4c: Communicating with Families

Although the ability of families to participate in their child’s learning varies widely because of other family or job obligations, it is the responsibility of teachers to provide opportunities for them to understand both the instructional program and their child’s progress. Teachers establish relationships with families by communicating to them about the instructional program, conferring with them about individual students, and inviting them to be part of the educational process itself. The level of family participation and involvement tends to be greater at the elementary level, when young children are just beginning school. However, the importance of regular communication with families of adolescents cannot be overstated. A teacher’s effort to communicate with families conveys the teacher’s essential caring, valued by families of students of all ages.

(Danielson, C. 2013)

Artifact 4c- 1

During the summer of 2021, I had the opportunity to work after school hours with a student on writing skills. Every week, the student and I would get together over zoom and address an area where they could improve their writing. In order to have this interaction with this minor, I was required to talk to this student's parent pertaining to their concerns for their students. I need constant to meet with the student and consent to record them over zoom. This was granted to me from the parent of the student. I connected with this parent often to go over student success. Communicating with parents are of great importance, especially when doing so with care and value of the student and their family. I do not have an artifact for this opportunity I had to communicate with this parent, however, from meeting with this parent, it was evident to me that both the teacher and the parent want what is best for their child. As a team, parent and teacher can work together to bring the best outcome for the students.

Artifact 4c-2

Being a student teacher, I have had little chance to talk to parents of students in a professional setting. However, I do believe that it is entirely the teachers' responsibility to be able to communicate concerns or questions that they may have of a students' progress. There are many reasons to contact a parent: parent teacher conferences, to ask for behavior support, to make announcements about picture day or other celebrations etc. To the left, I created a google form of how I would communicate with a family digitally about a grade field trip. I created this form in a professional manner that would allow me to receive instant data of the students' participation in the field trip.

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