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Exploring teacher-pupil-parent relationships

Lisas Guitar Lesson

Teacher

Pupil

Communicating with pupils


Make an impression - show an interest
Make expectations clear
Watch for signs of anxiety
Body language - eye contact
Dont make assumptions

Empathy
Praise
End positively

Review of best practice in parental engagement, DfE, 2011


Evidence from Ofsted suggests that the more engaged
parents are in the education of their children the more
likely their children are to succeed in the education
system.
School improvement and school effectiveness research
consistently shows that parental engagement is one of
the key factors in securing higher student achievement.

Pupil

Parent

Supportive parents
Provide and maintain instruments/resources/equipment
Make space available for and listen to their childs practice
Provide transport, attend lessons, rehearsals, concerts
Arrange rehearsals with accompanists
Encourage participation in extra-curricular musical activity
Listen to and discuss music in the home
Award success with praise
Creech, A. and Hallam, S. (2009) Interaction in instrumental learning: the influence of
interpersonal dynamics on parents. International Journal of Music Education, 27:2, 94-106.

Parental engagement with childrens learning is effectively


supported when parents receive clear, specific and targeted
information.... Parents need specific, detailed guidance...on
their expected contribution.
(Review of best practice in parental engagement DfE, 2011)

Parent

Teacher

Children of all ages welcome interaction between themselves,


their parents and their teachers and need to be included in
discussions and negotiations.
Creech, A. and Hallam, S. (2011) Learning a musical instrument: the influence of
interpersonal interaction on outcomes for school aged pupils. Psychology of Music,
39:1, 102-122.

Parents, like pupils, are potentially vulnerable to


interpersonal relationships with teachers.
Parents, like pupils, function best when they perceive the
teacher to be caring and supportive.
Where this isnt the case, this level of support may not be
forthcoming.
Creech, A. and Hallam, S. (2009) Interaction in instrumental learning: the influence of
interpersonal dynamics on parents. International Journal of Music Education, 27:2, 94-106.

Food for thought


If parents and pupils are vulnerable to
interpersonal relationships with teachers

...can teachers be equally vulnerable to


interpersonal relationships with parents
and pupils?

Positive and negative experiences?


A good teacher-pupil
relationship/rapport

A difficult/strained teacher
pupil relationship

Parent shows a real


interest in pupils
development with plenty of
support at home

Lack of parental support


parent shows little or no
interest in pupils
development

Very good communication


and understanding
between teacher and
parent showing mutual
respect

Poor communication/lack
of understanding between
teacher and parent
leading to frustration or
resentment

Communicating with parents


First impressions and ground rules
Disperse pre-conceived ideas.
Encourage involvement in childs practice.
Regular contact
Plan ahead

Deal efficiently with problems/avoid conflict


Can I give that some thought and get back to you?

Dear Miss Sharp,


Can we consider moving Melody forward? We
would like her to take Grade 1 as soon as
possible. She is sitting her Grade 3 piano
exam next week and will be taking Theory
Grade 2 in the Autumn term.
I look forward to hearing from you.

Kind regards,
Mr Flat (Melodys Dad)

Hope this doesnt happen to you!

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