Teacher/Parent Communication
OBJECTIVE: Create a One-Way Communication Tool
WHY
Strong communication helps teachers establish partnerships with parents to support student learn and create a home/school community (Grahm-Clay, 2005).
Student see more success and achievement when parents are involved, behavior is better in and out of the classroom, and there is a positive effect on self-esteem and a student's attitude toward school (Chen, 2008).
HOW
SET YOUR OBJECTIVES
COMMUNICATE HIGH EXPECTATIONS
COMMUNICATE EARLY AND OFTEN
COMMUNICATE ABOUT WHOLE CLASS AND INDIVIDUALS
CHOOSE A TOOL THAT WORKS
Ask parents what is best. Do not assume that parents are all the same. Using multiple methods allows parents to hear from you in ways that work for them.
BE CONSISTANT
MEASURE YOUR SUCCESS
Pay attention to results. Are your communications getting parents engaged? What methods provide more response from parents? Adapt your plan to make the best use of your time. Whatever your plan is, open up the lines of communications with parents, and set them up to talk with their kids each day about their school day. This alone can be a powerful thing.
ASSIGNMENT
Create Your Very First, Beginning-of-the-Year, Class Newsletter as a One-Way communication tool for your class. Keep in mind the tips listed above. You should include things like objectives for parents, objectives for your students, class highlights, individual student highlights, school/class up-coming events, etc.
Make it clear, concise, and easy to read.
Since you are not yet teachers, I know that these will be fictional classrooms and students. But keep your future classroom in mind i.e. student age, subject area, setting, etc.
Use any template tool you would like, online or not. Below is an example.
Resources
Halloran, J. (n.d.) 7 effective parent teacher communication tips. Retrieved from:www.teacherhub.com.
Chen, G. (2008). Parental involvement is key to student success. Retrieved from www.publicschoolreview.com/articles/12
Grahm-Clay, S. (2005). Communicating with parents. ADI School Community Journal, 16(1), 117-130.