From a Teacher's Desk

“What Children Really Need: You”

04/11/2025

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This week, I came across a short video on Facebook that really spoke to me. It was a simple but powerful reminder about the importance of being present for our children — not just physically, but emotionally and mentally too.

So often, in the busyness of life, we find ourselves distracted — by phones, by to-do lists, by the many responsibilities we juggle each day. But for young children, even the smallest moments of connection matter deeply.

You can watch the video here: Here is a link to the video. https://www.facebook.com/share/1FCjbqQaJX/

After watching it, I found myself reflecting on what it really means to be present for children in their early years — and how much of a difference it makes. Let’s talk about that today.

During the first year of life, children begin to make sense of the world through their senses. We often talk about how young children gain comfort from being held close—that powerful sense of touch—but we can sometimes forget just how strong the senses of hearing and smell can be too. Even as babies, children respond to sound, and I believe music plays a vital role in helping them grow. Research continues to show the many benefits of music for people of all ages, and there’s no better time to introduce it than during the early years.

When my children were young, I played music for them often. I sang to them and filled our home with different sounds—from beach waves to rustling leaves and gentle winds. These sounds became part of their sensory world.

And then there’s smell—so deeply connected to memory and emotion. If you ask most people, they can name a familiar childhood scent that still brings a smile. I remember the smell of my grandmother’s perfume, and the warm scent of my Nonna’s apple pie.

Remembering that our senses begin developing from birth helps us think more deeply about the experiences we provide for young children. Through sound, touch, smell, and more, we can be truly present for them as they grow.

In the video, we are told that during the second year of life, children begin to make sense of the world by being the same as those around them. Young children love to mimic their people. Most of us have experienced that moment when a child unexpectedly repeats something we’ve said or done—often at just the wrong time or place! While our first instinct might be to feel embarrassed or annoyed, these moments are a reminder of just how closely our children are watching and learning from us.

This is a powerful time in a child’s development, where we can make a real difference simply by being with them and modelling behaviour. It’s not about being perfect—it’s about being present. Sharing experiences, like playing tea parties or simple games, is not only fun, but helps build connection.

But presence doesn’t always mean sitting on the floor playing. It can also mean inviting your child into your everyday world. For example, shopping doesn’t have to be stressful. You can involve your child by showing them how to put something into the trolley and letting them try. Let them help unload the groceries at the checkout. These small acts are moments of learning and bonding.

Let your child see the full version of you—the cheerful you, the tired you, the real you. And just as importantly, give yourself permission to rest. Sit down with your child and simply be. Sometimes, presence is about slowing down together.

Being present doesn’t mean filling every moment with activity—it’s about creating space for connection and awareness. Here are a few simple, everyday ways to help young children make sense of the world around them:

Play music often – Choose calming tunes during quiet times or upbeat songs for dancing. Explore different styles and instruments. Don’t worry about variety—children love repetition too!

Sing and talk – Your voice is powerful. Singing lullabies or narrating everyday routines (“Now we’re putting on your socks… one foot, two feet!”) helps build language and connection.

Introduce natural sounds – Take a moment to listen to birds, rustling leaves, rain, or waves at the beach. Even recordings of nature sounds can be soothing and enriching.

Explore scent memories – Bake together and talk about smells. Let them smell herbs from the garden, spices from the pantry, or flowers from a walk. Smell is closely linked to emotional memory.

Offer rich tactile experiences – Let them squish playdough, feel different fabrics, play with sand or water. The sense of touch builds understanding and comfort with the world.

Slow down and observe – Sit with them and watch ants in the garden, clouds in the sky, or lights on the wall. Children learn so much through stillness and wonder.

In the third year of life, children begin to take a deeper interest in their family—how it works, and how they fit into it. This is a wonderful opportunity to start teaching them about your family’s traditions.

When we think of traditions, our minds often jump straight to the big events like Christmas or Easter. But just as important—sometimes even more meaningful—are the small, everyday traditions that make your family unique. These might include routines around the dinner table: who sets the table? Does the family sit down together to share the evening meal? Who clears up afterward?

It could be something as simple as a Sunday morning ritual. In our house, Sunday means a cooked breakfast. We prepare it together and enjoy a slow, shared meal—something we all look forward to. Or maybe your family has a routine for what happens when everyone gets home from work or school.

These little traditions build belonging. They show children how your family functions and give them a sense of security, connection, and contribution. It’s not about doing anything grand—it’s about being intentional and present in the little moments that shape their world.

