Post by Rachel Cuppy & Beth Thompson: Rachel and Beth both teach special education at Bettendorf High School. You can follow them on Twitter @rcuppy1 @betheku
What is the measure of impact when reaching out to a
struggling student’s parent? Think about
it…. Parents get inundated with information just like their kids do. How often do you contact parents with a
positive message revolving around their child?
Parents who have struggling students are all too often struggling
themselves. So often times they see
the school’s phone number or a staff’s email address and cringe before they
answer or open their email. Put yourself
in their shoes… Would you struggle with having meaningful interactions with
teachers when the only messages about your child you receive focus on negative
aspects of behavior or lack of academic progress they display? Research
indicates when a positive relationship is established between home and school
students find greater success in the academic setting (Gelfer, 2006; Ramirez,
2009).
The most common type of communication between teachers and
parents has been one-way communication (Thompson, 2008). Common forms of one-way communication include
newsletters, journals, websites, praise notes, and emails. Thompson (2008)
researched emails that teachers sent home and concluded that a majority of them
were academic in nature. Emails sent
from school were most commonly used to inform parents and guardians of academic
progress, missing work, and attendance (Stafford, 1987). Even though email was limited by being
emotionless in nature, teachers and parents still utilized it regularly due to
the ease of sending and receiving messages instantly while not consuming an
abundance of time (Ramirez, 2001). The
majority of emails sent by teachers do not receive a reply from parents
(Jensen, 2007).
Parents should be contacted and encouraged to praise their
students at home for positive academic achievements and behaviors displayed
with the academic setting. By
encouraging parents to deliver praise too, the parents gain the ability to
understand and reinforce behaviors and skills that are desirable at home and school. Positive communications from teachers to
parents should include information regarding successes both behaviorally and
academic that students have experienced in school. Ramirez (2001) suggested that students placed
an increased value on their education when their parents were involved in the
process.
In today’s technology infused society delivering positive
messages to parents regarding their child is more convenient than ever.
Multiple avenues exist to streamline the communication process. Teachers can use apps on their cell phones to
send positive pictures and short statements to parents in order for them to see
or hear about success their child has found at school. Positive phone calls home can be a wonderful
surprise for both parents and students. The
positive message or phone call could set the stage for meaningful conversation
between parents and their child.
In addition to using technology to contact parents, never
underestimate the power of a hand written note sent home via the postal
service. Imagine going to the mailbox
expecting more bills or junk mail and instead finding a notecard from the
school celebrating something your child did well. The note will send a clear message to parents
that their child is working with someone who values and cares about them.
When students and their parents feel positive connections
with the school and teachers they are working with good things happen. Student attendance is increased; the number
of missing assignments is decreased.
These changes can have a ripple effect on students helping them develop
more confidence at home and school and ultimately helping them find success as
they transition into the next phase of their education or lives.
Last spring we conducted an action research project at the
elementary and high school levels testing the theory of positive communications
from teachers to parents would have a significant impact on the desired
behaviors of students in the academic setting.
The data gathered during our research supported our theory and desired
behaviors displayed by students were increased at both levels in the academic
setting. If you would like to know more
about our research methods or data you can contact us at rcuppy@bettendorf.k12.ia.us or bthompson@bettendorf.k12.ia.us .
References
Gelfer, J.I.
(2006). Teacher-parent partnerships enhancing communications.
Childhood
Education, 67(3), 164-167.
Jensen, D.A.
(2007). Using classroom newsletters as a vehicle for examining
home-school connections. Teaching Education, 18(3), 167-178.
Ramirez,
A.Y. (2009). Survey on teachers’ attitudes regarding parents and parental
Involvement. The School Community Journal, 9(2), 21-39.
Ramirez, F.
(2001). Technology and parental involvement. A Journal of
Educational Strategies, Issues and
Ideas, 75(1), 30-31.
Stafford, L.
(1987). Parent-teacher communication. Communication
Education,
36(2), 182-187.
Thompson, B
(2008). Characteristics of parent-teacher email communication.
Communication
Education, 57(2), 210-223