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Erika Puskás
teacher

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In our school, there is
a tradition of parent club,

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which started after the establishment of
Magister School.

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The use of Romani language has
become an usual thing here.

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They often talk to us like that,

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and then they realise we don’t understand

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so they translate it
to Hungarian thereafter.

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It also proves that
we have a good relationship.

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I do not want to explain
the purpose and significance

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of the relationship
with the parents now,

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as it is well known

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But the way and forms they work and
are maintained through activity,

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the connection between teachers and parents
and their motivation makes it unique.

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It took several years of a strong,
credible partnership

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to gain Roma parents’ trust.

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They trust us,
they accept,

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and I could say
 they have love for us.

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In order to build a good
relationship with the parents,

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it was necessary to have various programs

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based on their
needs and ideas,

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 involving them in the
organization process.

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Common cooking, baking, pancake
baking, quiz,

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 hiking, biking,
presentations, trainings,

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holidays, family days, etc.

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This is reflected in this recording too.

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I first incorporated this method into
the previous session,

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which was very popular with the
parents,

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so we held a similar session
again at their request.

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Yet this program has become
different and more interesting.

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This is due to the fact that other parents  have also come,

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and they become more
proactive, enterprising and active

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through the good atmosphere of the game.

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They brought in faith, music, and
everything that was important to them.

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Hallelujah! Glory and worship are yours!

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Let us raise our hands

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and praise your holy name,

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YOU ARE GREAT

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YOU WORK WONDERS

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THERE IS NO ONE ELSE LIKE YOU.

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We would like to... Encouraged by
the success of last time

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we want to play
a situational game again.

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So, the situation is the following:

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There is a child who is the best student in school,

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her parents are very decent

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But once... the problems
come one after the other,

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she does not go to
school, she misses a lot…

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Mom, did you pack everything in my backpack?

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Oh, little girl, I'll see so I don't forget something...

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Can I straighten your hair?
Carefully, so as not to tangle it.

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I know you have the most beautiful hair in the world.

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Oh, even the snack is in it…

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Did you pack some money?

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Oh wait… wait, I have some with me.
Will twenty thousand be enough?

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… Well yes, it cost me a lot…

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Well, goodbye, mum!
Bye!

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THIS CHILD IS VERY NICE.

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WATCH HER,
SHE HAS A LOT OF POTENTIAL.

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SHE WILL BE SUCCESSFUL IN LIFE

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Good afternoon, teacher!

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Well, I wanted to talk to you.

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Because your daughter is
so difficult to handle…

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There is a group of Christians

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and there is a group of those who are not converted.

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Let’s say we’re in the church and
outsiders come in who aren’t converted.

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We welcome them with love,

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but they come to make fun of us.

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You are our king!

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There is a flame in my heart.

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You are everything; my life.

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What are they doing?
Are they crazy?

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What are they doing?

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Those who know it, come,
Those who don’t too!

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In the roleplay, the
role exchange between

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teachers, parents and
children was guided,

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which was of great importance.

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We could get into the others’ position,

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albeit humorously, but we
could experience their reality.

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The topic of the next game was suggested by the parents,

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and it reflected a reality
that was important to us.

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Singing Roma-Hungarian
songs enriched and

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made it even more magical.

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BERNADETT JANI-DEMETRIOU
doctoral researcher

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The session with the parents seen in
the video provides an opportunity

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for teachers and parents to
see, discuss, and process issues

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related to learning
or to a student together.

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GERGELY OLEXA
teacher trainee

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It is worth observing the interpersonal
relationships of adults.

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It can be seen that the
participation of the only man

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is very significant in the various scenes.

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This is especially true of his role
in singing and music-dancing tasks.

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His initiating involvement
in these tasks is striking,

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and the attitudes of the
women involved also reveal

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that his proactive attitude is an everyday practice,

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a kind of expectation towards men,

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according to the adult values ​​of the community.

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Bernadett Jani-Demetriou
doctoral researcher

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The second situational game is not
characterized by these individual

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voices, problems associated with individual students,

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but by parents bringing a social voice

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into this situational game

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and evoking a moment full of tension

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that affects the lives of the entire community.

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It is very
important for parents

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to be able to bring
these tense moments

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to an institution
such as school,

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and by being able to report these tense issues,

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they can feel that the issues that affect
them and and the community are legitimate…

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and it becomes a possibility
they can show these issues

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in front of officials - the
teachers and the director.

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ESZTER TARSOLY
researcher

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The scenes seen here confirm the view in

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both children and the institution

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that the two worlds - the
world of home and school -

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communicate and reflect on each other,

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so they are not
impenetrable,

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they are not antagonistic opposites.

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Translingual practice itself seeks
to facilitate this

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in order to make children’s student
experience more complete and personal.

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In the first role-playing
scene,

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a teacher appears in the role of the parent,

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while what the teacher
says is

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interpreted by a parent.

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Interpretation is an emphatic concept
in this scene,

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in this kind of
collaborative work,

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as the parent in the scene mentions
motifs that are based on their

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prior knowledge or vision
of the world of real parents and families

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- such as beautifully combed long hair
or ample pocket money -

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things she finds important

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in the communication that surrounds
children at home.

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This may therefore suggest to the children

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that the two worlds are connected,

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there is communication between them,

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and teachers and parents have

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prior knowledge of each other.