In the fourth year of life, children begin to seek out ways to know that they matter. They want to feel seen, valued, and important.

How many of your child’s drawings are proudly displayed on the fridge? These little acts of recognition mean the world to them. They are signs that their efforts and creativity are noticed—and that they matter.

So how can we support this part of their development? Again, it’s often the simple things that make the biggest difference. Try setting aside a small window of time each day that is just for them. It doesn’t need to be long—even ten minutes of focused, undistracted time can have a lasting impact.

This could become part of a bedtime routine—a special moment the two of you share before sleep. Take the time to learn about your child’s current favourites. What song are they loving right now? Maybe you have a special tune you dance to together.

And most importantly, tell your child they are important. Say it out loud. Show them with your actions. These little affirmations build their confidence and help them develop a strong sense of self-worth that will stay with them for life.

The final two years discussed in the video are all about love.

During this time, a child learns what it means to be loved—and in turn, begins to offer that love back. Think about the pure joy you see on a child’s face when they spot you at the end of the day, and the joy you feel as they run into your arms. These moments are full of connection, security, and love.

As children continue to grow, they begin to understand something even deeper: that they are loved unconditionally. This is the stage when a child realises that even when they make mistakes, say the wrong thing, or act out—you still love them.

This can be a challenging time for some parents, especially when they worry that setting consequences might damage the relationship. But this is exactly when children need to learn that while you may not like what they’ve said or done, your love for them hasn’t changed.

That’s why clear boundaries and consistent consequences are so important. They help your child understand that you’re not punishing them out of anger, and certainly not withdrawing love. Instead, you’re guiding them with love—teaching them that mistakes are part of life, but love is constant.

It’s in this space that children begin to develop resilience, self-worth, and trust—not just in you, but in themselves and the world around them.

Being present in the early years doesn’t require perfection—it simply asks us to show up, again and again, in small ways that matter. Whether it’s through a shared song, a family tradition, a bedtime routine, or a quiet moment of connection, each one leaves a lasting mark on a child’s heart.

I’d love to hear from you—what are the small things you do to be present for your child? What memories from your own childhood have stayed with you?

Let’s keep this conversation going.

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School Readiness: What Does It Really Mean in the Early Years?

03/31/2025

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A mother recently asked me about school readiness. She had been speaking to another parent of a three-year-old, and both of their children attended daycare—one in a private daycare and the other in a large daycare center. The question she asked was: What does a child need to be able to do to be ready for four-year-old kindy?

Before sharing my perspective, shaped by nearly 40 years of teaching experience, I asked why she was concerned. It turned out that the daycare center had informed parents they were actively “preparing” their children for school. They even planned regular meetings with parents to discuss each child’s progress toward school readiness. This mother was now feeling pressured, worried that her private daycare was not offering the same level of preparation. She wanted to know what her child should be able to do to ensure he was ready.

I was deeply concerned. Parents of three-year-olds should not feel pressured to make sure their child is “ready for school.” Of course, there are ways parents can support their child’s development, but at three years old, children should simply be allowed to be three.

That said, I wanted to reassure this mother and ease her concerns. Here is my response, based on my experience, knowledge of education, and the insights of many early years teachers:

What Should a Four-Year-Old Be Learning?

The idea that children must be “school ready” at four is unrealistic and unnecessary. A child goes to school to learn, and those learning experiences will evolve over time. It should also be noted that at this stage in Western Australia, kindy is not a compulsory year.

At four, learning should not be focused solely on academics. Instead, children should be developing essential life skills that will help them grow, such as:
- Following directions
- Interacting with other children
- Coping when things don’t go their way
- Sitting with friends and having a conversation
- Listening to a teacher and peers
- Asking for help when needed
- Taking turns and sharing
- Managing emotions and self-regulating
These skills lay the foundation for future learning. Of course, some children may show early academic readiness, but any introduction to reading, writing, or numeracy should be play-based. Learning takes many forms, and play is one of the most powerful.

How Can Parents Help Their Child Get Ready for Kindy?

Forget about the academics. Instead, focus on independence and practical skills that will make the transition smoother for both your child and their teacher. A child attending kindy should:

✅ Be toilet trained (unless there is a medical reason otherwise). Schools are not responsible for toilet training, though accidents will happen.
✅ Be able to open and close their own lunchbox.
✅ Be able to put things away when asked.
✅ Be able to ask for help.
✅ Be able to follow simple instructions.

