Positive Phone calls
Positive Phone calls
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Using positive phone calls...
Jumpstarts the family-school positive interactions
Promotes a sense of 'common ground"
Establishes a mentality of understanding
Implementation
Implementation
Overview
Use the 5x5 strategy to batch positive phone calls into a system.
Pick 5 students or less from your class roster to make a 5 minute phone call home to their families.
If voicemail is left mark their name with a V next to it.
If a conversation occurs then cross their name off the list.
Continue this process and repeat once you are through all of your roster.
Be sure to attempt all voicemails one more time prior to crossing out their name.
It’s a way to systematically ensure that each child gets focused time for whatever task is needed—reflection, a positive call home—on a regular basis.
Core Components
Must come from a place of seeking to understand
Consistently done
Multiple means of communicating positives continuously done
Listening and sharing the good
Proactive Implementation
Establishing contact with parents for the start of a year or semester with a phone call allows for the proactive foundation building of a positive relationship. These phones calls can be quick but hold a lasting impact. When the time possibly comes to inform the guardian with a negative they are more receptive and supportive when prior contact has been established.
Responsive Implementation
Responsively implementing positive phone calls home typically is a result of a desire to increase connections with families. These phone calls can be started at any point in the year but must withhold any negatives. Questions are often more powerful than statements in this sense.
Bucket fits
Bucket fits
Connection
If the need is connection then frequency is more impactful than length of time. Creating a schedule to update parents with students or offering the option for an impromptu phone call can increase connection.
Skills Training
If the need is skill building then the phone calls may discuss a particular skill that the student wishes to achieve. The student may be involved in sharing their progress over the phone as well.
Awareness
If the need is awareness then opening lines of communication and seeking preferred methods of communication to allow for awareness is crucial. This starts with first contact.
Emotional Regulation
If the need is regulation then the phone call may be made to help support student de-escalation or celebrate the students efforts in the realm of regulation. Down the line a parents' voice may be a powerful de-escalation tool.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
ResourceS
ResourceS
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