| There are many reasons for contacting parents. The | | | | presenting it as an opposition to theirs. |
| teacher contacts the parents due to ongoing problems | | | | These steps should help you bring about a more |
| with the child, (example not doing homework, | | | | effective dialogue with parents. |
| misbehaving, absences) to say good things about the | | | | Step 1. Echo. Listen to what the parent has to say. As |
| child such as outstanding progress or contribution or to | | | | soon as s/he finishes, repeat what s/he has said. Try |
| discuss one-off problem, event. The parent likewise | | | | to use almost the exact words. Then, ask for |
| may contact you to express his/her concern about | | | | clarification: Did I hear you correctly? Do you want to |
| the child, to deliver a complaint or to simply | | | | add something? |
| congratulate you on your child's progress. | | | | Step 2. Confirmation. Let the parent know that you |
| It is up to the teacher to build the relationship positively. | | | | understand the important of what s/he just said. I can |
| It's important to build up a feeling of "we are in this | | | | see that... I understand that you feel... |
| together"; "we both want the best for Johnny, how | | | | Step 3. Empathy. Try to see the other parent's side. |
| can we cooperate to get what we want?" | | | | By showing empathy you let him/her know you really |
| Look at the recommendations below and consider | | | | hear him or her. I feel that.. I understand... |
| them in light of meetings with parents you have had | | | | Step 4. Make a request. Ask the parent what /she |
| yourself. See what you might change or add from | | | | wants from you. Suggest what you feel you can do. |
| your own experience. | | | | Please tell me what you actually want. What can I do? |
| If you're just starting to build your classroom | | | | New teacher tips: Although you may have initiated the |
| management presence, it's crucial that you do less | | | | discussion, your part should be receptive rather than |
| talking and more listening. The same goes for dealing | | | | active during the meeting. Talking a lot may give the |
| with parents, one of the new teacher's biggest | | | | impression of trying to dominate, which will produce |
| challenges. One of the most important things to | | | | defensive and negative reactions. |
| remember is to not get defensive. Listen courteously, | | | | - Make it clear you are 'only' the teacher; it is the |
| attend, make it clear you understand what parents are | | | | parent who is the major influence on the child. |
| saying without necessarily agreeing. In short, try to | | | | - Suggest positive ideas about what they might do in |
| make them understand your point of view without | | | | the future, basing these on what is happening now. |