Defeating the Dread: Promoting a Partnership and Parent Communication

1. Defeating the Dread: Promoting a Partnership and Parent Communication Denise BirdseyeTower Heights Middle SchoolEnglish/Language Arts: 6th, 7th, and 8th grade loopingdenise.birdseye@centerville.k12.oh.us(513) 708 8112 September 12, 2009OWP Conference: Voice of America Center

2. Writing Time! In the next five to seven minutes, I would like you to reflect on how you communicate, why you communicate, and how often you communicate with parents. Then, state why teachers and parents avoid communication. * You can do this in the format(s) that suits your thinking or writing style.

3. Personal Experiences and Growth During the first two years of teaching, I struggled and avoided parents all together - Tom and his behavior referral Fear and anxiety grew – regardless of what occurred in my room, I made NO contact I created a wall to protect myself, but in the end it hurt me, parents, and students (all relationships broke down) Students were not given the appropriate amount of support at home because parents were not well informed, nor were they given the ability to participate in their child’s education.

4. Why is communication avoided? Parents avoid communicating with teachers because they… Teachers avoid communicating with parents because they… • don’t know how to communicate (mode or language) • don’t understand their role in your classroom or their student’s education • feel teachers only communicate if there is a concern or something negative to express • don’t want to be judged or criticized by teachers for how their child acts or decisions they make • have had negative past experiences with teachers (in their youth or in their child’s education) – don’t want to be a bother • believe life is too busy • don’t know how to communicate (mode or language) • don’t see the benefit of having parents and teachers working together to help students achieve • feel they should only communicate if there is a concern or something negative to express • don’t want parents to criticize their practices and abilities, nor do they want to be questioned • have had negative past experiences with parents • feel there isn’t enough time in the work day

5. Do parents want more? YES! • Question: Do you feel teachers should communicate with parents on a consistent basis? Why or why not? “Yes, even more so at the middle school level. This is a time when children communicate less with their parents. A simple short newsletter/email as to what is going on in the class provides parents with valuable information.”“With some teachers there is NO communication except for a few words at grading time. Don’t get me wrong, I’m happy to see those words, but I don’t feel connected.”“I think so. From the student you usually get ‘fine’ when asking how things are going! I really have no clue what is going on in other classes…”“Yes, I feel teachers should communication on a more consistent basis. Sometimes Jimmy cannot remember guidelines, assignments, or due dates and it would be nice to have them easily accessible.”“Yes – the information each week is helpful – It is Sara’s responsibility to stay on task however it’s nice to know the direction she is to follow.”

6. Strategy: Positive Communication - emails - phone calls - postcards - letters - notes in agenda planner- letters from students to parents • Make a plan • Start the year off on a positive note • Set a goal of how many positive contacts you will make each week • Set aside a certain time of day each day or each week to make the contacts • Show parents that you truly know their child through descriptions and examples of student behaviors and academic abilities; show your dedication to helping their child succeed • Focus on the positive attributes each student brings to your classroom and discuss how students have been successful • Make this strategy work for you, parents, and students

7. Positive Communication Example Dear Mrs. Williams, I just wanted to give you an update on Emily’s performance in E/LA class. She is doing great! Emily seems to be enjoying herself in class. She came in this year with a positive attitude and a smile on her face. Her positive nature has continued through the quarter, and she has impressed me with her hard work and effort. Please let me know if you have any questions or concerns; I am more than willing to do anything to help Emily succeed. Yours truly, Denise Birdseye Yours truly, Denise Birdseye Dear Mrs. Birdseye, Thank you for the update. I have to be honest, when I saw that I had an email from you my heart sank. I thought Emily was in trouble. You are the first teacher to contact me with any news since she came to middle school so I expected the worst. It is nice to hear that Emily is adjusting to middle school...

8. How POSITIVE COMMUNICATION affected students and the parent/ teacher partnerships Rapport was created and a partnership was built by initially communicating with positive comments and encouraging words. It was the first of many conversations about student achievement and how best to help students succeed. Continuing to communicate with parents about student success and how their child is growing helped support our partnerships, and it also allowed parents to be more involved in their child’s education.

