Breanna Parker

Professor Talbert
Winter Internship Seminar
27 January 2016
Annotated Bibliography for Action Research
How do I effectively communicate with parents or guardians to create
partnerships that benefit student learning?
Achor, S. (2015). 21 Days to Inspire Positive Change In Others. [Video file].
Retrieved from http://www.oprah.com/app/Happiness2-biz-lesson1.html#anchor_day_4
Achor, S. (2010). The Happiness Advantage: The Seven Principles of Positive
Psychology That Fuel Success and Performance At Work. New York: Broadway
Books.
This source focuses on ways in which an individual can change the trajectory
of a conversation by simply beginning with what they call a power lead. A
power lead is beginning a conversation by either stating something positive
or asking leading questions that lead people to positive thinking. An example
of a question would be What was the best part of your day? Another tool
they used to not only create positive mindsets, but to help create an
atmosphere in which patients (the study took place in a hospital) not only feel
that they were getting higher quality of care, but they were also learning a
social strategy unconsciously leading to higher levels of happiness. The 10/5
way encourages people to make eye contact within ten feet of another
person, and within five feet to say hello. The research also showed that
doctor engagement was the highest it had been in a decade. While this
research took place in a hospital it is something that is easily transferable
into a school and into a classroom. While Shawn Anchor was interviewing the
CEO of Habitat for Humanity, Jonathan Reckford suggested that instead of
having a negotiation sitting across from each other at a table take a walk. So
instead of sitting on opposing sides you are in fact walking along side each
other. If able he recommended completing some sort of rewarding task with a
person so that a deeper connection is made. The research showed that when
people worked alongside each other not only did they gain a deeper
connection, but they came to realize they had a lot more similarities than
they original thought.
I really love this resource. It provides me with multiple strategies in which I
can create happiness within my own life and the lives of those around me.
Shawn Anchor has an extensive amount of research backing him up, and on a
personal note I have found the small changes that Ive been implementing
within my own life are making me a happier person. I have also found that
when I use these techniques in the classroom they are creating positive
ripples. Shawn Anchor spent 12 years at Harvard researching the connection
between happiness and success. Hes done so well with his research and his

business that Oprah.com has taken up the course and you can purchase the
course on her website. I also included his book. All of the principles that we
learn from the online course come from this book. He has received over a
dozen distinguished teaching awards at Harvard University where he still
lectures on positive psychology. His foundation Good Think shares his
research around the world. He has lectured or researched in 51 countries
talking to CEOs in China, worked with school children in South Africa, doctors
in Dubai, and is working with the U.S. Department of Health and Welfare.
This source is extremely relevant because it teaches me a way in which I can
purposefully change the mindset of parent stepping into my classroom. By
starting the conversation off with a power lead, or a positive statement or
question I am automatically triggering their brain to think positively. This is
extremely beneficially when the parent is there to talk to me about a difficult
situation with their child. By starting off with a positive the parent is more
likely to keep that positive mindset and a successful solution can be
accomplished. I also really liked the idea of having the parent take a walk
with me rather than sitting at opposing sides of a table. This will allow for a
less tense situation and I think it will help the parent and I work as equals. If it
is possible I would like to do some sort of community building activity with my
parents, and since I have an extensive background in organizing community
events I think this is a natural transition of my talents into teaching.
Communicating with Parents: Strategies for Teachers and This course relates
to Teachers Involving Parents. It relates to the first source because it has a
study on a hospital that began an initiative to focus on customer-service. The
hospital saw enormous gains in customer and employee satisfaction. In a
school this could easily be transferable and allowing the school to make gains
as well. The TIP article focused on attitudes of teachers, students, and
parents. The happiness course relates to this because attitude is everything.
The skills I am learning in the course are things that are able to be taught
quickly and can make an impact in the students life and by extension the
parents.
Gordon, T. (2003). Teacher Effectiveness Training. Retrieved January 18, 2016, from
http://edgd801.csc4learning.com/801images/TEACHER EFFECTIVENESS
TRAINING.pdf
Gordon, T., & Burch, N. (2003). What Teachers Can Do When Students Have
Problems. In T.E.T., Teacher Effectiveness Training (pp. 41-78). New York: P.H. Wyden.
This annotation focuses on effective communication between the student and
the teacher. It describes active listening as listening to a message then
repeating what we interpreted back to the person. Not only does active
listening allow for a greater understanding between two people, it also helps
diffuse strong feelings, helps individuals understand their own feelings,
encourages problem solving, and promotes healthier relationships. It also lists
seven barriers to active listening. Those are bias, environmental factors, short
attention span, rehearsing a response, daydreaming, hot words, and filtering.
By knowing what factors can inhibit active listening we can make purposeful

