Communicating with parents of students of any age is the number one key to success in the classroom, and also a lack of communication is often one of the underlying factors for a child's giving up classes. Therefore it is a topic that must be looked at.
The first factor about communication that we have to think about is one of the most fundamental; this is communication is two-way. This sounds very obvious, but often when we think of communication in this context we think of our side, the teacher's side and think it is the responsibility of the parent to discuss anything they want to. This is not the case. Of course we need to look at communication from the teacher's side, but it is also equally important to look at it from the parents' side too. One of the reasons for this is that most parents naturally refrain from sharing with teachers, they just tend to listen, but don't speak. Therefore we, teachers, need to provide an avenue, or a system where the parents feel safe and know their communications are welcome.
First of all, practical ways in which teachers, or schools can communicate with parents:
- Directly talking to the parents. There are two ways we can do this:
i) Face to face. One of the advantages of teaching the Kindergarten age group is that very often the parents sit in the waiting area, or stay around the school, and drop off and pick up their children directly from the school. Once a child reaches first grade, in most cases, this starts to change.
ii) On the phone. This can be done at a time that is convenient to the teacher, but one disadvantage is that often it is hard to catch the mothers. However, when directly talking to parents be specific: e.g. Saying, "Your child did well in class today" does not really convey anything other than "it was a good class". However, saying, "Your child was able to recall all the vocabulary today" gives the parent a clear, solid reference point. Making an observation about their child shows the teacher that you paid attention to their child.
- Written communication. When we cannot talk to parents directly, or if we are wishing to pass on information that we want the parents to remember then the best way of doing this is obviously to have the information written down. This is one of the most used forms, but it is entirely one-way (unless there is a response form attached). Today we don't have to just use paper and ink too, we can also e-mail, however before doing this we need to check the parents would like an "e-mail" service.
Communicating what you know about the child, their learning strengths (are they musical, sequencers, visual, etc), their character (is the child a shy child, a very energetic child), etc communicating that you are aware of the child as a human, their characteristics speaks an enormous amount to a parent. You have noticed something about their child, and understand their child. The parents can then feel you relate to them and their child. They will then be more willing to listen to your suggestions, and observations. Rarely done in English schools, but when I have been able to do this I have found the most beneficial is a parent-teacher meeting. For many this is not really a practical option, but there are ways of working it into an annual schedule if you try. However, it is unrealistic to expect all parents to attend so don’t be disappointed if they don't.
In many cases the parents hesitate to talk to the school or teacher for a number of reasons. Without going into the reasons for this hesitation we must realise that parents do hesitate, and will rarely just come and talk to the teacher or school if a way has not been made. So, we need to make a platform or avenue for parents to come and talk openly to us. How can we do this?
- Creating relationships. When a parent comes for a trial lesson, and then decides to join, it is at that point the foundations of the relationship need to be laid. There is of course a lot of information that needs to be passed to the parent about the school system, texts, times of classes, etc; however, it is important to try and connect with the parent at that point. Try and get them to share with you, so you can better understand their situation, hopes, desires, and needs. This means this initial meeting will take time, so that has to be allowed for.
- Building the relationship. Particularly in the first few weeks (3-5 weeks) after a child has joined, a parent is eager to know how their child is doing in class. It is very important at this time to show the parent how the child is doing. Perhaps the parent can visit in the class, or talk to someone about any questions or concerns they may have. If not, then a phone call can be helpful. It is essential to make sure that if parents do have any questions, they feel they can ask them. This needs to be done, not just once, but a number of times until a relationship is formed. One very good way to build this relationship is through TIPS (teachers involve parents in school work). There are many advantages to the concept of TIPS, one of which is that it can be used in our field of teaching too. One example of this for Elementary students and up would be have your students do an activity from the book in class, and then review it at home, doing the same game but instead of with a classmate, their parents. With very young learners as there may not be such pages in the book, invite the parents in to the last 5 minutes of the class and teach them the game with their child and then ask them to go home and play the game again. This is very powerful. Not to overload yourself, but if you can make a simple feedback form for the parents to fill out and give to the child to hand back, or instead verbally ask the parents when they bring their child to class the following week how the game went. That will help build your relationship with the parents.
- Maintaining the relationship. This is an ongoing regular process that needs to be part of the academic calendar just as the classes are. Parents who have children of this age are very much used to parent-teacher meetings that are both 1:1, and group. Where 1:1 meetings are very difficult in our profession, group meetings are possible and very easily organised after events like observation classes. Depending on your teaching situation, and the teacher's Japanese ability, it may be possible to either have a member of the school lead the meetings, or alternatively replace the teacher so the teacher can be available to talk to the parents. In the case where neither is possible, then looking into a different alternative is a solution (such as having shorter classes on observation class days so that there is time to talk after the class, or having a different time schedule for classes during those weeks, etc). Again, TIPS is helpful here.
- Strengthening the relationship. Being a parent is one of the toughest jobs there is. It is good for parents to have the opportunities to get together and form relationships with one another, as well as see the teacher in a non-teaching environment. There are many things that can be done, depending on your teaching situation: Christmas parties for the parents in the school either during the day, or early evening, going out to karaoke, having a "special class" for the parents, or getting the parents involved in preparations for a school event, are just some ideas. Of course there are many other things that can be done, all depend upon your teaching situation.
Whichever course you decide to take will depend upon your teaching situation. The main points to keep in mind are that the number one key to success in the classroom is parental involvement. This means building, keeping and maintaining good channels of communication with parents. This is not easy, and is something that will require constant attention. It requires planning, a strategy, modification, and flexibility. However, once this is achieved the rewards that you will see will be worth all the effort. Good luck!
References
Cromer, James P.M.D Schools that Develop Children The American Prospect Vol 12 no 7. April 23, 2001.
Cromwell, S. The Homework Dilemma; How much should parents Get Involved? Education World 1998
Delisio, E.R. Planning for Parent Involvement Education World 2005
Diffily, Deborah Teachers and Families Working Together Pearson Allyn and Bacon 2004
Lovell, K Educational Psychology and Children University of London Ltd 1973
National Network of Partnership Schools. John Hopkins University. 1996-2006. (TIPS)
Accessed on: http://www.csos.jhu.edu/p2000/tips/index.htm
Olsen, B & Fuller, M. Home-School Relations Working Successfully with Parents and Families Allyn and Bacon 2003
Poole, B.J. EDUCATION FOR AN INFORMATION AGE Teaching in the Computerized Classroom, 5th Copyright 2004 William C Brown Pub.
School Development Program, Yale Child Study Center
Accessed from: /info.med.yale.edu/comer/about/parent.html
Senge, P et al. Schools that Learn (A Fifth Discipline Fieldbook for Educatior, Parents, and Everyone who cares about Education) Currency Doubleday 2000
Kate Sato started teaching EFL in 1989 and has taught in Europe, the US and Japan. She first came to Japan 17 years ago, and 5 years ago started Kitopia English School for teaching kids, in Sapporo. Since then she has become an Academic Consultant for Longman, has written articles and given seminars on teaching EFL to children, both in Japan and overseas, become a certified music teacher for Kindermusik, Co-ordinated the local ETJ and the JALT TCSig groups, as well as becoming a Cambridge Oral Examiner for the YLE, all whilst training her own teachers and running her school.