If a child can do these things, they will feel more confident and capable, making it easier to learn new things.

Let’s Stop Rushing Childhood

It frustrates me when we push children to prepare for the next stage instead of allowing them to fully engage in the stage they are in. If we want to raise lifelong learners, we must allow them to learn at their own pace.

Three-year-olds should be learning how to be three—not spending their time preparing for school. Primary school students should be learning how to be in the school level they are in, not just preparing for the next year level. Year Six should be about being a Year Six student, not just training for high school.

Let’s focus on what children need to know now to help them continue growing, rather than always fixating on what they might need next year, in high school, or for the rest of their lives.

We are only each age once. Let’s allow children to enjoy each stage of their development, rather than rushing them through it.

Centres and educators should support children’s development, not create unnecessary anxiety in parents about school readiness The early years should be about fostering a love of learning, curiosity, and essential life skills—not pressuring children to meet academic milestones before they are ready. Let’s allow children to grow and learn at their own pace, without the weight of unrealistic expectations.

What are your thoughts? Have you felt pressure around school readiness, or do you have experiences to share? I’d love to hear from you in the comments!
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Raising Resilient Kids: The Role of Boundaries and Saying No

03/23/2025

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“In my last blog, I discussed resilience and how we can help our children develop it. This week, I’d like to take that further by exploring boundaries—how they shape life skills such as risk-taking, coping with challenges, and ultimately, resilience.”

Boundaries shouldn’t be seen as a negative thing but rather as a guide to help children in their development. The first boundaries start at home. From a young age, parents introduce limits that shape their child’s understanding of the world and lay the foundation for life. From bedtimes to the food they eat and the television shows they watch, these early limits help instill important life skills that carry through into adulthood.

Boundaries evolve as children grow. For example, how do boundaries shift from early childhood to the teenage years? As adults, we all know the importance of getting a good night’s sleep, so it’s essential to teach this to children from a young age. As they grow, their sleep needs will change. Helping them understand this may make it easier for them to accept why an older sibling stays up later. Though it may be challenging at first, setting and sticking to bedtimes will benefit everyone. One way to make this easier is by establishing bedtime routines.

When my children were young, Fat Cat would come on TV at 7:30 p.m. They would say goodnight to Fat Cat, brush their teeth, hop into bed, and read a story before I tucked them in. That was our routine—most of the time, it worked. A growing trend I’ve noticed is parents staying in bed with their child until they fall asleep. While this may feel comforting, it can also create challenges. I’ve visited friends where one parent disappeared to put the children to bed and wasn’t seen again for an hour!

Routines help reinforce boundaries, but consistency is key. To maintain consistency, routines must be manageable. Setting a boundary you can’t consistently uphold only leads to frustration for both parents and children.

The Power of Saying No

One of the hardest parts of parenting is saying no to your children, but it teaches them about limits, self-regulation, and the reality that they won’t always get what they want in life. Some parents avoid saying no due to guilt, a desire to avoid tantrums, or feeling the need to keep their child happy all the time. However, hearing no helps children develop patience, emotional resilience, and the ability to handle disappointment.

Another reason parents struggle with saying no is the desire to be liked by their children. I cringe every time I hear the phrase: “My mum/dad is my best friend” or “My daughter/son is my best friend.” It’s concerning when parents and children rely on each other as their only best friends. That’s not to say parents shouldn’t be close to their children, but part of our role is to prepare them for life in the real world, where they must interact, work, and build relationships with others.

This concept also applies to teachers. While teachers can and should have great personal relationships with their students, they are not their friends. There is a difference between being supportive and forming a friendship, and maintaining that boundary helps children learn respect, guidance, and how to build appropriate relationships in different settings.

How to Say No Effectively

So, how do we say no to children in a way that supports their growth?
- Remain calm. Children learn from how we respond, so keeping a level head is key.
- Explain your decision when appropriate. Sometimes, a simple explanation can help children understand and accept boundaries.
- Stand firm in your decision. Avoid giving in to pressure or negotiating beyond reason.
- Don’t get drawn into a battle of emotions. Keep discussions focused and avoid escalating conflicts.
- Balance boundaries with opportunities for “yes.” When children also experience freedom within limits, they see boundaries as a structure that supports them rather than just restrictions.
Boundaries are a crucial part of raising resilient, capable children. They provide security, teach responsibility, and help children navigate the world with confidence. By setting clear, manageable boundaries and standing by them, we empower our children to develop the life skills they need to thrive.

