Assistant Principal - Pastoral Care

How Can Parents Best Support Learning?

"Children have never been very good at listening to their elders, but they have never failed to imitate them."  James A. Baldwin

As we come to the end of another year, it is worth reflecting on the learning our students have done and the role we have played in their experience. Baldwin’s quote reminds us how powerful we are as parents, being the first and most influential educators in our children’s lives.

A few years ago when working with a parent following the suspension of their child, the parent finished the interview insisting that they wanted the child to first and foremost have “fun”. Over the proceeding years I then watched as the young person struggled to achieve anywhere near their potential at school; absenteeism became a constant concern, particularly when pressure to perform occurred, much to the frustration of the parents and teachers. I was always left wondering if the parent’s notion of having “fun” ultimately shaped this young person’s approach to school.

Research would suggest that the following elements are pivotal in how a parent can positively impact a student’s learning.

Firstly, reading. At the heart of learning is the capacity to read. Reading is how we best access what others are thinking; it disciplines our own thinking, it stimulates our imagination and enhances our capacity to focus and concentrate. In light of this, parents need to consider what value they place on reading in the home. If our children are powerful imitators what model, as a reader, have they been provided by their parents? Ideally, parents will discuss their reading, share what they have enjoyed and read their student’s texts that they are studying so that they can have conversations around reading. Mandating a time when no devices are used and only reading occurs is a good place to begin (a good deal of research supports this strategy).

Secondly, time management. As teenagers gain greater access to the world through part time jobs, widening interests such as sport, and social activities they quickly discover that time is a precious commodity. Learning how to balance all of these worthwhile activities along with their commitments to school is a challenge. The activities that we prioritise ultimately reflect what we value most. This is where teenagers need strong guidance and wise support. If we prioritise money from a part-time job over learning then we learn that short term gratification trumps long term accomplishment. Deciding where to expend our finite resources is an important skill for life - our time and effort and energy are some of our most precious resources so helping young people make good choices in their use is an important parenting responsibility.

Thirdly, being involved. For most of 2020 and 2021 Covid prevented families from being involved in school. 2022 has enabled schools to reopen the doors and encourage greater community connection. Our Mother’s Day Afternoon Tea, Father’s Day Breakfast, P&F Movie nights, Year 11 Parent Teacher interviews and Year 12 Thanksgiving Mass, Farewell Assembly and Formal have seen parents and carers engaging as a community. The more parents engage in these events, the more their student sees that home and school are working together. When students hear and see parents valuing school and the efforts of teachers the more value they place on learning. Conversely, should a student hear and see negative views of the school then this will significantly impact their learning.

Fourthly, be positive about all types of learning. As a student I was never artistic. In high school I didn’t take Art seriously (I don’t imagine the school did either because they had a PE teacher taking the class). One of the unfortunate habits many parents have is to pass on their attitudes to particular subjects from when they were at school. I often hear a parent say “I was never good at Maths”, or “I could never spell” or “I hated writing essays” or “Reading never interested me”. There is no evidence that there is a genetic link in these areas so it is vital that parents withhold such views so as to not risk passing on a negative disposition about a subject or a skill. The fact is, with good teaching, we can all learn to a level of proficiency if we persist and try our hardest. This afternoon I spent time with my six year old granddaughter drawing a large scale ocean scene - whilst my drawings are rudimentary she can understand what I have produced, she is incredibly patient with me.

Lastly, support the culture of the school. As I have written in previous newsletter articles, getting small things right helps to create a positive mindset that enables learning. Neuroscience would suggest that teenagers are quite often disorganised because of the rewiring taking place in the adolescent brain. Parents therefore play a key role in helping them be organised for a day’s learning - computer charged, equipment packed and uniform organised. Parents show that they value their child’s learning and the school when they make these things a priority. At times I will receive a note from a parent saying that their child is not in the correct uniform and to “call me if you have a problem”. Again, when a parent adopts this approach and tone they simply teach their child that being hostile and aggressive is the best way to get what you want, notions of courtesy and civility have no place in our lives. Interestingly, when challenged about their incorrect garb, these students often retort that ‘what does it matter, it doesn’t affect my learning’. Though evidence would suggest the contrary, as these tend to be the students that are also late to class, interrupt the learning of others and fail to complete learning activities. Getting the small things right underpins a good start to the day. It signals a positive and deliberate choice to be a part of the learning team. The more parents help in this area, the more likely their teen is to be a productive member of the school.

So as you receive academic reports over the coming weeks, stop and reflect on the role you have played in helping your student learn, not just academically but socially and emotionally as well. As Baldwin so accurately describes, they may not have listened to you but more than likely they are imitating you and this may reflect in their learning.

Mick Larkin - Assistant Principal - Pastoral