changes in the way we listen to increase our understanding and make better
communications with people.
This PDF is a brief summarization of Thomas Gordons Book Teacher
Effectiveness Training. He pulled some highlights from his book on barriers to
communication. This PDF is material he published himself about open and
effective communication. Looking at the first chapter of his book on Amazon
he stated this book does focus on communication between teachers and
students, it is relevant for anyone doing any sort of teachers. This includes
coaches, working with parents, ect. Dr. Thomas Gordon is a licensed clinical
psychologist that was nominated for the Nobel Peace Prize three times, and
has been a consultant to the White House Conference on children. I included
both the PDF version and the book as a source so I can easily reference both
as needed.
This information is relevant to my research because it discuss ways to
communicate effectively. While its primary goal is communication with
children, this information is easily relevant to communicating with parents.
This information is also important to my paper because it will include
researched based communication skills that I can utilize. It connected mostly
with Graham-Clays article by providing a different perspective on active
listening and barriers to communication.
Graham-Clay, S. (n.d.). Communicating with Parents: Strategies for Teachers.
Retrieved January 18, 2016, from http://www.adi.org/journal/ss05/Graham-Clay.pdf
This article discusses many faucets of communicating with parents. It
discusses one and two way communication by defining them and providing
examples of how it is used. From there Graham-Clay provides best practices
for each strategy. After providing multiple strategies she switches the focus
on creating a customer-friendly by the use of strong inter-personal skills.
Discussing body language and active listening techniques she encourages
teachers to develop a personal touch when implanting these strategies.
Perhaps most importantly in this article she also discusses ways to use
technology to reach parents and students. The strategies she incorporates in
this section is extremely relevant and will allow for greater communication
with parents when paired with traditional methods. Graham-Clay also
discusses barriers to communication at the societal, cultural, parental, and
economic levels. Ultimately she works to encourage the teacher to ensure
that any communication with the parent is not accidental. In order to foster
lasting relationships every interaction with a parent should be purposeful and
carefully planned out objective. When successful communication occurs
between the parent and the teacher strides can be made when working to
help students achieve.
This article accomplished its objectives by clearly providing multiple
strategies that can help students as well as providing useful information to
gain a deeper understanding why communication isnt always
communication. Susan Graham-Clay is a practicing school psychologist at

Simcoe Muskoka Catholic District School Board. She is also a part-time

professor at Laurentian University at Georgian B.A. Programs in Barrie,
Ontario, Canada.
This source was very helpful as the first article I found. Not only did it help me
concrete my question, but it also provided me with an in-depth analysis of
strategies I can utilize. By providing me information about barriers to
communication I realized that I needed to look at ways in which
communication can be affected negatively as well as ways to communicate
effectively. The barriers to communication presented in this annotation
provides different insights to Gordon thus allowing me to elaborate on the
different ways communication can be impacted.
Holden, A., & Cullingford, C. (2007, July 30). An Analysis Of Parent/Teacher Relations
in Primary School. Retrieved January 25, 2016, from http://www-tandfonlinecom.collegeofidaho.idm.oclc.org/doi/pdf/10.1080/03004270385200341
This source provided some interesting background as to how parents became
viewed as the policemen of the school and why their present isnt always
welcome in some schools. In the 1980s the government began giving more
power to the parents by introducing the idea that parents should have a say
as to what school their child attends. They also gave parents power by giving
them a voice to influence who was the governing body of the school. When
National Curriculum tests got a major push schools were suddenly had to be
more accountable for the scores the students accomplished because parents
had the power to decide what school they sent their child to. The government
gave parents a controller position so that they would monitor school
performance. This was difficult for schools because they started to succumb
to even more political pressure to meet higher standards with less funding.
Parents thus became allies and bankers. Parents were a lifeline when it
came to helping students get the extra help they needed, but they were also
there to ensure that you paid your dues (reaching standards). When parents
are able to come into the classroom and help out with things like fluency or
working on math it creates a dialogue of mutual respect, responsibility, and
ownership. However when parents are seen as controllers or customers the
dialogue they had open becomes shut with misconceptions.
This source had some interesting ideas on how parents and teachers interact.
They also included information on what parents were talking to teachers
about and what media they were using to communicate to teachers. It said
over half of the communications came by personal contact, phone, then
letters. It didnt mention email which makes that part of the study out dated.
I can use the first few pages to include as background on parent/teacher
relations. However anything background becomes outdated because it
doesnt include anything about email or using other technologies. This is
really funny to me because it was published fairly recently in 2007.
Hoover-Dempsey, K. V., Walker, J. M., Jones, K. P., & Reed, R. P. (2002). Teachers
Involving Parents (TIP). Retrieved January 20, 2016, from

