Assignment 1 and 2

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Working with Parents

Comprehensive Classroom Management: Creating Communities of Support and Solving Problems

Eleventh Edition

Vern Jones and Louse Jones

Developed by Karen Cole, Ph.D.

University of North Carolina Asheville

Family/caregiver support for students’ school experiences…

  • affects students’ academic success, their in-school behavior, their motivation, and the probability that they will finish high school.
  • can be encouraged by teachers who communicate respect for students families, their cultures, and their roles in the students’ education.
  • enhances student learning when teachers help parents in understanding school culture and supporting school expectations.

Parents, families, and caregivers…

  • will differ in their understandings of what it means to support students throughout the school experience.
  • will differ in the amounts of time and energy they have to devote to their students’ educational experiences.
  • may have different standards for behavior than those set forth by the school, and may need help understanding and supporting the school’s behavioral standards.
  • reflect myriad family structures and dynamics, all of which teachers need to understand and respect.

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Teachers who cultivate relationships with students’ families often find that…

  • student attitudes are improved.
  • parent acknowledgment of the importance of school success significantly impacts students’ achievement.
  • when a student behavior change is called for, parental support can facilitate the success of interventions.
  • caregivers and family members can serve as valuable resources by providing assistance and expertise in the classroom.

Teacher Challenges in Establishing Effective Relationships

  • Parents can be emotionally demanding.
  • Interactions with parents take time.
  • Teachers can be intimidated by parents.
  • Parents may not hold teachers in high esteem and may be critical or demanding.
  • Sometimes language/communication barriers lead to awkwardness.
  • Teachers often contact parents to report problems or issues rather than positives/accomplishments.

In interactions with parents, teachers should…

  • maintain a high level of communication, finding efficient ways to keep in touch with parents.
  • provide a high ratio of positive to negative feedback.
  • listen carefully to concerns, requests, and criticism.
  • recognize that parents are the experts when it comes to their children.
  • be especially mindful of the nature and quality of family interactions across cultural and socioeconomic groups.

To create trust with parents and caregivers, teachers should…

  • remember that teachers often have more social capital than parents/family members.
  • be sensitive to the anxiety parents may have when facing a teacher who has evaluative knowledge about their child.
  • focus more on listening and less on telling.
  • ask parents their goals for their children.
  • learn more about the students by interacting with the parents.

Early teacher contact with parents/families should…

  • provide the opportunity for all parties to get to know one another.
  • be warm, inviting, respectful, and validating.
  • solicit information that will help the teacher engage with and support the student.
  • provide information that will help the parent/caregiver support the student’s school efforts.
  • be developed as a way to celebrate successes and prevent later issues.

Consider engaging parents through the use of…

  • introductory letters and/or phone calls.
  • home visits when appropriate.
  • social events at school (e.g., open house, ice cream social).
  • involving them in the classroom (e.g., tutoring, chaperoning, providing special lessons).
  • involving them outside the classroom (e.g., research, materials preparation).

Teachers must protect student privacy in all situations.

Relationships are stronger when teachers…

  • contact the parent directly with specific, personalized invitations to any event.
  • communicate in ways that convince parents that their participation is truly welcome and important.
  • give parents meaningful information about classroom expectations, curriculum, instructional activities, etc.
  • communications are made in the parents’ native language whenever possible.
  • commit to ongoing communication with family members.

Parent contacts and conferences…

  • are often an important factor in parental satisfaction with their student’s school experiences.
  • should be summarized/logged in a way that preserves pertinent details.
  • are more likely to be positive experiences if the teacher is well-prepared.
  • should be communicated about openly with students to maintain transparency and trust.
  • should provide parents with understandable data and examples of student work to the extent possible.

Topics for Parent Communications

  • Academic progress of the student

Grades

Quality of assignments

Regularity of attendance/assignment submission

  • Behavior in class/school

Successes and areas of focus

Social interactions

  • Student self-evaluations (if desirable)
  • Parent input/questions

Effective conferences…

  • take place in a comfortable setting.
  • when possible, seat participants next to one another rather than across from one another.
  • start with a sincere welcome and chat.
  • share positive statements about the student.
  • involve the student as appropriate.
  • address parental questions.
  • provide collaborative problem-solving as needed.
  • are summarized and followed up on.

When parents are highly emotional, critical, and/or confrontational…

  • ensure the conference takes place in a safe space where assistance is readily available.
  • greet them warmly.
  • utilize active listening as a way to diffuse strong emotion.
  • avoid appearing defensive or argumentative; remain calm.
  • ask parents what they would like to see happen.
  • set a time limit prior to the meeting if necessary.

When parents are highly emotional, critical, and/or confrontational (cont)…

  • ask if the student is aware of the problem.
  • be honest, clear, and objective.
  • emphasize data.
  • tell the parent what will be done in response to the problem.

If the parents are dissatisfied, schedule a follow-up conference involving school administrators or other personnel who may help resolve the situation

When working with parents of English Language Learners…

  • read and research the student’s native culture to develop an understanding of cultural influences.
  • avoid the tendency to shy away from interactions as a way of avoiding awkwardness.
  • provide for translation/interpretation and bilingual materials as often as possible.
  • engage with family members outside of the school.
  • recognize the differences in power between school personnel and individuals from the non-dominant culture.