On this page:
- Student benefits
- Teacher benefits
- Good two-way communication
- Communication strategies
- Surprise a parent
- Phone guidelines
Parent benefits
Positive parent-school communications benefit parents. The manner in which schools communicate and interact with parents affects the extent and quality of parents’ home involvement with their children’s learning. For example, schools that communicate bad news about student performance more often than recognizing students’ excellence will discourage parent involvement by making parents feel they cannot effectively help their children.
Parents also benefit from being involved in their children’s education by getting ideas from school on how to help and support their children, and by learning more about the school’s academic program and how it works. Perhaps most important, parents benefit by becoming more confident about the value of their school involvement. Parents develop a greater appreciation for the important role they play in their children’s education.
When communicating with parents, consider your remarks in relation to the three categories that influence how parents participate. For example, are you communicating about:
- Classroom learning activities?
- The child’s accomplishments?
- How the parents can help at home with their child’s learning?
Student benefits
Substantial evidence exists showing that parent involvement benefits students, including raising their academic achievement. There are other advantages for children when parents become involved — namely, increased motivation for learning, improved behavior, more regular attendance, and a more positive attitude about homework and school in general.
Teacher benefits
Research shows that parental involvement can free teachers to focus more on the task of teaching children. Also, by having more contact with parents, teachers learn more about students’ needs and home environment, which is information they can apply toward better meeting those needs. Parents who are involved tend to have a more positive view of teachers, which results in improved teacher morale.
Good two-way communication
Good two-way communication between families and schools is necessary for your students’ success. Not surprisingly, research shows that the more parents and teachers share relevant information with each other about a student, the better equipped both will be to help that student achieve academically.
Opportunities for two-way communication include:
- Parent conferences
- Parent-teacher organizations or school community councils
- Weekly or monthly folders of student work sent home for parent review and comment
- Phone calls
- E-mail or school website
Communication strategies
Personal contact, including conferences, home visits, telephone calls, and curriculum nights or open houses, seems to be the most effective form of communication and may be among the most familiar. However, the establishment of effective school-home communication has grown more complex as society has changed. The great diversity among families means that it is not possible to rely on a single method of communication that will reach all homes with a given message. It is essential that a variety of strategies, adapted to the needs of particular families and their schedules, be incorporated into an overall plan. Some strategies to consider include:
- Parent newsletters
- Annual open houses
- Curriculum nights
- Home visits (where applicable)
- Phone calls
- Annual school calendars
- Inserts in local newspapers
- Annual grandparents or “special persons” days
- Board of Education spokesperson or communications officer at PTA meetings
- Homework hotlines
- Annual field days
- Notices and handouts in local markets, clinics, churches, mosques, temples, or other gathering sites
- Website for the school
- Workshops for parents
- Communications that are focused on fathers as well as mothers
Effective communication strategies involve:
- Initiation: Teachers should initiate contact as soon as they know which students will be in their classroom for the school year. Contact can occur by means of an introductory phone call or a letter to the home introducing yourself to the parents and establishing expectations.
- Timeliness: Adults should make contact soon after a problem has been identified, so a timely solution can be found. Waiting too long can create new problems, possibly through the frustration of those involved.
- Consistency and frequency: Parents want frequent, ongoing feedback about how their children are performing with homework.
- Follow-through: Parents and teachers each want to see that the other will actually do what they say they will do.
- Clarity and usefulness of communication: Parents and teachers should have the information they need to help students, in a form and language that makes sense to them.
Surprise a parent
Parents are not accustomed to hearing unsolicited positive comments from teachers about their children, especially in a phone call from the school. Imagine how you would feel, as a parent, if you were contacted by a teacher or the school principal and told that your son or daughter was doing well in school, or that your child had overcome a learning or behavior problem. When you make calls to share positive information with parents, be prepared for them to sound surprised-pleasantly surprised.
Research shows that school-home communication is greatly increased through personalized positive telephone contact between teachers and parents. Remember, when a phone call from school conveys good news, the atmosphere between home and school improves. When you have good news to share, why wait? Make the call and start a positive relationship with a parent.
Phone guidelines
Sometimes, as a new teacher, it’s difficult to make the first call to a parent or guardian. Preparing for the call will make it easier. Before making a call, write down the reasons for the call. One reason can be simply to introduce yourself to the parent or guardian. Here are several guidelines you can use as you prepare:
- Introduce yourself
- Tell the parents what their child is studying
- Invite the parents to an open house and/or other school functions
- Comment on their child’s progress
- Inform them of their child’s achievements (e.g., “Student of the Week”)
- Inform them of their child’s strengths or share an anecdote
Citation
American Federation of Teachers, (2007). Building Parent-Teacher Relationships. Washington, D.C.: American Federation of Teachers.
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Related Topics
Parent Engagement, Professional Development
As an education expert with a background in parent-teacher relationships and effective communication strategies, I bring firsthand knowledge and a depth of expertise to shed light on the concepts discussed in the article.
Parent Benefits: The article emphasizes that positive parent-school communication is crucial for parents' involvement in their children's education. When schools prioritize recognizing students' achievements over conveying negative news, it fosters a supportive environment. Parents benefit by gaining ideas on how to support their children's learning, understanding the school's academic program, and developing confidence in their role in their children's education.
Student Benefits: Substantial evidence supports the positive impact of parent involvement on students. It not only raises academic achievement but also boosts motivation, improves behavior, enhances attendance, and fosters a positive attitude toward homework and school in general.
Teacher Benefits: Teachers benefit from parental involvement as well. Research suggests that it allows teachers to focus more on teaching, as involved parents contribute to a positive view of teachers, leading to improved morale. Increased contact with parents also provides valuable insights into students' needs and home environments, enabling teachers to tailor their approach to better meet those needs.
Good Two-Way Communication: Effective two-way communication is highlighted as essential for student success. Opportunities for communication include parent conferences, parent-teacher organizations, weekly or monthly student work folders, phone calls, and online channels. The more relevant information shared between parents and teachers, the better equipped they are to support the student academically.
Communication Strategies: The article suggests various communication strategies to accommodate the diverse needs of families. Strategies range from traditional methods like parent newsletters and open houses to modern approaches such as school websites and emails. It stresses the importance of initiation, timeliness, consistency, and clarity in communication to foster a positive relationship between home and school.
Surprising a Parent: The concept of surprising parents with positive information is introduced as a powerful communication strategy. Personalized positive telephone contact between teachers and parents is shown to significantly increase school-home communication. The article encourages teachers to proactively share good news, fostering a positive atmosphere.
Phone Guidelines: The article provides practical guidelines for teachers, especially new ones, on making effective phone calls to parents. Key steps include introducing oneself, discussing the child's studies, inviting parents to school events, commenting on progress, and sharing achievements or anecdotes. Preparation before the call is emphasized to make the interaction smoother.
In conclusion, effective communication between schools and parents is a multifaceted process that benefits students, parents, and teachers alike. The strategies outlined in the article provide a comprehensive guide for establishing and maintaining positive parent-teacher relationships, ultimately contributing to the success of students in their academic journey.