https://www.researchgate.net/profile/Joan_Walker2/publication/222835247_Teachers
_Involving_Parents_(TIP)_results_of_an_inservice_teacher_education_program_for_enhancing_parental_involvement/links/0c9
6053c67aff9bbb7000000.pdf
This annotation was very research heavy and provided a lot of insights into
the ways parents involvement within the classroom positively impacts
student progress. The research showed that students who had parents
working within the classroom contributed to improved academic success.
They noted that students were performing better academically because they
were less of a behavior problem and the student was showing up to school
more frequently. The student also gained a more positive outlook upon
school, learned better self-regulation tools, and saw that the student had a
stronger drive to go farther with their education. This article also mentioned
some of the barriers that parents and teachers saw for a lack of involvement.
The parents stated that they were not invited, parents didnt see that
teachers were helping their child reach academic goals, and some mentioned
that they didnt feel that they had the necessary tools or knowledge to be a
successful presence in the classroom. Teachers noted bad past experiences
with parents, insecurity in working with a variety of family types, and a lack
of support from the school or administration as reasons why they didnt
involve parents. The research also mentioned that out of 826 competencies
that teachers were tested on to receive certifications in 1989 that less than
2% of those skills could actually be related to parent communication or
involvement. They also noted that there is a lack of professional development
trainings to help teachers effectively communicate with parents.
This source was messy and was slightly difficult to read. When they
transferred over to a PDF file some of the characters did not transfer well
making a lot of the raw data difficult to read. The source also didnt mention
any of the strategies that they used to make meaningful gains in the relations
between parents and teachers. I suspect that this is because they want
teachers to sign up for their study. The information is reliable it was published
by the Vanderbilt Family-School Partnership Lap at Vanderbilt University.
This source will help note the importance of having parents being involve
within the classroom and consequently upon their childs learning. By giving
specifics to the behavioral changes it has upon the student this will help
defend the importance of having parental involvement in the classroom. Thus
forcing me to ensure that I put aside my fear of talking to parents and make
sure I am incorporating them so that students reach the highest possible
personal academic goals. I also liked that it showed just how many things
teachers get tested on before they are certified. While the number is
outdated it is important to note that there isnt a lot of training that helps
teachers be successful in this area when it does in fact have a crucial effect
on a childs education
Joseph P. Mazer & Blair Thompson, (2015) Parental Academic Support: A Validity
Report. Communication Education.

