached, may cause long
term damage to the student academically
and with the parental relationship (Ziraldo,
2011). Instead, it is vital to share any
concerns with parents in a smart way.
Parents can be very protective and can
take on information personally. Therefore,
taking on a solution based approach will
help eliminate any offence taken, as well
as resolve any issues (Canter and Canter,
1991).

STUDENT:
When dealing with students, it is vital to
be honest, but what is equally as vital, is
the approach that teachers take when deal
with issues (Ziraldo, 2011). It is important
not to embarrass students and belittle
them. To avoid doing this it is important to
keep students on an adult (age
appropriate) level, instead of treating them
like babies (lewis, 2008). Teachers need to
be aware of their body language and

PARENT
Counterbalancing damaged
Parental relationships

Acknowledging or determining
the issue that caused the
damage to the relationship
Formally discussing the issue in
a solution based approach with
the parent. If it is a serious issue,
a third party should be present to
monitor the situation
Creating action plan to help
cease or remove the behaviour
from occurring again
Apologise if necessary
Continue to monitor the
relationship

Having a good relationship with parents

will help ensure sufficient support and a
good attitude in their children. If there is
no positive relationship with parents,
there is a much higher chance of
students lacking support from home,
which may damage their academic
results and potential. Therefore, it is
important to develop a good relationship
with parents as they are potentially the
driving force of students (Bronfenbrenner
1991)

INCLUSION

PARENTS:
It is important to include parents in
decisions and dialogue to help benefit
the student (Bempechat, 1998; Coleman,
1987). When parents are aware of what
is happening in their child's life, they
have a greater ability to support them.
This may include newsletters, welcome
postcards, parent helper requests and
parent meetings (Batey, 1996). This will
only be effective if the student and parent
have a positive relationship. If a parent
and student do not have a positive
relationship, parent inclusion is likely to
have minimal impact. Regardless, it is
still important to include all parents, as
parents have the influence to help their
children exceed expectation (Finders &
Lewis, 1994).

STUDENT:
It is important to include students in
discussion concerning them. But it is also
important to be discerning with how
topics and concerns are presented to
students in order to avoid damage
(Zirlado, 2011). For example, always
trying to use solution focused language,

COMMUNICATION

COLLABORATION
PARENTS:

PARENTS:
Good, bad and ugly, communication is
vital to ensuring a balanced 3 way
relationship. Parents need to know what
is happening in regards to their child. Not
Keeping parents informed will help to
avoid any negative relationships forming
and support lessening (Epstein, 1995). In
order to help achieve this, Teachers need
to be inviting and communicate with the
parents to help them view their child as a
learner and they can be helpful and
make a difference (Finders & Lewis,
1994).

STUDENT:
When communicating with students, it is
important to take an active interest in
their lives (Smith, 2001). Students will be
more responsive if you show that you
care.
It is important, to openly, but sensitively
communicate any concerns with
students, withholding information is likely
to cause more damage than good as
students are likely to feel betrayed and
unimportant. It is important to deliver
information in a constructive and solution
based way instead of criticising students
(Bronfenbrenner 1991).

TEACHER

STUDENT

The Teacher is the balancer in the

three way relationship. It is important
not to jeopardise this power, as you
can can ruin the educational potential
of the student, by damaging your
relationship with the student or parent.
It only takes one damaged relationship
to overbalance the seesaw (Lewis,
2008). It is important to be sensitive to
differences that parties may have or
believe, as not being accepting can be
an easy divider.

Students are much more likely to

achieve good academic results if they
have a good relationship with their
Teacher (Lewis, 2008). Having a
negative relationship makes the
students more likely to act up in class
(Lewis, 2008). Having a negative
relationship with a student also makes
it more likely to have a negative
relationship with their parent.

The relationship between parents and

teachers is most effective when they
collaborate (Phillips & McCullough, 1990).
Collaboration will only be successful if the
relationship is seen as necessary and
valuable by both parties (Vosler- Hunter,
1989, p. 15). Collaboration is most
effective for educational progress and
school success for the student in four
domains: academic, social, emotional, and
behavioural (Christenson & Sheridan,
2001). When a teacher and parent share
useful information about the student they
can develop an action plan for optimal
teaching, as well as a support plan in
areas they may need it.

STUDENT:
Students need to be included and their
opinions asked and listened to when it
comes to creating plans (Smith, 2001). If it
is seen as inappropriate to do so due to
circumstances, it is important to at least
inform them of changes which may affect
them (Zirlado, 2011). In order to create the
best possible outcome, the opinions and
ideas of all parties involved need to be
considered.

Counterbalancing damaged
Student relationships

If a relationship with a student is

damaged for some reason, it is
important to first determine the
reasoning for the damage.
Determining the reason for this
occurring
Ceasing or removing any
contributing actions or factor to the
damaged relationship
If appropriate, approaching the
student and discussing any issues
Developing a resolution for
situation
Monitoring progress
Maintaining the resolution