These methods will include the school’s address and telephone number alone with my personal phone number. I know some teachers are apprehensive about releasing their personal telephone number but I feel that it is essential for a positive communication line between me and the parents of my students. In the case of an emergency this resource can be very beneficial to me and the parent.
When communicating with parents one should use a descriptive language style, this can be developed through planning what it is to be discussed during a parent teacher conference. By planning one can eliminate items that may label, develop power struggles, create resentment, and eliminate trust. Parents when entering the school can revert back to the feeling of being back in school, for some school was not a good time therefore his or her attitude may demonstrate that he or she is uncomfortable and not wanting to be present at a school. When communicating with parents or guardians, teachers should refrain from teacher talk, this referring to the use of acronyms teachers tend to use among each
The parents/carers know the children best it may be there is a problem or it may be that a child learns something at home that is relevant to their development for example tying their shoes, riding their bike or writing their name. In the environment where I work the parents are welcomed into the classroom for the first 15 minutes of the day to complete activities set out at their child’s table. I feel this gives the parents an opportunity to speak to staff, look at the displays and support their children in their school environment. We also hold an afternoon once a week where the parents come into the school to
Although many households do have access to computers, there are some families who would prefer to communicate the “old fashioned” or traditional way. For those families a class newsletter, phone call, written note or face to face communication can increase the level of two-way communication. It may also be a practical way to inform parents of future events and classroom endeavors. Parents are busy people and being sensitive to their time is essential. Phone calls and written communication to parents will be simple and straightforward.
This can be done by having a two way relationship with parents for example parent’s evenings, this is when staff discusses children’s progress open days so parents can come in be welcomed and look around their child’s school or nursery. There can be coffee mornings, sharing information or just giving feedback to parents when they pick their child up from school at the end of the day.
Some students are more involved than others. Because I am like a “reading teacher”, I don’t really interact with a lot of parents, but sometimes a parent will just want to know how their child is progressing.
There is a huge importance to establish a positive relationship with parents. “Parents and teachers are natural partners. Both are working to help children become more fully developed people, and both want the children to be happy, sensitive, intelligent, and well balanced. Therefore, it is crucial for teachers to establish and maintain effective channels of communication with parents” (Ryan, Cooper, Bolick, 2016). Communicating with parents via phone, email, or in person is very important. It is good to not just contact them when the child has done something wrong. A lot of times a special needs child’s parents use school more vas a daycare, or a break from their child. They usually do not believe their child can have a successful education. This will be a hard challenge because I am all about involving students with their peers. Ultimately it is the parents’ choice.
Communication between teachers and the parents of students is essential for the growth and success of the student both inside and outside of the classroom. This communication is best achieved through parent conference opportunities. One way that this is achieved is through regular open house nights. This is where parents, and other members of the community, are invited to come to the school and talk to the teachers and other faculty at the school. Another conference opportunity presents itself in a scheduled appointment between the teacher and the parent. This will enable the parent to meet face-to-face with their child’s teacher during a time that is more convenient to them, as these appointments can occur before, during, and after school. Additionally, conferences can take place over the phone. This is a convenient way for both parties to communicate effectively in a way that works best for them.
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As a teacher, I have experienced a lot of different situations involving parents and my classroom. When I first started teaching AP World History, I had a parent call a special meeting between them, myself, and our principal right after parent teacher conferences. I assumed that the meeting would
However, it is not just one time communicating with the parents for this information. It is a continuios thing. The teacher needs to share what is or is not working with the child in the classroom. This way if the parents are struggling with something about their child at home and you as the teacher found something that works then you should share it with the parents. This goes the same way for the parents. A teacher must not be afraid to ask a parent for suggestions on helping their child. A parent knows a lot of information about their child and will be useful to the
I have taught students ranging from five years old to nineteen years of age. Hence, being an educator, I have learned that learning is always shifting, therefore I must keep improving with the incessant changes. As a little girl, I have always dreamt of being a teacher and I have carried out that dream. My career journey started as a substitute teacher, a floater between classrooms, an assistant teacher, a teacher, a center supervisor, and an educational supervisor. I presently work as an Educational consultant for Danya International LLC. As an Educational Consultant, I able to review and aid with the learning environment of teachers and educational management in a school
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(Miller, 2003 & Roffey, 2002 as cited by Porter, 2008). There are different strategies teachers can use to maintain effective communication with parents and build strong relationships once they have made communication. Keeping a parents trust is important in maintaining open lines of communication so they can discuss concerns relating to the child and solve issues promptly. Teachers can gain parents confidence by always respecting confidentiality and avoiding rumours. If a parent finds out that their child’s teacher breached confidentiality or is a known gossip, parents will find it difficult to confide in them with an issue regarding their child, particularly if it is of a personal nature. Parents are also more likely to approach their child’s teacher if they know they can discuss issues and reach a mutual agreement (Bender, 2005). Teacher-parent communication is all about showing trust and comfort with each other. Frequent communication between these two parties creates less tension, when an issue arises, allowing a constructive discussion to take place and reaching an agreement sooner without hostility.