Parent-Teacher Relationships

Inquiry Presentation 1
OVERARCHING QUESTION: What resources are available to increase
positive mind states to prepare students better for learning?
GOVERNANCE QUESTION: What role can parents have at home and school
to better prepare their child for successful education?

Agenda
• Theories of Motivation and Relevant Definitions
• Parents and Child-Rearing Factors that Influence Student Success
• BC Curriculum and BCTF Regulations
• Challenges Facing Parents
• How to Involve Parents
• Questions that Arose and Interesting Findings

Theories of Motivation and Other Definitions

Theories of Motivation
Self-Determination
Theory
• Developmental outcome depend
on social and environmental
factors
• Intrinsic motivation: drive to
engage in behaviour because it
is intrinsically rewarding
• Identified regulation-
knowledge: motivated by
understanding the underlying
value of an activity
• External motivation: drive to
engage in behaviour comes
from outer sources
• Introjected regulation:
internalization of pressures,
feelings of shame
Achievement Goal
Orientation Theory
• Achievement goals: underlying
purposes learners try to
accomplish (mastery,
performance-approach,
performance-avoidance)
• Mastery orientation: to develop
competence and improve skills
• Performance-approach
orientation: to demonstrate
competence
• Performance-avoidance
orientation: avoid showing
incompetence
Other Important
Terms
• Self-Efficacy: hold firm
convictions of ability to learn
and to perform tasks at desired
levels
• Theory of optimal social
distance: ideal closeness of
relationship between teacher
and parent

Parenting and Teaching Influence Student Success

Parent Influence on Motivation Orientation
Positive Influence
• Promote autonomous motivations
including intrinsic motivations and
identified regulations
• Emphasizing mastery goals
• Minimized pressure and motivations
that increase autonomy
Detrimental Influence
• Promoting controlling factors
including valuing obedience and
conformity and solving their child's
problems
• Emphasizing performance-avoidance
• Causing pressure or motivations that
decrease autonomy

Parents yield children with
positive self-perception and
academic motivation with:
• Warmth
• Autonomy
• Reinforcement of achievement
behaviour
• Involvement in child's learning
and school/classroom related
activities
Parents yield performance-
oriented goal children if they:
• Stress ability (test scores)
• Relative standing compared with
others
• Gifted students more likely to
have dysfunctional perfectionism
• Less likely to ask for help
because it is admitting failure
Parent Influence on Motivation Orientation

Ethnic Consideration on Motivation
• Though performance-approach isn't ideal for Americans, it's link
with parental affection in Korean students is interpreted by
students as positive
• Korean families generally emphasize mastery goals because
parents view school as interdependent goals with the family
• Chinese parents are reported as more controlling, and students
see teachers as less strict than parents
• Asian-American students show higher motivation and engagement
when task is chosen by parents
• Although Asian parents exert more control, this does not take
away from the autonomy felt by their children

Cultural Transmission According to Class
Middle Class
• Allow children to negotiate and
assert themselves
• Parents intervene for children
• Children will seek out resources or
alternatives to situation
• After being coached by parents, they
see the benefits and continue asking
for help
• Since they ask for help, they often
finish quickly and more accurately
Working Class
• Emphasize obedience and deference to authority
• Parents protect how family is perceived
• Children will accept punishment without excuses
• Taught not to "complain" which translates to not self-
advocating
• They begin to see benefits of working hard and potential
negative consequences of voicing needs (social and academic)
• Harder for teachers to notice as needing help(e.g. Don't raise
hands), therefore take longer on assignments and do them
incorrectly
• Sometimes solve problem on their own – feel proud and
develop strategies for pushing through
• Could be beneficial in college/university

Heritage Histories
• Students and parents notice and appreciate when their heritage
history is included in lessons
• Believe it would decrease discrimination
• Better appreciation of peers of challenges immigrants face and of current
state in other countries
• Hope it will decrease repeats of tragic historical events
• Teacher role:
• Easy if mandated in curriculum
• Availability of resources
• Faced with challenge of including it if it's outside curriculum, extent of
doing so, perceptions of not spending enough time, time constraints
• Can invite community members (parents) in for discussions and assign
interviews to students to interview parents and bring in personal
connections

LGBT Themes
• Teachers often exclude these due to worries of parent reaction
• Possible responses to parents
• High LGBT suicide rate, bullying, crime against
• Invisibility of LGBT people and culture in mainstream society and curriculum
• Teaches love associated with all families, respect, tolerance. Acceptance,
gay civil rights movement and leaders, love for diversity, pluralism and
multiculturalism
• Provides safe learning environment
• Helps students identify stereotypes and misconceptions, and to develop
skills to counteract prejudice and unfair treatment
• Children's literature helps build positive discussions and responses
• Encourage parent volunteers

