When Parents and Teachers Team Up, Children Win

Girdhar Singh
Retired DEO, Malpura, Tonk; former principal of a government school; State-level Teachers Award recipient, 2020

Having served as a school principal for nearly 10 years, I have seen the relationship between parents, teachers and schools change considerably. Earlier, parents and teachers would generally meet once or twice a year, mainly during parent-teacher meetings or when there was a specific concern about a child. Today, that relationship is much more active. WhatsApp groups, messages and regular communication have made it easier for parents to remain connected with teachers and know about their child’s attendance, studies, activities and progress.

I believe this change can benefit students enormously if both sides use it positively. A teacher can quickly inform parents when a child is struggling with studies or showing a change in behaviour. Parents, too, can share concerns about the child that may not always be visible in the classroom. This helps teachers and parents understand the child better and work on problems together.

During my years as a principal, I also realised that parents can contribute much more to a school than simply attending meetings. In one of the government schools where I served, I involved parents in the process of improving school facilities. Some parents who had the means to contribute came forward and supported the development of smart classrooms, Wi-Fi, CCTV cameras and functional toilets. The important part was not simply the financial contribution. We made parents feel that they were partners in the school’s development and that their involvement could directly improve the learning environment for their children.

That experience changed the way I looked at parent participation. Parents are not outsiders to a school. Many are willing to contribute their time, ideas, resources and skills if they are properly involved and understand the purpose behind an initiative.

At the same time, teachers also have expectations from parents. They expect parents to ensure regular attendance, encourage discipline, develop good study habits and give children adequate time and emotional support at home. Parents, meanwhile, should understand that a teacher’s job is not limited to marks or completing the syllabus. A teacher also helps a child develop confidence, curiosity, discipline and social skills.

Technology has certainly made communication easier, but it should be used with some responsibility. Every small classroom issue does not need to become a WhatsApp complaint. Parents should give teachers the space to do their work, while teachers should remain approachable when a genuine concern arises. Schools can also set clear communication practices so that discussions remain constructive.

In my experience, the best results came when parents and teachers stopped looking at each other as separate sides and started working towards the same goal—the child. When a student sees parents respecting teachers and teachers respecting parents, it creates a sense of confidence and security.

The child should remain at the centre of every parent-teacher conversation. If schools and families work together, education becomes much more than classroom learning. It becomes a shared effort to help a child grow into a confident, responsible and capable individual.

Image Source: https://www.youtube.com/watch?v=OlOAFmis3K4