Jessika

Malouf

AITSL Standard 7: Engage professionally with colleagues, parents/carers and
the community

Focus Area 7.3: Engage with the parents/carers

The following are examples of my engagement with the parents during the
practicum. Respecting student confidentiality and understanding I was not a
permanent teacher of the school, I was mindful to mainly show interest and
empathy, rather than discuss student issues and circumstances.

Situation:

Situation 1- One of the students feels sick when on a bus, so her mother used to
drop her off to the swim school, sometimes watch her, then drop her back off to
school. I know she is looking after her daughter on her own.
The mother sat by herself at swimming.

Situation 2- One of the students parents came into the classroom one morning,
when dropping their daughter off. They had just relocated from another state
and wanted to make sure their daughter was doing well on her first week.

Situation 3- Fathers Day was going to be celebrated on Sunday of my practicum
week. I wanted to use it as an opportunity to connect with the parents.


Action:

Action 1- I went up to the mother on the second day of swimming and
introduced myself to her. We had a quick conversation about what my role is
and she conveyed to me that her daughter is taking her swimming to the next
level by taking steps to surf life saving.

Action 2- I introduced myself to the parents and commanded their daughter on
her social skills as she had already made new friends. I told the parents that I
was as new to the school as their daughter was and that I was making sure that
she feeling comfortable and safe.

Action 3- I went shopping for quick and simple ideas of involving both parents
and students together on Fathers Day, seeing as students were making up
Fathers Day cards. I bought bags of props for students and parents to wear on
Fathers Day and enjoy taking memorable photos together. The props consisted
of masks, hats, glasses, red lips, and ties to say the least. I displayed them in
separate containers for students to pick two props each (one for them, one for
the parent) on their way out. I acknowledged some students did not have fathers
fully involved in their lives, and I hoped to shift their focus to having fun with
their other parent/carer.

Outcome:

Outcome 1- The mother always made sure she greeted me when we she saw me.
We had respect for one another and opened the door for communication, a very
essential factor in parent-teacher relationships.


Outcome 2- Parents were grateful and were relieved. We exchanged a few
laughs and made pleasant remarks about the donated food and toiletries (to
charities) boxes in the corner. They greeted me whenever they saw me from
that point on.

Outcome 3- I had both students and parents in hysterical laughter and giggles in
the classroom, excited over the props and having fun. I had parents and students
engaged in a fun environment. I had some of the parents pick their own props
as I had left overs. I gave my swimming students mother the red lips prop she
admired so much.


Comments:

I really enjoyed meeting and greeting the parents. I do wish I had the
opportunity to greet them at the door with my mentor. My mentor was
impressed with me and asked me where I got hold of the props. I was thrilled
and satisfied. I really hope parents and students had a good Fathers Day
celebration and took happy snaps using the props.