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    It_Takes_a_Virus_Summary_of_Highlights_for_Parents

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    It_Takes_a_Virus_Summary_of_Highlights_for_Parents

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    Jagminder Preet Kaur Kaur
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    2 views2 pages

    It_Takes_a_Virus_Summary_of_Highlights_for_Parents

    Uploaded by

    Jagminder Preet Kaur Kaur

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    © All Rights Reserved
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    It Takes a Virus:

    What Can Be Learned About Parent-Teacher Relations from Pandemic Realities?


    •••

    Summary of Highlights for Parents

    “It Takes a Virus: What Can Be Learned About Parent-Teacher Relations from Pandemic
    Realities?” aimed to capture parents’ and teachers’ perspectives about learning at home
    during March – June 2020. Findings are based on data collected from 1067 parent survey
    respondents, 566 teacher survey respondents, and 10 parents and 10 teachers who were
    individually interviewed.

    Parent-teacher relations were enhanced because:


    • Communication was more frequent, more meaningful, and more personalized
    communication (e.g. via Google Meet, phone, email).

    • Parents had new or renewed appreciation for the role teachers play in children’s
    learning.

    • Parents gained deeper understanding of their children as learners, which meant


    discussions with teachers were more effective and parents could be stronger
    advocates for their children.

    • Parents felt supported by teachers. Teachers’ empathy about families’ circumstances


    was key.

    • Parents found value when teachers provided synchronous learning opportunities (e.g.
    Google Meets) to clarify material and provide social interaction.

    • Teachers gained new insights into students and families, especially with respect to how
    parents juggled supporting their children’s learning with their own work demands and
    domestic responsibilities.

    • Teachers and parents worked together to discover creative ways to meet students’
    needs, sometimes realizing that learning at home was better for the child.

    • Teachers assured parents that it was okay to de-emphasize school to focus on


    children’s or parents’ emotional health and other family priorities.

    Parent-teacher relations became strained when:


    • There was no standardized approach to technology—too many platforms and
    programs requiring parents to figure out how each teacher wanted things done, often
    without any technology support.

    • Teachers’ assignments were not straightforward and parents had to spend a lot of time
    explaining material or helping children complete work.

    • Parents felt teachers were assigning too much or too little work for their children.
    It Takes a Virus:
    What Can Be Learned About Parent-Teacher Relations from Pandemic Realities?
    •••

    • Parents could not communicate with teachers effectively (e.g. slow responses, slow or
    unclear feedback on children’s work, no availability during evenings when parents had
    time to help children).

    • Teacher “presence” was lacking—few or no Google Meets offered to explain material


    or connect with students.

    • Students were unmotivated to do schoolwork, and parent-child or family conflict


    emerged as parents tried to help their children focus.

    Other noteworthy findings:


    • Provincial budget decisions had significant impact on families who had children with
    exceptional learning needs (e.g. Educational Assistants)

    • Ministry decision on how to handle grades and the progression to the next grade was
    perceived to de-motivate students, which made it difficult for parents to support their
    children.

    • Parents and teachers expressed concern about students’ grades in the 2019-2020
    school year falsely representing their abilities and knowledge. They predict some
    students will face future challenges with learning.

    • Parents and teachers acknowledged schools play more than an academic role. The
    social function of schooling was missed: students missed teachers; teachers missed
    students; and students missed their friends and extracurricular activities.

    Dr. Bonnie Stelmach, University of Alberta

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