Boundaries are not about control—they are about guidance, security, and preparing children for the real world. When set with consistency, understanding, and love, they teach children essential life skills such as resilience, patience, and self-regulation. While saying no isn’t always easy, it is a necessary part of parenting. By setting firm yet fair boundaries, we give our children the structure they need to grow into confident, capable individuals who can navigate life’s challenges with independence and resilience.

What Do You Think?
Setting boundaries is one of the most challenging but important parts of parenting. Have you found certain boundaries particularly helpful for your child? How do you handle saying no? I’d love to hear your thoughts—share your experiences in the comments below
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Let’s Talk about Resilience

03/09/2025

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Late last week I spent some time talking with a friend who has a young child. We started discussing children’ s coping mechanisms and how important it is that we allow this to develop in children. That discussion has led to this week ‘s topic, resilience. Resilience is such an important element of life. During my teaching years I have seen a huge change in the resilience of children or should I say the level of resilience in children. So, what is resilience and how do we help.

The noun resilience stems from the Latin resiliens, “to rebound, recoil.” As a character trait, resilience is a person’s ability to recover quickly from unfortunate circumstances or illness. For example, a runner falling during a race, getting back up and completing, is showing resilience. For children we can break that down even further. It means things like:
1. Not giving up when something is hard – Like struggling with a tricky puzzle, but sticking with it until they solve it. This shows determination and patience, and it teaches kids that hard work pays off.
2. Managing their emotions after disappointment – Losing a game can be tough, but resilient kids congratulate the winner and try again next time. They learn how to cope with negative emotions, which builds emotional strength.
3. Facing challenges with confidence – Speaking in front of the class, even when they feel nervous, is a big step. Resilient kids learn to face their fears, take risks, and grow from the experience.
4. Learning from mistakes – Instead of feeling defeated when something doesn’t go as planned, resilient children see mistakes as learning opportunities. They understand that failure isn’t the end; it’s a chance to try again and do better next time.
5. Try new things, even when they seem scary – Whether it’s making a new friend or joining a new activity, resilient kids aren’t afraid to step out of their comfort zone. They embrace new experiences, knowing that growth happens when they push themselves.
6. Taking Risks – Taking risks doesn’t mean being reckless. It means stepping outside of comfort zones, trying new things, and learning to manage uncertainty. Children who are given the opportunity to take healthy risks develop problem-solving skills, confidence, and the ability to handle setbacks.
Helping vs. Overhelping: Are We Building Resilience or Hindering It?

As parents, our natural instinct is to protect our children from struggles, disappointment, and frustration. No one likes to see their child upset or struggling. But in our effort to help, we sometimes step in too quickly, unintentionally preventing them from developing the resilience they need to face challenges later in life.

Let’s take a closer look at the everyday situations where we might be helping too much—and how small changes can make a big difference in building resilience.

Not Giving Up When Something is Hard

💡 The Common Reaction: A child struggles with a puzzle or a difficult math problem, and instead of letting them persist, we step in and do it for them.
✅ A Better Approach: Instead of solving it for them, we guide them. Sit with them, offer encouragement, and ask questions like, “What piece do you think might fit here?” or “What happens if you try it this way?” Giving hints instead of answers allows children to develop perseverance.

Managing Emotions After Disappointment

💡 The Common Reaction: A child loses a game, and we quickly distract them with a treat or say, “It doesn’t matter, you should have won anyway.”
✅ A Better Approach: Acknowledge their feelings, but encourage perspective. “I know you’re upset, but you did your best. What can you try next time?” This teaches them to handle loss with grace rather than avoidance.

Facing Challenges with Confidence

💡 The Common Reaction: A child is nervous about speaking in class, and we let them skip it to avoid stress.
✅ A Better Approach: Encourage them to take small steps. “Let’s practice together. I’ll be your audience first.” When they see they can do it, their confidence grows.

Learning from Mistakes

💡 The Common Reaction: A child spills milk, breaks a toy, or makes a mistake on homework, and we immediately fix it, saying, “Here, let me do it.”
✅ A Better Approach: Help them see mistakes as learning moments. “Oops! That happened. How can we clean it up together?” or “Let’s look at what went wrong and try again.”