9. Strategy: Utilize the Online Gradebook comments reflect my opinion toward students’ effort, academic weaknesses or strengths, abilities, and overall growth as students on assignments, activities, and tests • Make a plan • Inform and educate parents about the gradebook • Craft comments that inform parents • Make comments that give solutions if a problem occurs • Be consistent • Be honest (added general/specific comments) • Make this strategy work for you, parents, and students

10. Parent Quotes: Online Gradebook “I appreciate the notes that you write beside her grades, whether good or not, on the Internet Viewer (online grade book). Your comments help me know exactly what Kelsey needs to work on for a particular assignment or project… what is expected of each assignment or project...”

11. How UTILIZING THE ONLINE GRADEBOOK affected students and the parent/ teacher partnerships Parents were informed in a timely manner about their child’s performance and what interventions took place. Parents made more contact and played a larger role in their child’s education. Students could view the comments. Knowing that their parents would see the personal comments made students work hard in order to receive more positive feedback. Opened dialogue between teacher/parent and student/parent about grades.

12. Strategy: Classroom Website articles about adolescents and education, booklists, student writing, educational resources and links, class information, contact information, thematic unit information, and the grade specific monthly messages • Make a plan • Establish your goals and the purpose for your classroom website • Create a schedule: how often will you update the website • Decide what information you will convey to parents • Show student work • Create a website that is user-friendly and inviting • Make this strategy work for you, parents, and students https://moodle.centerville.k12.oh.us/login/index.php

13. Parent Quotes: Monthly Message “The What’s New in E/LA Monthly Message helps with daily conversations at the dinner table.”“ I really appreciate the message because it informs me about the next books you will be reading.”“What a wonderful way to stay current on your child’s studies.”

14. How the CLASSROOM WEBSITE affected students and the parent/ teacher partnerships Parent activity at home increased, which had a positive effect on students’ progress and grades. Students were more motivated to succeed and motivated to learn in E/LA class. More students were working at or above grade level; they were holding themselves accountable for their own learning due to the increased support and guidance at home.

15. Strategy: Weekly Topics of Discussion grade-specific bulleted list of topics and a list of upcoming due dates emailed each Monday * an abridged explanation of lessons pertaining to the units of study for that week • Make a plan • Plan ahead – you must know what you will be teaching and what is due in the upcoming week • Set aside a certain time to create the Weekly Topics of Discussion (After school on Friday or Monday morning) • Be consistent – email the Weekly Topics of Discussion on the same day and around the same time (parents will begin to expect the email, and it will become routine) • For those parents who do not have an email account, print the Weekly Topics of Discussion for those parents. • Be concise – you don’t have to describe everything! • When a new assignment, activity, or unit is introduced to parents, describe it when it is first announced (don’t repeat) • Make this strategy work for you, parents, and students

16. Weekly Topics of Discussion Example • Dear Parents and Guardians,      With only 4 weeks left in the school year, all of the students are getting anxious for summer, but are remaining focused and motivated in class. I am proud of the hard work all students have been putting into their studies and am confident that the students will be able to maintain this momentum to the end of the school year.        As always, I try to keep grade book updated and current with students’ grades and teacher comments. I would encourage you to get on grade book with your student and discuss his/her achievements and, if any, areas for improvement. Research shows that when parents take a vested interest in their child’s education that the student will take greater pride in their schoolwork too. Also, please take time to view the classroom Moodle website with your son or daughter!      If you have any questions, comments, or concerns about the information below or the class in general, please let me know. Have a wonderful day. Feel free to let me know if this helps start discussions about school and E/LA class!!With Regards,Denise Birdseye*Please remember that these will be broad topics/assignments and should be taught, discussed, or introduced by the end of the week. If applicable, I will try to include the weekly homework assignments; this will be a general idea of upcoming assignments and their due dates and does NOT necessarily reflect ALL homework assignments for the week. As always, your student remains responsible for recording his/her assignments in the agenda planner on Monday when I post all of the week's assignments up on the board.** ALSO, don’t forget to check out the Moodle website: http://moodle.centerville.k12.oh.us • Yours Truly,Denise Birdseye

