Building Relationships Through Effective Communication

Objective:

Build a toolbox of communication best practices

Stop, Think, and Journal

Write about a time when you experienced effective communication with another individual or a group.

Next write about a time when you experienced ineffective communication with another individual or group.

Now create a T-chart to record factors that contributed to effective or non-effective communication in each case.

Cultural and socioeconomic differences may account for the lack of common experiences and perpetuate negative perceptions held by teachers regarding disadvantaged families.

“One of the most profound barriers that low-income and minority families face is the lack of common experiences between these families and educators, who often are White middle-class and college-educated” (Montemayor, 2019, p. 18)

Teachers often believe students and parents are disinterested or uninvolved in schooling and evaluate families of lower SES more negatively higher-income families (Epstein & Dauber, 1991).

Building partnerships that are more equitable with families often begins with shifting our own mindset by replacing deficit thinking with the asset based truths introduced on the Poverty Perceptions page.

What do we see when we think about student families...what are their assets? What do they have to offer?

What do we believe about the families of our students...competent, capable and caring?

"Parents of all races, ethnicities, economic status levels, and religions have dreams for their children and want what is best for them” (Montemayor, 2019, p. 11)

Let's listen as parents share their thoughts and ideas about communication

Listening to Parents

It is important to gather information from parents by really listening to their needs for communication. (GaDOE Family-School Partnership Program, 2016)

Families want and need multiple forms of communication.

Teachers can help through active listening and establishing a common understanding for two-way communication.

Parent Perspective

“Relationship building and ongoing communication enable teachers and families to develop a partnership that helps children succeed. Listen to one mother share how regular communication with her teacher changed how she supports and guides her child.” (Flamboyan Foundation, 2013)

Reaching out early and often builds trust and rapport necessary for family/teacher collaboration.

Conversation Considerations

Use respectful titles such as "Mr." or "Mrs." when speaking to or writing to parents.
Explicitly state your intent. Do you hope to understand? Do you need help?
Use humor, but monitor tone so that it never sounds like sarcasm.
Describe student behaviors or school situations in story form to provide background and perspective.
Get to know caregivers so they see you as a human that has flaws and makes mistakes, but also as someone who cares about their child .
Be mindful of which resources are available when discussing potential ideas for helping students at home.

Communication Strategies

Two-way communication

Two-way communication ensures information flows back and forth between the sender and receiver. This type of communication implies the sender and receiver are equals where both parties share their thoughts or questions. A few examples of two-way communication in classroom settings include parent-teacher phone calls, conferences and family/curriculum nights. Texting and emails may be part of a two-way communication plan as long as information is truly flowing in both directions.

In-Person Communication

In-person conversations are highly effective ways to build parent partnerships. Engaging with families face-to-face does not have to be confined to the classroom. Volunteer opportunities, open houses, parent-teacher conferences, and after-school events are all ways to apply in-person communication. Teachers may also want to consider home visits for parents who find it difficult to get to the school site.

Technology-Based Communication

Technology-based communication encompasses many outlets including class websites, digital news letters, emails, texts online classes and video conferences. Many teachers use apps to keep parents update parents daily about homework, quizzes and upcoming events. It is important to update parent contact information often to ensure parents are receiving these daily reminders as this often becomes a form of one-way communication.

Written Communication

Written communication may take the form of a newsletter or note for parents. Personalize one-way communication as much as possible. Written communication also provides families with a physical reminder for upcoming events. You can also create your own parent-teacher communication log that travels with the student between school and home to ensure two-way communication.

Tips to Remember...

Stop, Think, and Journal

Look back in your journal to what you wrote about a time when you experienced ineffective communication.

After completing this section, what strategies or tips could be applied to this experience to ensure more effective communication?

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Building Relationships Through Effective Communication

Objective:

Build a toolbox of communication best practices

Stop, Think, and Journal

Write about a time when you experienced effective communication with another individual or a group.

Next write about a time when you experienced ineffective communication with another individual or group.

Now create a T-chart to record factors that contributed to effective or non-effective communication in each case.

Cultural and socioeconomic differences may account for the lack of common experiences and perpetuate negative perceptions held by teachers regarding disadvantaged families.

“One of the most profound barriers that low-income and minority families face is the lack of common experiences between these families and educators, who often are White middle-class and college-educated” (Montemayor, 2019, p. 18)

Teachers often believe students and parents are disinterested or uninvolved in schooling and evaluate families of lower SES more negatively higher-income families (Epstein & Dauber, 1991).

Building partnerships that are more equitable with families often begins with shifting our own mindset by replacing deficit thinking with the asset based truths introduced on the Poverty Perceptions page.

What do we see when we think about student families...what are their assets? What do they have to offer?

What do we believe about the families of our students...competent, capable and caring?

"Parents of all races, ethnicities, economic status levels, and religions have dreams for their children and want what is best for them” (Montemayor, 2019, p. 11)

Let's listen as parents share their thoughts and ideas about communication

Listening to Parents

Parent Perspective

Conversation Considerations

Use respectful titles such as "Mr." or "Mrs." when speaking to or writing to parents.

Explicitly state your intent. Do you hope to understand? Do you need help?

Use humor, but monitor tone so that it never sounds like sarcasm.

Describe student behaviors or school situations in story form to provide background and perspective.

Get to know caregivers so they see you as a human that has flaws and makes mistakes, but also as someone who cares about their child .

Be mindful of which resources are available when discussing potential ideas for helping students at home.

Communication Strategies

Tips to Remember...

Stop, Think, and Journal

Look back in your journal to what you wrote about a time when you experienced ineffective communication.

After completing this section, what strategies or tips could be applied to this experience to ensure more effective communication?