Trying New Things, Even When They Seem Scary

💡 The Common Reaction: A child hesitates to join a new activity, and we say, “You don’t have to if you don’t want to.”
✅ A Better Approach: Encourage them to take a small step. “Let’s go together the first time and just watch.” Often, fear fades once they see it’s not as intimidating as they imagined.

The Key Takeaway:

Building resilience doesn’t mean leaving children to struggle alone—it means guiding them through challenges rather than removing them. By offering support without taking over, we help children develop the confidence and persistence they need to face life’s ups and downs.

The Role of Risk in Building Resilience

Another important part of building resilience is learning to take risks. For parents letting your child start to take risks is sometimes scary. Watching your child ride their bike on the road for the first time,taking their first swim without floaties, climbing higher on the playground than ever before—these moments can be nerve-wracking for parents. But they are also critical for developing resilience

Why Risk-Taking Matters:

✔️ Builds Confidence – When children try something challenging and succeed, they learn, “I can do hard things.”
✔️ Teaches Problem-Solving – They figure out how to adjust, adapt, and try again if things don’t work out the first time.
✔️ Encourages Independence – They start to trust their own judgment instead of always looking to adults for direction.

Examples of Healthy Risk-Taking for Kids:
- Learning to ride a bike without training wheels
- Climbing a tree or playground equipment a little higher
- Trying out for a sports team or school play
- Speaking up in class or making a new friend
- Managing their own money (e.g., deciding how to spend their allowance)
What Parents Can Do:
- Assess the risk vs. the danger. Is the risk manageable, or is there a real threat? Climbing a tree? Probably fine. Jumping off a roof? Definitely not.
- Let them struggle a little. It’s okay if they wobble on their bike or fall while learning to roller skate. That’s how they build persistence.
- Praise effort, not just success. Focus on “You were really brave to try that!” instead of only celebrating when they succeed.
- Model resilience. Share times when you faced a challenge and kept going. Show them that making mistakes is part of learning.
Letting go is hard, but resilience grows when children are allowed to navigate risks in a safe and supportive environment. With each small challenge they overcome, they become stronger, more confident, and better prepared for life’s bigger obstacles.

One of the biggest lessons I’ve learned in my years of teaching is that resilience isn’t something children are born with—it’s something they develop through experience. And sometimes, that experience involves risk-taking.

In my last few years of teaching, I worked with many children with disabilities, and one child in particular comes to mind when I think about resilience. She wasn’t a small child, and she struggled with balance. Yet, she had one goal: to walk across a bridge of wooden stumps.

The challenge? Each stump was spaced about 60 cm apart, with nothing to hold onto. At first, she needed full support—one teacher on each side, holding her hands as she carefully stepped from one stump to the next. Over time, we reduced our help. She went from holding both hands, to just one, to having someone standing nearby in case she wobbled. And then, one day, she did it—completely on her own.

I will never forget the smile on her face at that moment. It was pure joy, a reflection of her pride in herself. She knew she had accomplished something hard.

For us as adults, letting go was difficult. We worried she would fall. We wanted to keep holding her hand. But had we never stepped back, she wouldn’t have had the chance to prove to herself that she could do it.

Why Risk-Taking Helps Build Resilience

Risk-taking isn’t about recklessness—it’s about allowing children to face challenges, work through fear, and build confidence. When children take healthy risks, they develop:
- Physical resilience – Learning to manage their bodies, whether through climbing, balancing, or riding a bike.
- Emotional resilience – Overcoming fear, handling frustration, and building self-belief.
- Problem-solving skills – Figuring out how to approach new challenges rather than giving up.
Resilience doesn’t develop overnight—it’s built through small moments of struggle, effort, and perseverance. As parents, it’s hard to watch our children struggle, but stepping back and letting them work through challenges is one of the greatest gifts we can give them.

The joy on that little girl’s face when she crossed the stumps on her own? That’s the joy of resilience. And every child deserves to feel that sense of achievement.

What about you? Can you think of a time your child showed resilience? How did you support them? I’d love to hear your thoughts in the comments!
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Building Strong Teacher-Parent Relationships Through Authentic Communication

02/20/2025

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The relationship between teachers and parents is one of the most influential partnerships in a child’s education. When both sides work together, it creates a consistent and supportive environment that helps students thrive. However, this partnership can only be successful if communication is clear, respectful, and authentic. In this blog, I’ll explore how strong teacher-parent relationships are built and why authentic communication is key to maintaining them.