BC Curriculum and BCTF Regulations

BCTF Advancement to LGBT Rights
• 2002 Surrey School Board had banned children's literature with
same-sex parents, Supreme Court ruled this ban was wrong
because these books promote tolerance
• 2007 all Canadian school boards have responsibility to protect all
students against homophobic bullying (whether student is gay or
not)
• Bill 64 people can bring forth complaints of discrimination, but
dismantled BC Human Rights which had included responsibility to
promote public awareness of human rights, advance research, and
educational programs and address systematic discrimination

BC Curriculum
History
• Key turning points of change
• No specific requirements for
what's included in history
LGBT
• Mentions LGBTQ rights in
human rights section of
government
• Sexual identity, gender
(identity)
• Inequality issues,
discrimination, stereotyping
• healthy relationships, family

BCED Reporting Student Progress
• Entire manual on reporting feedback
• Some new findings:
• Reporting on DPA
• Letter grade "I" – "F" can only be assigned after an "I" has been given or if
failed provincially examinable course
• Sets out roles and responsibilities of ministry, school board, admin, and
teachers

Barriers to Parent-Provider Relationships
• Time constraints and problem-focused meetings, or only
talking about grades
• Negative provider perception of parents
• Not trained in parental relationships
• Less positive view of anxious parents
• Theory of optimal social distance
• Teacher turnover and transitions
• Less communication with parents of children with difficult
temperament
• Parents concern that their own problems will come up in
meeting (e.g. Money)
• Parents don't want to hear about child's problems or to
share this with 3rd parties
Parent-provider relationships are
linked to parents' satisfaction
with services, parent
involvement, parental self-
efficacy beliefs, quality of
parent-child relationships, and
indicators of children's emotional
well-being, social skills, problem
solving, and academic skills.

• Reexamine transitioning between classrooms every year
• Training programs for teachers on relationships with parents
• Schedule meetings outside business hours
• Printed visual announcements and social media to inform about school
activities
• Teachers should praise students for success, not just about grades
• Teachers should inform parents that they can learn what they can do
for child's education during school meetings
• Teachers should use easily understandable language
• Talk about the situation rather than the child to reduce parents from
feeling they only hear about grades or bad things about child
Recommendations for Parent-Provider Relationships and
Providing Feedback to Parents

Reading Programs
https://m.youtube.com/watch?v=wTA0AfP3ayI
Photo from John Morgan - Flickr

Writing Partnerships
Benefits of Parent
Support in Writing
• Helping children see
value of writing in their
lives
• Reading and helping
children edit rough
drafts
• Sparks conversation in
responding to ideas of
student
• Connections between
school and community
Potential Challenges
• Language barriers
• Low literacy in parents
• Perspectives of school
(especially First Nations)
• Parents who do the work
for child
• Parents focus on
spelling/grammar instead
of ideas
Recommendations for Involving Parents
• Communicate assignments and rubric to parents
• Offer peer-tutoring for students whose parents aren't as enthusiastic
• Encourage parents to have students write letters or emails to relatives
• Have students write letter to parents and parents write back
• Rotate between self, teacher, peer, and parent editing
• Homework to do with parents (e.g. Writing about a tv show, generate
10 exciting words)
• Create colour for parent to always edit in
• Other community resources:
- Author visits - young authors conferences/workshop
- Writing contests - letters to the editor
- Poems/stories for special occasions and submit to newspaper
- Student anthologies as fundraiser, community cookbook
- Local filmmaker or theatre groups to visit class
- Community context (e.g. Different creation stories from First Nations,
different terminology on east coast)

Other Ways to Involve Parents
• Write personal letter welcoming students before school year starts
• Postcards throughout year to parents, celebrating their child
• Parent sign up at beginning of year
• At Home – sign up for making centres
• At School – come in to help in class
• Special Occasions – field trips, parties, etc.
• Parent Interest Survey – get to know parents, get to know their specialties,
if their occupation would be interesting to come in as guest speaker
• Don't start volunteers until a couple weeks in so you can establish
classroom culture first

• Would parent anxiety training be helpful for parents?
• What teacher training would be beneficial to parental relationships?
• Why don't teachers/society know more about recognizing Holocaust Memorial
Day, what other days exist that we ignore that would be beneficial to students?
Questions that Arose and Interesting Findings

Works Cited
• Bong, M. (2008). Effects of parent-child relationships and classroom goal structures on motivation, help-seeking avoidance, and cheating. The Journal of Experimental Education, 76(2), 191-217. doi:10.3200/JEXE.76.2.191-217
• Calarco, J. M. (2014). Coached for the classroom: Parents' cultural transmission and children's reproduction of educational inequalities. American Sociological Review, 79(5), 1015-1037. doi:10.1177/0003122414546931
• Emilie Berruezo Rodger. (2011). Parents as partners: Tips for involving parents in your classroom. Childhood Education, 87(5), E7. Retrieved from
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Parent-Teacher Relationships