17. Weekly Topics of Discussion Example Cont. • Weekly Topics of Discussion!!  May 11 to May 155/12 - 8th grade visit CHS 9:30am-11am; 6th grade concert, 7:30 pm in the gym; THMS Art Show5/15 - Last day for items to be checked out of the IMC8th-Silent Reading -Roots, Prefixes, and Suffixes (introduction and activity)-Career Unit       -Students will research a future career and complete a variety writing pieces that are considered real-world genres (outline, research paper, cover letter, works cited page, resume, interview questions, etc.). They will also read articles about their education and what responsibilities they will face as they become adults. –Reality Check: students will take their career salary and will create a budget for themselves -Research: students will work in specific revision centers to make their essays polished and ready for publication-Grammar: prepositions and WonderWordUpcoming Due Dates -Reality Check due Tues., 5/12–RPS Quiz on Fri., 5/15-Continue to look for three real world genres to support chosen career (pamphlets, brochures, articles, college information, interviews, pictures, advertisements, etc.)-Career Portfolio due date May 20

18. Parent Quotes: Weekly Topics of Discussion “It’s a great idea to email weekly discussion topics. I can tell you that I have never seen my daughter read so much until this Volunteer Unit…. I’m an avid reader, and I have tried to interest her in pleasure reading – I think it’s finally happened! Thank you!” “Weekly Topics of Discussion allowed Mary to know in advance what is scheduled for the week so she can plan her homework and school activities. It has also provided me the information I feel is necessary to be involved in my child’s education. Not only can I ask her if her work is complete, I feel more connected to what she is learning.”

19. How the WEEKLY TOPICS OF DISCUSSION affected students and the parent/ teacher partnerships The invitation for parents to participate in their child’s education allowed parents to be informed and allowed them to be of more assistance to their children – opened up dialogue at home. The Topics prompted more emails from parents regarding student progress and information they felt was important for me to know. The Topics were sent to parents each Monday, and this form of communication fostered our partnership and encouraged their participation.

20. Parent Quotes: Parent/Teacher Partnership “Our relationship has always been good, but our communication regarding school, schoolwork and his attitudes toward schoolwork has improved. We talk about it and review Moodle (classroom website) and Pinnacle (online grade book), as well as read the weekly emails together and that enables and encourages discussion…he is more likely to work earlier and with self-motivation when he has reviewed the weekly emails with me as opposed to me having to remind him....”“I think Ellen began to talk to me more specifically about her assignments and projects as she realized that I was privy to the specific areas that were being taught.”“It’s nice to know what she is working on and make sure everything is completed on time. It’s also nice to know when something requires more work and effort on her part. As parents it’s great to be in the loop!”

21. Student Quotes: Parent/Teacher Partnership “I do feel that I need to make them (parents) proud and parent/teacher communication does keep me on my toes.” “I like that my parents always want to know what I am doing and that they help me because I like them to be in the knowing of what I do…I like it because if I’m doing well, they’ll congratulate me, but when I’m doing poorly, they’ll help me get better…I really like it when they come to me and tell me good things that I’ve….” “I know if I do good in school, they (parents) will be proud of me, and the communication with my teachers and parents helps keep me focused.” “I feel if they (parents) no what I am doing, they set expectations for each things and I try to reach those expectations, and try by best.”

22. Create communication strategies that work for you. • Use a variety of communication strategies. • Be consistent, honest, and constructive. • Teachers, parents, and students benefit from the creation of the parent/teacher partnerships and the dialogue that occurs: - grades increase and motivation rises- there is a greater sense of community- a true connection is established between teacher and parent • and at times the connection between parent and child • improves In Conclusion… Please feel free to contact me if you have any questions or wish to obtain any resources.