Why Teacher-Parent Relationships Matter

A child’s success in school isn’t just shaped by what happens in the classroom; it’s also influenced by the support and reinforcement they receive at home. When teachers and parents have a strong, positive relationship:
- Students feel supported both academically and emotionally.
- Behavioural expectations are consistent, reducing confusion for the child.
- Challenges are addressed early, preventing small issues from becoming big problems.
- Parents feel included in their child’s education, which boosts engagement and motivation.
These relationships don’t develop overnight. They require trust, respect, and ongoing communication between both parties

The Role of Communication in Teacher-Parent Relationships

Communication is the foundation of any strong teacher-parent relationship. However, not all communication is effective. To truly work together, both teachers and parents must ensure their interactions are:

1. Honest and Transparent

Parents need to know both the positives and the areas for growth when it comes to their child’s education. A strong relationship is built when teachers provide balanced feedback, rather than only reaching out when there’s a problem.

Similarly, parents should feel comfortable sharing important details about their child—such as learning challenges, emotional needs, or changes at home—so teachers can provide the right support in the classroom. Teachers don’t need to know every detail, but being aware that something is happening allows them to better understand behaviors a child may be exhibiting and respond with empathy and appropriate support.

A Personal Experience:
Many years ago, I was working with a child who had become increasingly withdrawn. This child was one of five in a seemingly loving family where both parents were actively involved in school activities. Before I had the chance to speak with them about my concerns, we held a school mass. As the class was walking back afterward, the child suddenly ran away from the group and straight into their father’s arms. Both were hugging and crying.

When I approached the parent, I learned that he and his partner had recently decided to separate, and their child had not seen him in over a week. The child, overwhelmed with emotion, apologized to their father, saying they hadn’t meant to upset him and wanted him to come home. This little one had been carrying the heavy burden of believing they were responsible for their parents’ separation.

Had I known about the situation earlier, I would have made extra time to sit and talk with the child, creating a safe space where they could express their feelings rather than bottling them up. This experience reinforced to me how crucial it is for parents to keep teachers informed—not with every detail, but enough so we can support their child appropriately during difficult times.

2. Approach Conversations with Understanding and Empathy

Effective communication is a two-way street. Just as parents want to be heard and understood, teachers also appreciate conversations that are open, respectful, and collaborative. A key part of this is recognising that teachers are people too.

It’s easy to forget that teachers, just like everyone else, can feel nervous or worried when having difficult conversations. Whether it’s discussing a student’s behavior, academic challenges, or any other sensitive issue, these discussions can be just as emotionally charged for teachers as they are for parents. We understand how much these conversations mean to parents and students, and we don’t want to say the wrong thing or cause unnecessary stress. Sometimes, we even worry about how our words might be perceived.

When having a difficult conversation, it can be helpful to acknowledge the challenge right from the start. For example, as a teacher, I might say something like, “I find this a bit difficult to discuss, but I think it’s really important we talk about it.” This simple statement opens the door to honest, non-judgmental dialogue and helps parents understand that the teacher’s intentions are to work together for the best interests of the child.

By acknowledging the difficulty of the conversation, we build a sense of shared understanding and trust, making the exchange feel less confrontational. It’s crucial that both teachers and parents recognise the human side of these interactions. Both parties care deeply about the child, and that common ground can help ease tension. If teachers are nervous or concerned, parents are often equally anxious about how the conversation will go.

When we approach these conversations with empathy and a willingness to understand each other’s perspective, the conversation is more likely to be productive, even if the topic is difficult. It’s not about placing blame or pointing fingers—it’s about understanding each other’s perspectives and figuring out the best way forward for the child.

At the heart of every parent-teacher conversation is a shared goal: the success and well-being of the child. When teachers and parents work together, it provides the child with a sense of consistency and support, which is critical for their confidence and growth. While there may be challenges, approaching them with a mindset of collaboration—rather than conflict—creates an environment where real solutions can be found.

3. Building a Partnership, Not Just Having Conversations

Effective communication between parents and teachers isn’t just about addressing concerns as they arise—it’s about creating a long-term, collaborative relationship that supports the child’s development. When parents and teachers maintain open, honest, and respectful dialogue, they build trust with each other, making future conversations easier and more productive.

A strong partnership means that both sides feel comfortable reaching out—not just when there’s a problem, but also to celebrate progress and successes. When teachers and parents communicate regularly, children benefit from the consistency between home and school. They see that the adults in their lives are working together, which provides them with a sense of security, stability, and support.

