I knew a parent who had never taken the time to speak to the administrators or teachers in the twelve years span of his two children in the school. He never bothered to attend any parents meetings at school.

Today after twenty years, his children grew as responsible adults; but I hear a complaint from that parent, “My children never listen to me, I see they don’t respect me or my words, and at home, I’m as an outsider.”

Naturally, the parent is now reaping what he had sown twenty years ago. He showed negligence and total disregard for his children’s learning progress. He is reaping the bad consequences of his attitude. He sees it as ‘rejection’ in the family.

I believe parents are the chief partners in their children’s learning. Children learn more; work harder when they see their parent’s participation in their regular academic activities – both at home and in the classroom.

In a classroom situation, the accepting relation between a teacher and parent is not well defined. It would never grow as encouragingly trustful as to help both the child and the teacher.

On any given day in a classroom, we can see a continuous flow of communication between the children and the teacher. They both listen to one other all the time based on which they form a certain impression thereupon.

The same process of dialogue occurs between the parents and children in the evenings and weekends. During which parents have a good scope of inferring how his child is coming about.

We can see in the whole circle of communication the weakest link is between the parent and the teacher. In an academic year, the parent meeting the teacher may barely happen once a quarter. Or it may occur through newsletters or a few phone calls or emails or phone messages.

But the real dynamic of whatever is operating in the classrooms – the knowledge of it is never shared effectively to a parent.

It would be academically apt if parents’realize the importance of parent-teacher conferences.  We observe one significant unconscious aspect of teaching and learning in every child and every classroom situation. That every teacher is animate and active and is prone to ups and downs in their moods. And accordingly, the children tend to behave, learn and mature. This angle of interplay playing within the four walls is completely not visible to parents’.

For children learning in the classroom is a team effort. The three participants – the teachers and the children and the parents work for the same purpose. To provide them the best teaching experience for the child. Set to teach to help them to achieve.

Each member of the team has unique knowledge and understanding of what another member may not have. Each equipped with a distinct way of attitude with which he or she behaves in his surroundings.  Like the teacher in his class, the parent at home and children everywhere else. And no one individual can call shots in any one situation. The significance of this sort of good functional understanding of the three patterns of practices, if taken by the parents earnestly; it would certainly favor the emotional health of the child.


How is my child’s behavior in the class?

How does my child interact with you and his other classmates?

What is his behavior in the playground?

How often does he stand and ask to clarify a point?

What are my child’s strengths and weaknesses?

What areas need improvement?

What are other areas of interests of my child?

Is he prompt, disciplined, organized in all his workings?

Children always need safe and nourishing places to improve and enlighten themselves. This can only be possible when there is a dialogue and exchange of information between the teachers, school administrators and the parents.

This collective can help the child in providing the comfort and security for a child to find his true energy and foster his inbuilt abilities.


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