Super-Communicator - Communicating Effectively with Families

Overview

IFor the benefit of students, educators must forge a positive relationship with the families. This presentation will motivate you to be more aware of the language that you put out to the families. Using your critical reflection talents, you will think about your present practice and see where communication awareness can help, especially in those difficult discourses/conversations. The skills that you acquire from this power-up activity can enhance your student family relationships and show parents your efforts for an equal partnership.

Essential Questions:

• What are components of a positive relationship with the families?

• What is active listening?

• What is critical reflection?

• How do you know when there is an equal partnership between the teacher and parent?

Learning Outcomes

• Engage in effective and positive discourse and discussion with families to support student success. (INTASC 10d)

• The teacher knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to face and virtual contexts. (INTASC 10n)

Power-Up Instructions

• Answer the above essential questions.

• Think about your best and worst parent interaction. Divide a paper in half (list best conversation elements/reasons then list worst interaction elements and reasons.

• View the power-point and role-plays. Interact with the role plays as the teacher responding to the angry parent. Critically self-reflect on the discourses- what worked? What could you do differently? How do you think the parent feels? How comfortable are you? Answer the debrief questions at the end.

• Complete the application activity.

Application Activity

Application Activity:

To apply your learning, please complete the following steps:

1. After interacting with the Power-Point and critically reflecting on your communication skills, develop a brochure that can be shared with your colleagues, on active listening and proactive communication skills.

Example of a Positive Communicating Brochure

2. Submit the brochure as your submission for this power-up.

References

• Bandura, A. (1977). Self-Efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191- 215.

• Hoover-Dempsey, K.V. & Sandler, H.M. (1995). Parental involvement in children’s education: Why does it make a difference? Teachers College Record, 97(2), 310- 331.

• Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5- 12.

• Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge, U.K.: Cambridge University Press.

Recommended Resources

• Francis, G.L., Blue-Banning, M., Haines, S.J., Turnbull, A., Gross, J.M. (2016). Building “our school”: Parental perspectives for building trusting family-professional partnerships. Preventing School Failure, 60(4), 329-336.

• Hsaio, Y., Higgins, K., Diamond, L. (2018). Parent empowerment Respecting their voices. Teaching Exceptional Children, 51(1), 43-53.

• Lawrence-Lightfoot, S. (2003). The Essential Conversation. What Parents and Teachers Can Learn From Each Other. New York: Ballantine Book.

• Symeou, L., Roussounidou, E., Michaelides, M. (2012). “I feel much more confident now to talk with parents”: An evaluation of in-service training on teacher-parent communication. The School Community Journal, 22(1), 65-87.