By shifting the mindset from occasional difficult conversations to ongoing collaboration, we ensure that every child has the best possible environment to thrive—both academically and emotionally.

Practical Ways to Strengthen Communication

Here are a few suggestions for ways teachers and parents can ensure communication remains strong, open, and effective throughout the school year:

Varied Communication Methods: Teachers understand that not all parents prefer the same type of communication. Some may prefer emails, while others find face-to-face meetings or phone calls more effective. It’s a good idea for parents to let teachers know their communication preferences. Teachers will aim to accommodate these preferences as much as possible. However, it’s important to understand that with the many demands of a classroom, teachers may not always be able to meet every parent’s preferred method every time. The key is finding a system that allows for regular, accessible communication while balancing the needs of everyone involved.

Scheduled Check-Ins: While formal parent-teacher meetings typically happen once or twice a year, parents should feel comfortable reaching out to set up short check-ins when needed. These don’t always have to be in person—scheduled phone calls, online meetings, or even a quick email exchange can be just as effective in keeping communication open and building a stronger relationship over time

Parent Involvement: A great way for parents to become more involved is by volunteering in the classroom. While this isn’t always practical due to work schedules, parents should be encouraged to attend school events when they can. Another valuable way to stay connected is by engaging in learning activities at home with their child, reinforcing what they’ve learned and showing support for their education.

Conclusion

A strong teacher-parent relationship is a partnership, not a one-time conversation. When teachers and parents communicate openly and authentically, it creates a supportive learning environment where children feel safe, encouraged, and motivated to do their best.

By working together, we can ensure that every child receives the guidance and support they need—both at school and at home.

I’d love to hear your thoughts! How have you experienced positive teacher-parent communication? Share your insights in the comments below.
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Communication.. Let’s Talk

02/17/2025

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In my last post, I shared how important building strong relationships in school is. Today, I want to talk about one of the most essential elements of those relationships: communication. Clear and open communication helps strengthen connections between teachers, parents, and students, making it an essential part of any thriving educational environment.

A strong teacher-student relationship is the foundation of a successful classroom environment. When students feel trusted, understood, and, most importantly, liked by their teacher, they are more likely to engage, participate, and feel comfortable expressing themselves. It’s essential for students to know that their teacher cares about them as individuals, which helps to build a connection that encourages open communication. Teachers who take the time to connect with their students on a personal level can better understand their individual needs, strengths, and challenges.

For example, when a teacher knows their students well, they can adjust their teaching strategies to suit each child’s learning style, which leads to more effective teaching and better learning outcomes. Additionally, when students feel they can trust their teacher, they are more likely to reach out for help, ask questions, and feel supported in their academic and personal growth.

Student-Student Relationships: Promoting Cooperation and a Positive Classroom Environment

Student-student relationships are just as important as teacher-student and teacher-parent relationships. When students interact positively with one another, they create a cooperative and supportive classroom atmosphere. This environment fosters collaboration, where students can work together on projects, share ideas, and help each other grow academically and socially.

It’s important to understand that while students may not always like one another, they do need to respect each other in their communications and actions. Building positive relationships between students fosters empathy and mutual respect, which helps prevent conflicts and bullying. When students feel safe and supported by their peers, they are more likely to take risks in their learning, participate confidently in class discussions, and contribute meaningfully to the classroom community. A classroom where students respect one another creates a space where everyone feels valued—leading to stronger academic performance, improved personal well-being, and a sense of belonging.

Teacher-Parent Relationships: Ensuring Alignment on Student Goals and Behavior

Teacher-parent relationships play a crucial role in reinforcing a child’s learning and behavior both in the classroom and at home. When parents and teachers are aligned, they can provide a consistent and supportive environment for the student. Regular communication ensures that both parties are aware of the student’s progress, any areas of concern, and specific goals for the child’s development.

For instance, if a teacher and parent are on the same page about a student’s goals (academic or behavioral), it can help set clear expectations at school and at home. This alignment can also provide opportunities for parents to support their child’s learning outside of school, whether it’s through reinforcing positive behaviors or providing additional resources. When there’s collaboration, the child feels supported from all sides, which can help them stay focused and motivated.

“In my next blog, I’ll dive deeper into the topic of teacher-parent communication—exploring how to make it authentic and why that authenticity is essential for creating a strong, effective partnership that benefits both the student and the learning environment.”

