Parent’s Sharing Session Part 1 : How to establish close parent-teacher communication?

On 9/8, TMIS invited 4 mothers of second-grade children to share their experience of communicating with teachers over the past year.

“De-tagging through communication, learn more in-depth educational purposes”

First of all, the parents shared some misunderstandings of their teachers’ practices at the beginning and labeled them—even questioning: Is this Montessori education?

But through communicating with the teacher, we constantly understand the teacher’s intentions for the child,

It suddenly became clear that children do not only need to learn “respect” but also “responsibility” in the process of learning.

Therefore, the child never knows how to express clearly, to be able to express clearly, and after expressing clearly, he further thinks about how to solve the problem and sees the progress of the child.

Maybe we see the “now” and the teacher sees the “future.”

“Not only to communicate with teachers but also to understand children’s learning through two other methods.”

Parents specifically share three levels of communication:

1. Caring silently: Ask the teacher in private, understand some school conditions and teacher practices, and have some consensus with the teacher

2. Discuss with the child: After discussing with the child, ask him to talk to the teacher by himself and learn to communicate, face and solve problems by himself

3. Sharing by parents in the group: through the group in the class, class mommy will also help explain and communicate

Through these several methods, to understand the child’s learning and growth.

“Sometimes children behave very differently at home and at school!”

When parents shared this sentence, many parents nodded in unison.

Parents share that through parent-teacher communication, parents will understand how their children are doing at school and also look at their children from another perspective.

Sometimes adults will wonder if the child has learned anything, after explaining through the teacher,

Only then do you know that your child will actually show what he has learned in different ways, and you will understand your child’s perspective better after communicating with the teacher.

“Husbands and wives have a consensus, parents and teachers have a common educational philosophy, parents and schools have a common direction, and the biggest beneficiaries are the children!”

Especially in experimental education, parents have chosen a school that is consistent with their educational philosophy. Parents and teachers should have trust in each other.

As parents, we often ask ourselves: do we want our children to be what we expect? Or become his own?

Whenever the answer is the latter, he will choose not to intervene too much. When the child comes back to share the school bits, he will listen but not be a judge. At most, he will reply to him: Oh, is there any solution?


We believe that our teachers strive to be as observant in class, but only interfere when it’s necessary. It is normal for children to have some collisions, and children can face them by themselves.


I communicate with the teacher, mostly to share the child’s personality or how they behave at home so that the teacher can better understand the different aspects of the child.

Finally, what I want to share is: When you come to the environment of experimental education, parents must learn to let go, and then strengthen the heart!