Acknowledging Family Concerns

1. Acknowledging Family Concerns Engaging All Families Series Module 7 of 10

2. Engaging All Families Series:Strategies & Tools to Strengthen Family Partnerships 9 10 8 1 2 3 4 5 6 7 Content for this series is derived from an analysis of research from the family engagement field (i.e. Joyce Epstein, Anne Henderson), family support organizations, and state agencies that support family partnerships.

3. Icons Used in Presentation Indicates files that can be saved to your computer from the FILES POD while watching the webinar Indicates a website link that will be useful related to the content discussed Indicates a webinar can be watched related to the content discussed

4. This Module Addresses: • Common types of families • Proactive strategies

5. Why Do Some Families Feel Frustrated? • Lack of communication • Making changes without notification • They may feel labeled because of marital status, ethnicity, etc. • Do not understand educational jargon • They feel like they have no input

6. Facts About Families Who Have Concerns • They are concerned about the best interest of their child • Their perception is their reality • They may seek to address an unresolved issue in other ways • They can and are willing to change in how they work with you

7. Common Types of Parents/Families

9. 1. The Over-Involved Parent/Family • Action Steps: • If there is no problem, reassure parent/family that their child is well-adjusted socially, behaving properly, and progressing academically • If there is a problem, involve the parent/family in developing an action plan that will help the student overcome the issue they are facing • Suggest a communication schedule for the future Source: Adapted from http://teaching.monster.com/benefits/articles/9762-how-teachers-can-work-with-5-difficult-types-of-parents?page=1

10. 2. Absent Parent/Family • Action Steps • Try to accommodate their schedule • Offer to discuss the issue in a brief phone conversation • If a language barrier is an issue, find someone on the school’s staff who can translate An absent parent/family member does not necessarily mean that they do not care about being involved. Source: Adapted from http://teaching.monster.com/benefits/articles/9762-how-teachers-can-work-with-5-difficult-types-of-parents?page=1

12. http://flamboyanfoundation.org/wp/wp-content/uploads/2011/07/Communication-Tips-for-Hard-to-Reach-Families1.pdfhttp://flamboyanfoundation.org/wp/wp-content/uploads/2011/07/Communication-Tips-for-Hard-to-Reach-Families1.pdf

13. 3. Defensive Parent/Family • Action Steps • Maintain a positive attitude and put the problem in perspective • Including the parent/family, develop and discuss an action plan to help the child improve • Suggest how the parent can support the child at home • Suggest the parent/family that you believe that the student can be successful • Acknowledge the student’s positive attributes, then tell the parent your concerns Source: Adapted from http://teaching.monster.com/benefits/articles/9762-how-teachers-can-work-with-5-difficult-types-of-parents?page=1

14. Sandwich Technique • Begin and end with a positive statement “I understand you really want to help your son be successful. We need to have him do his homework daily. His grade could suffer if he does not turn his homework in regularly. I know that you will help see that this happens and I will encourage him as well.”

15. Communication Technique Active Listening Reflective Responses Responses that are designed to elicit as full a sense of the family members’ thoughts and feelings. Reflect the speaker's thoughts and feelings Respond rather than lead the conversation Respond to feelings, rather than content Listening that helps you gain more information, improve your understanding of families’ points of view, and work cooperatively with families. • Looks and sounds interested in the speaker • Adopts the speaker's point of view • Clarifies the speaker's thoughts and feelings Source: Adapted from http://ocw.mit.edu/courses/sloan-school-of-management/15-279-management-communication-for-undergraduates-fall-2012/lecture-notes/MIT15_279F12_actveListng.pdf

17. Proactive Strategies

18. Prepare in Advance • Be proactive-one of the easiest ways to avoid a difficult situation with a parent/family is to establish a relationship first • Make contact with parent/family BEFORE a difficult situation arises-they are more likely to be receptive if you have a relationship • Utilize positive strategies throughout the year to establish a relationship-we should not call parents/family ONLY when there is a problem

19. Prepare for Unscheduled Visits 1. Listen to the concern 2. Be sensitive to the concern 3. Assure the parent/family member that the concern is too important to discuss at this time 4. Then offer to attend to the issue at another mutually agreed upon time

20. Document Your Communication Efforts • Dates • Times • People • Description of Problem • Print/copies of emails

21. Choose Proactive Responses When dealing with family concerns: • Remain professional in all interactions • Establish clear expectations • Have a plan • Take action • Follow through • Always encourage family input • Answers families’ questions/concerns Source: Adapted from http://www.totalbehaviormanagement.com/files/RedAppleWinter2006.pdf

23. www.ksdetasn.org/kpirc Special thanks is given to the Louisiana Department of Education in the development of this module and additional resources.