This annotation focused on the ways in which technology, especially smart

phones will be effecting parent-teacher communication. While a lot of it was
speculation it did have a lot of research showing the ways in which parents
preferred to communicate. The information they pulled for this section was
published around 2008. They showed that parents do prefer email
communication over all other types of communication because it is the
easiest and most convenient. However it was noted that if the email is over
the negative behaviors of their child in class the email was seen almost as an
attack upon their child thus resulting in negative communication. This source
also included something that will be extremely valuable to me as a
professional. They researched five factors to see what parents and teachers
communicated about the most. Those factors are academic performance,
classroom behavior, preparation, hostile peer interaction, and health. Out of
the five factors academic performance was the most communicated item
between parents and teachers. Next was classroom behavior, preparation,
hostile peer interactions, and health.
I think this source does a good job of setting up what research they might be
working on in the future. The role that smartphones will have in
communication between parents and teachers. When I mean smartphone I
dont mean calling or emailing from a phone. They were talking about using
social media, facetime, and skype to communicate. However this makes me a
little nervous. In an era where everything is interconnected I will never give
my cell phone to parents. I dont trust parents and I firmly believe I deserve
to have a separation of a school and home life. The information was very
reliable it was published in the Communication Education Journal.
This research will help me by using more recent research to defend the
conclusions about parents being involvement with their childs education an
important factor. It also will help me because it shows me the top five reasons
that parents will be talking to me.
Murray, E., McFarland-Piazza, L., & Harrison, L. J. (2014, November 7). Changing
Patterns of Parent-Teacher Communication and Parent Involvement from Preschool
to School. Retrieved January 24, 2016, from http://www-tandfonlinecom.collegeofidaho.idm.oclc.org/doi/pdf/10.1080/03004430.2014.975223
The research presented in this article largely focused on strategies utilized by
early childhood education. It started off with stating the National Association
for the Education of Young Childrens Code of Ethical Conduct. It emphasizes
the importance of respectful family-teacher relationships. The code continued
to further note the importance that this communication has upon children. It
also noted that the responsibility of monitoring the growth and development
relied on both the parent and the educational organization. Their research
showed that parents who were involved in their childs early schooling were
more likely to be involved in their childs school aged learning. This didnt
come as much of a surprise. It discussed the teachers responsibility in
reaching out in not only one way, but two way communication to parents.
These teacher reach-outs were highly associated with parental engagement
in strong school and family relationships. This section also provided some

topics in which teachers could talk to parents about. These included the
childs ability to play and how well they played with others, the childs
behavior, and their learning. Some verbal strategies they included were face
to face communication, parent-teacher conferences, and home visits. Written
strategies included daily journals, parent letters, newsletters, or bulletin
boards. It noted that these strategies are ones that are feasible for school
aged classrooms as well. It also mentioned it was the teachers responsibility
for offering multiple avenues in which parents could become involve in the
conversation. Social Capital Theory and Cultural Capital Theory were explain
to gain a deeper understanding of the reasons in which parents are and are
not involved within the classroom. This naturally led them to discussing
barriers to parents becoming involved. These included: parent education,
cultural background both in the language spoken at home and if the family is
a minority, and home education activities.
This article was published by multiple credible sources. Some of these include
School of Teacher Education, Charles Sturt University, Research Institute for
Professional Practice, and others. This article was published in 2014 making it
more recent and more relevant. It stated its objectives by looking at ways in
which preschools found higher levels of parental involvement. It also showed
the decreasing amount of parental involvement as the child progressed
through school.
This source was extremely valuable to me. I really enjoyed that it provided
me with some theories it put some of the other information that Ive learned
into context. The study took place in Australia so it had a slightly different
perspective than the other articles Ive read. It also showed parents and
teachers as equals in the responsibility in ensuring the childs success
academically. This was the first article to show that both the parents and the
teachers have jobs to do. It connected to Susan Graham-Clays strategies on
one and two way communication. It connected to a couple other of my
sources by further discussing barriers to parental involvement. It just took
these barriers a step further by putting two theories behind them.
Tatto, M. T., Rodriguez, A., Gonzalez-Lantz, D., Miller, C., Busscher, M., Trumble,
D., . . . Woo, A. (2010, August 25). The Challenges and Tensions in Reconstructing
Teacher-Parent Relations in the Context of School Reform: A Case Study. Retrieved
January 25, 2016, from http://www-tandfonlinecom.collegeofidaho.idm.oclc.org/doi/pdf/10.1080/13540600120078238
This annotation was a case study on parental involvement in a middle school
that had a large minority population. They found that finding ways to
authentically create and develop long lasting parental involvement practices
may not be feasible due to current cultural practices of the school. This study
found that the majority of parents felt that the school was lacking in its ability
to communicate information on how their child was performing and how the
school as doing in conjunction to reaching state and federal standards. They
also felt a disconnect as to what activities were going on the classroom and
what topics were being covered. Due to a privacy ethos of classroom
teaching parents wanted to become involved and were aware of the