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Relationships – Let’s open the lines of communication

02/13/2025

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At the heart of all aspects of life are relationships, and this is especially true in schools. The connections between teachers and students, teachers and parents, staff members, and the relationships among children themselves all play a crucial role in creating a positive and supportive learning environment.

“It is essential that strong relationships are built from the very first day of school. A positive and supportive connection between teachers, students, and parents sets the foundation for a successful learning journey, fostering trust, confidence, and a sense of belonging.”

At the start of the school year, it may seem like much of the time is spent on fun and games rather than structured learning. However, these activities play a crucial role in building strong relationships between teachers and students. Through shared experiences, laughter, and interactive play, teachers create a sense of trust and connection, which forms the foundation for a positive and productive learning environment throughout the year.

It’s important to remember that a strong relationship doesn’t mean the absence of boundaries—quite the opposite. Clear and consistent boundaries create a sense of security and respect, helping to maintain positive relationships. When expectations are well-defined, everyone knows what is acceptable and appropriate, fostering a supportive and structured environment for both learning and personal growth.

It is essential that teachers set clear boundaries with their students and ensure they understand what those boundaries mean. When expectations are consistently communicated and reinforced, children feel secure and know what is expected of them. This not only supports positive behavior but also strengthens the teacher-student relationship, creating a respectful and productive learning environment.

Just as teachers and students must build strong relationships, it is equally important for parents to feel welcomed and to recognize that their relationship with the teacher also impacts their child’s experience. Parents and teachers should connect early in the school year to establish open lines of communication. Clear expectations for both parents and students help create a partnership where everyone works together to support the child’s learning and well-being.

I’d love to hear your thoughts! Do you have any questions or experiences related to building strong relationships in schools? Feel free to share in the comments below—I’d love to start a conversation and learn from each other.

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From the Teacher’s Desk… Who am I?

02/13/2025

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I am Denise Brown, a recently retired teacher with almost 40 years of experience working with primary school children. Over the years, I’ve had the privilege of shaping young minds and building relationships with families. I’m also a proud mother of two adult children and am lucky to have an understanding husband who supported me throughout my teaching journey.

Over the years, I’ve had the opportunity to work in many areas, from classroom teaching to physical education, library teaching, music, and special education. Each role brought its own unique challenges and rewards, and I loved contributing in so many ways. In the last 10 years, I was fortunate to be part of the leadership team at a school, where I could help shape the direction of the school community.

To further support my teaching, I’ve completed training in various areas, including gender education, behavior support, boys in education, and counselling. This training has enriched my teaching approach and allowed me to better support the diverse needs of my students. In addition to these areas, I’ve also pursued other professional development opportunities that helped me stay adaptable and responsive to the needs of my students.

After nearly 40 years in education, I wanted to find a way to continue sharing my knowledge and experiences. Starting this blog felt like the perfect opportunity to offer advice and ideas to parents, who often face many of the same challenges I encountered in the classroom. My hope is to create a space where parents can find support, encouragement, and practical tips to help them navigate their own journeys.

I’m excited to share this journey with you, and I hope you’ll find something here that resonates or helps you along the way. Whether you’re looking for practical advice on supporting your child’s learning, navigating school challenges, or simply finding inspiration, I invite you to join me. Together, we can explore the joys and challenges of parenthood and make the school experience a little easier for both parents and children. I plan to post regularly, so stay tuned for more tips and insights to help support your child’s education!

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What Should a Four-Year-Old Be Learning?

How Can Parents Help Their Child Get Ready for Kindy?

Let’s Stop Rushing Childhood

The Power of Saying No

How to Say No Effectively

Helping vs. Overhelping: Are We Building Resilience or Hindering It?

Not Giving Up When Something is Hard

Managing Emotions After Disappointment

Facing Challenges with Confidence

Learning from Mistakes

Trying New Things, Even When They Seem Scary

The Key Takeaway:

The Role of Risk in Building Resilience

Why Risk-Taking Matters:

Examples of Healthy Risk-Taking for Kids:

What Parents Can Do:

Why Risk-Taking Helps Build Resilience

Why Teacher-Parent Relationships Matter

The Role of Communication in Teacher-Parent Relationships

1. Honest and Transparent

2. Approach Conversations with Understanding and Empathy

3. Building a Partnership, Not Just Having Conversations

Practical Ways to Strengthen Communication

Conclusion