Family Communication
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One of the many ways I plan to communicate
effectively with parents is through written communication. This could come in
the form of emails, newsletters, or family message journals.
These forms of communication should include positive information about
students, help set up meeting times with families, address minor concerns
regarding students or families, but ultimately build community and
understanding with each of the families. Family letters “help parents feel
welcomed and valued”, “welcome parents to take an active role in their child’s
education”, and “help build a sense of community among families” (Davis &
Yang, 2005, p. 34-35). Letters and newsletters to families help them to feel
involved with their children’s lives at school, while allowing them to address
questions and concerns about classroom activities.
Along with letters, teachers can use family message journals. These journals allow students to write about some part of their day, every day, and then a family member at home will write back to them. This is a great communication tool to utilize for many reasons. Most importantly though, family message journals “set up a natural structure that encourages families to discuss the connections between home and school” (Valerie & Foss-Swanson, 2012, p. 48). These allow parents to stay connected with what their children are doing in school, without necessarily adding extra work for the teachers.
I will communicate with families not only via writings, but I will also make phone calls to parents, meet with them face-to-face in conferences, and meet with them during brief encounters during the year. An example of effective communication with families is to make phone calls that provide families with positive news about their child. Davis and Yang (2005) note that it doesn’t matter if the phone calls are “every few months or every few weeks, spontaneously or according to a schedule, it’s the positive nature of the contact that matters” (p. 77). The positive contact with parents shows them that the teacher is invested in the child, through good and bad times.
Parent-teacher conferences are always a good way to communicate with families. These provide professional opportunities for teachers to address concerns with the student or a family member in a respectful way. Additionally, it leaves little to be misinterpreted due to the fact that tone of voice, body language, and student work samples can be seen and used to enhance communication. According to Davis and Yang (2005) conferences with family members “allow parents to raise questions unique to their child or to share perspectives about child development and child raising in their culture or their family’s specific circumstances” (p. 65). Conferences with families are specific and individualized to each family and each student, which makes the interaction much more personal than a letter or email.
Although these are all great ways to connect with parents, there are some things I would avoid when communicating with families. First, stray away from complex educational jargon. It is important to use language and vocabulary that families will understand so that messages can effectively be communicated to them. Secondly, when emailing families, or sending home letters, it is important to not include personal email addresses or actual mailing addresses. This is unprofessional, and could lead to further issues. Lastly, be weary of sending home letters, messages or emails to families only when they contain negative messages. It is important to connect with parents when their children are succeeding and thriving, and not just when they are struggling academically or behaviorally.
Along with letters, teachers can use family message journals. These journals allow students to write about some part of their day, every day, and then a family member at home will write back to them. This is a great communication tool to utilize for many reasons. Most importantly though, family message journals “set up a natural structure that encourages families to discuss the connections between home and school” (Valerie & Foss-Swanson, 2012, p. 48). These allow parents to stay connected with what their children are doing in school, without necessarily adding extra work for the teachers.
I will communicate with families not only via writings, but I will also make phone calls to parents, meet with them face-to-face in conferences, and meet with them during brief encounters during the year. An example of effective communication with families is to make phone calls that provide families with positive news about their child. Davis and Yang (2005) note that it doesn’t matter if the phone calls are “every few months or every few weeks, spontaneously or according to a schedule, it’s the positive nature of the contact that matters” (p. 77). The positive contact with parents shows them that the teacher is invested in the child, through good and bad times.
Parent-teacher conferences are always a good way to communicate with families. These provide professional opportunities for teachers to address concerns with the student or a family member in a respectful way. Additionally, it leaves little to be misinterpreted due to the fact that tone of voice, body language, and student work samples can be seen and used to enhance communication. According to Davis and Yang (2005) conferences with family members “allow parents to raise questions unique to their child or to share perspectives about child development and child raising in their culture or their family’s specific circumstances” (p. 65). Conferences with families are specific and individualized to each family and each student, which makes the interaction much more personal than a letter or email.
Although these are all great ways to connect with parents, there are some things I would avoid when communicating with families. First, stray away from complex educational jargon. It is important to use language and vocabulary that families will understand so that messages can effectively be communicated to them. Secondly, when emailing families, or sending home letters, it is important to not include personal email addresses or actual mailing addresses. This is unprofessional, and could lead to further issues. Lastly, be weary of sending home letters, messages or emails to families only when they contain negative messages. It is important to connect with parents when their children are succeeding and thriving, and not just when they are struggling academically or behaviorally.