implications it has upon their childs learning, but ultimately they didnt know
how to become involved. A great quote made by a parent on this:
[The] school has an animosity toward parents as though it is school territory
and parents are not capable of raising or educating their children. [We] need
convenient times [to talk to teachers] and assurance that [our] input is
valuable and will be used; not merely meetings that are required to appease
parents. Administrators and teachers become very angry when parents
question their judgment.The study concluded that empowering parents is a
two way street. When parents become involved in the classroom they feel
more effective in helping their child learn, develop more positive attitudes
towards the school, and ultimately their childs academic performance
improves. Empowering parents gives them a voice and it helps strengthen
relations between the parent and the teacher, and the school and the parent.
This source had a lot of research behind it and multiple contributors. It did
accomplish addressing the cause of tensions and challenges that barred
parent-teacher relationships in this school. However it didnt really provide
specific examples to making concrete changes other than it needs to occur at
a systems level.
This will help me because it gave me a couple of quotes to use to
demonstrate both parent and teacher frustrations. It also showed me that
while I as a teacher can do many things to foster parent/teacher relations, if
the schools culture inhibits this partnership I will face even more challenges
when it comes to building lasting relationships. It also will help me address
some of the system level issues by perhaps attempting to go around them
and making sure that all the parents in my class are aware of specific rules
and guidelines of the school as well as what learning is taking place in the
classroom.
Thompson, B. (2007, December 9). Characteristics of Parent-Teacher E-Mail
Communication. Retrieved January 24, 2016, from http://www-tandfonlinecom.collegeofidaho.idm.oclc.org/doi/pdf/10.1080/03634520701852050
This annotated focused on Computer Mediated Communication (CMC) as the
mode of communication between parents and teachers. CMC makes
communication between parents and teachers more convenient, faster, and it
has increased the number of communications. For most classrooms the first
communication by the teacher is on the first day of school when the teacher
encourages the parents to reach out to them. The teacher then sends out
weekly mass emails about what is going on in the classroom. CMC has a lot of
research showing the benefits of using this form of communication, but this
author took some time to focus on the negatives of this form of
communication. Nonverbal communication is lost when parties communicate
via CMC, and the potential to misinterpret the message rises dramatically.
This study answered some major questions: what topics were most
communicated, how frequent was the communication, how long are the EMails, who is more likely to start the conversation, how students reach to this
communication, and what comes out of the E-Mails? This study found that
over 57% of communication between parents and teachers was about

grades. The bulk of the communication was about students who were
struggling with grades-15.54% within this subset the next most common
communication about inquiring about the grades of students on an IEP which
was 12%. The next bulk of communications was about setting up a time to
meet with the teacher, which was 13.78%. Next came health issues, which
occurred less than 10% of time. Behavior was surprisingly low on the list for
me, it was at 7.04%. The least common communication was dealing with the
students social issues and that was less than 3% of the time. The next major
question the study asked was how frequently parents and teachers
communicate? This study showed that teachers spend between 30 minutes to
an hour working on E-Mails that go to parents. This was really surprising to
me. It also showed that teachers only email with two to five parents in the
class. Theyll chat with a parent three or four times in a day, then not talk to
that parent for months. Because of this lack of consistent communication
parent-teacher relationships were not being built. Next on the list was how
long the emails were. It was found that the emails between parents and
teachers were short and very direct. Emails from parents to teachers
averaged about 6.3 lines, and teachers emails averaged 6.9. Since the bulk
of the communication was about grades, this allows for a simple and sweet
reply. It was found that emails that concerned behavioral or other major
issues were longer because a more in-depth explanation was required. I really
liked that this study went to answer who starts the conversation first. It was
found that parents most frequently start the conversation with their childs
teacher. This surprised me at first because I am used to thinking of having at
most 60 kids, with AM and PM kindergarten. But the example talked about
middle and high school teachers having hundreds of students and how it
wasnt feasible for the teacher to constantly reaching out to parents about
their childs progress in class. However parents did say that even though it
isnt feasible, they wished that this conversation would be initiated by the
teacher. From here the study did an offshoot on Parent Socioeconomic Status
(SES). Parents who were in a higher SES typically reached out to parents via
email. These were the people who worked white collar jobs and used email to
communicate at work. It was found that those who were in a lower SES didnt
communicate as much with email because they didnt have access to a
computer. It was in this section that the author noted the importance of
utilizing differing techniques for reaching out to parents. Next on the question
list was how students reacted to parent-teacher communications via email.
This was really interesting to read about because students tended not to like
that they were being monitored. It was detrimental to students who were
rebelling or who had given up in class because the student was resentful
towards the teacher. Parents also found that this caused conflicts with their
children and it was more challenging to find a resolution with their child at
home. On the other hand a lot of students did like the communications. It
showed that the teacher did care about their progress and in some instances
it moved the responsibility from the student to the parent. The student
thought they didnt have to pay attention to homework assignments in class
because their parents were checking in with the teacher. Finally the last
question this study answered was what come out of the communication? In
most instances it was positive, especially when dealing with academic
behaviors. It helped the student become more attentive in class and their

