parent support

The transition to Remote Learning will present some challenges for families. Parents will need to think differently about how to support their children; how to create structures and routines that allow their children to be successful; and how to monitor and support their children’s learning. The guidelines provided below are intended to help parents think about what they can do to help their children find success in this new learning environment. The school is the key partner for parents in the transition to Remote Learning, with families able to draw upon the expertise of our staff and the school’s resources, as required.

 

Parent responsibilities

Parents can provide support for your child by:

  • Establishing routines and expectations.

  • Defining a space for your child to work.

  • Monitoring communications from teachers.

  • Beginning and ending each day by checking-in

  • Taking an active role in your child’s learning.

  • Encouraging physical activity and/or exercise.

  • Limit time spent online outside of school hours.

  • Do not share links, videos or any other material that has been sent by your teacher on other platforms including social media.

parent monitoring 

We encourage you to start and finish each day with a simple check-in. These check-ins need to be a regular part of each day and start straight away. Not all students respond positively to an online learning environment; some struggle with too much independence or lack of structure and the check-ins help keep them on track. 

 

In the morning, you could ask: 

  • What are you learning today? 

  • What are your learning objectives or goals? 

  • How will you be spending your time? 

  • What resources do you require? 

  • What support do you need?

  • In the afternoon, you could ask: 

    • What did you learn today? 

    • Identify one thing that was difficult. Either let it go or come up with a strategy to deal with the same problem if it comes up again.

    • Acknowledge one thing that was challenging? Come up with a strategy to deal with the problem. 

    • Consider three things that went well today. Why were they good? 

    • Are you ok? Do you need to ask your teacher for something? Do you need help with something to make tomorrow more successful? 

 

These specific questions are relevant because they allow your child to process the instructions they have received from their teachers and help them organise themselves and set priorities. Older students may not want to have these check-ins with parents (you probably know this already!) but they should anyway.

 

Students can very easily find themselves completely immersed in some screen time activities such as online socialising and gaming which can negatively impact their ability to negotiate their online learning. Please try to ensure that non-school activities online are limited in length and that you actively monitor this over time. 

Student Etiquette 

Students across the School will also be able to access live video conferencing with their teachers. Although it seems obvious to us, students may need guidance in understanding the etiquette surrounding participation in video conferencing. Examples of this might include:  

  • Appropriate Dress

    • Being appropriately dressed for engaging in conferencing with teachers and peers. Students are required to wear the school sports uniform.

  • Respectful

    • Being polite and respectful to peers and teachers - a video conferencing call may seem more casual, but student engagement and communication will be expected to meet the same high standards as face-to-face interactions would at school.  

  • Attendance

    • Notifying a teacher if they are unable to participate - just as students would be expected to let a teacher know if they are unable to attend a class or activity, the same will be expected for video conferencing (unless there is a known issue around network access). Attendance and participation will be recorded so that pastoral care staff can offer support to students who might be struggling.

  • Location

    • Locating themselves appropriately - finding a relatively quiet space will enable students to focus on engaging with their teacher and peers.

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