homework completion rates increased. This was also the case for some
behavioral issues.
This source is going to be really valuable to me because it has a lot of specific
information on how parents and teachers communicate through email. This
study did a good job of discussing what information is already out there and
how their study aims to address the areas that are lacking in parent-teacher
communication. Blair Thompson has a Ph.D. and is an assistant professor in
the Department of Communication at Western Kentucky University.
I really liked this source because it specifically focused on E-Mail as the form
of communication between teachers and parents. With the specific questions
I was able to find a lot of relevant information on using email. Since I am
mildly terrified of parents I assume that email will be the main form of
communication with parents for me, but it was good to learn how few parents
actually interact with the teacher this way. I also really liked how this source
did had a breakdown of the numbers and types of communications between
parents and teachers. It showed me that the majority of communications will
be on grades, and then from there it broke down into more specific types of
communication. It connects to Parental Academic Support because Blair
Thompson was one of two authors in that article. In this source she is the sole
author. I didnt realize that until I did this part! It also relates to most of my
other sources because in a technological age it is assumed that parent
teacher communication will be done in some part through email.
Watkins, T. J. (1997). Teacher Communications, Child Achievement, and Parent Traits
in Parent Involvement Models. Retrieved January 24, 2016, from http://wwwtandfonline-com.collegeofidaho.idm.oclc.org/doi/pdf/10.1080/00220679709597515
This source was interested in the fact that it provided me with a slightly
different term for parent involvement. It stated that parent involvement isnt
only the ways in which the teacher attempts to involve parents within the
classroom, but it also refers to the parents involvement with learning
activities at home. This study built off of a couple of studies, one namely
stated that minority parents were more likely than White parents to
encourage homework completion at home because they saw homework as a
necessary tool toward academic success. Minority parents on the other hand
tended to be less education and less likely to help their child with homework.
From here two theories were introduced, the Mastery and Performance Goal
Orientations. The Mastery Goal Orientation has a greater focus on learning
from and understanding tasks than on how well they perform on an
evaluation. These people tend to have higher persistence on tasks, saw
higher intrinsic motivation to complete tasks, greater interested in
attempting learning strategies, and higher self-concept. Performance Goal
Orientation says that people are more concerned with how well they
complete an evaluation than understanding or learning from tasks. These
people tend to base their task persistence on their current abilities. They tend
to choose tasks that are extremely easy or really challenging because these
tasks provide less information on their ability to complete the task. In regards

to parent involvement the study saw that parents who completed high school
only reported a higher number of teacher communications, they tended to be
performance goal oriented, and their involvement tended to be higher than
parents with a college degree. It showed that children of Black parents, or of
parents with lower education tend to get lower grades. On the flip side these
parents also tended to be more involved in helping their child learn because
of the childs low achievement. Children of White parents, and of parents with
higher education tended to be higher achieving, but saw less parental
involvement because the parents didnt see a need for being involved.
This source was very interesting in the sense that I was expecting to be
reading about something a little bit different. The source did a good job of
backing up its claims with a lot of evidence and with a lot of other sources.
The study was only taken at one school district in Illinois so I dont know how
much of the same conclusions could be found at schools across the nation. It
does however do a great job of introducing some different conclusions about
parental involvement.
This source actually contradicts a couple of my other sources by saying that
minority parents are more likely to be involved in their childs education than
majority parents, but they also tend to become frustrated when trying to help
their child because they tend to have less educational experience. This is
important for me to remember when I have low achieving minority students
in my class. I may be able to commutate an understanding of their frustration
and work past that in a way that will help the parent find ways of helping
their child. This source does provide me with an alternative definition to
parent involvement-how willing the parent is to help their child with learning
activities at home. This will help me make sure when I am a teacher that I
clearly communicate my expectations that parents help their children at
home with learning. Whether thats reading a book or helping with homework
if youre going to have a child it is your responsibility to ensure the child is
getting personal learning time with their parent.