<\/p>\n
There will be\u00a0times when schools have no choice but to share less than positive news with families; such communication\u00a0is better received\u00a0when schools communicate the good as well as the bad. When the negative is balanced with the positive, families are more receptive to problem-solving and\u00a0less productive decisions can be viewed as\u00a0opportunities to learn and grow;\u00a0everyone benefits as children, youth, families, and schools\u00a0come to understand\u00a0that they\u00a0are all\u00a0on the same page.<\/p>\n
\nA Note to School<\/h3>\n
I received the dreaded note home from school today; I do\u00a0understand\u00a0the decisions made and have discussed the day with him. I emailed you tonight to talk about what might be going on. I returned the note in the\u00a0agenda. It is two days later and I have still not heard from you despite the request to keep in touch and accentuate\u00a0the positive. He responds well to positive goal setting, which we are trying to do at home.<\/p>\n
I called the school today as a result of a bus incident. \u00a0I left a message, asking\u00a0for a return call so that we could sit down, chat, and try to find a way out of this negative spiral. He came home from school today with yet another note, which he had already explained to me. We have established strategies to support him with frustration; did he share them with you?<\/p>\n
It is now five precious days later in his life, and we have just scheduled a school conference.<\/p>\n
A frustrated parent<\/p><\/blockquote>\n
<\/p>\n
Families send schools\u00a0the very best they have; they know their children best and have valuable information to contribute in \u00a0good times and in bad. Not surprisingly, they know their children’s needs\u00a0and struggles well. Communication from school that continually draws attention to a child’s needs or struggles runs counterproductive to relationship building and for some, productive and positive family life. Problem-solving in\u00a0the child’s best interests is\u00a0grounded in trust and respect, and must be negotiated carefully in order to offset potential power imbalances, particularly when we are discussing what might be perceived as negative by families. Families need to know that you are looking to catch their child being good as well.<\/p>\n
\n
- When do you communicate with families?<\/li>\n
- How do you communicate with\u00a0families about the positive as well as the negative?<\/li>\n
- Do you value family knowledge by asking for critical information about children that can be used in day-to-day strategy work?<\/li>\n<\/ul>\n
Strategies such as those listed below are starting points that value family knowledge and support authentic and meaningful dialogue about, and with children, in positive and negative times.<\/p>\n
Call or send a note\u2026 just because.<\/strong>\u00a0Why not touch base just because you want to celebrate something the child did that day? Be prepared for a surprised response\u00a0as families\u00a0are often not accustomed to receiving unsolicited positive comments about their children.<\/p>\n
Communicate your knowledge of the child with parents. <\/strong>Let families\u00a0know that you see the best in their child. Make\u00a0a positive observation before offering more constructive and critical feedback. Balance strengths with needs in order to avoid discouraging families, and ensure that they know that the child is accepted even if the behaviour is not.<\/p>\n
Keep in touch.\u00a0<\/strong>Make it a habit to call or write in good times and in bad. Commit to communicating with each family on a regular basis. Be consistent and follow up when necessary, even when the going is good. Find a system that works for both the family and the school.<\/p>\n
Make contact as early as possible when struggles have been identified.<\/strong>\u00a0Do not wait until report card time or when struggles, difficulties, or conflicts\u00a0have reached a tipping point to communicate. Waiting too long can create new problems, often raising the frustration levels of those involved.<\/p>\n
Problem-solve with families.<\/strong>\u00a0Recognize that families\u00a0know their children best and that they can often provide important insights into their children’s behaviour (positive and negative). Ask questions instead of offering interpretations and drawing conclusions. Ask families what works at home and what might work in the classroom.<\/p>\n
Involve children in your communication strategy.<\/strong>\u00a0Why not hold children accountable for communication, problem-solving, and reflection? Ask them\u00a0to reflect on their day: What went well today? What do\u00a0you need to work harder at? Younger students can use a system of happy\/sad faces, whereas older youth may write a sentence or two.<\/p>\n
Schedule a meeting.<\/strong>\u00a0There are some occasions where a note, email, or phone call will not be in the best interests of the child nor the family. Set up a face-to-face dialogue\u00a0in order to explore solutions and strategies that will support children\u2019s academic, physical, and emotional wellbeing. Make sure that families know who will be in attendance and that they have a right to someone present as well.<\/p>\n
Adopt a 24-hour rule.<\/strong>\u00a0Give families\u00a0at least 24 hours to respond unless it is an urgent request, particularly if communicating by email. You should\u00a0try to respond to\u00a0families’\u00a0email within 24 hours as well.<\/p>\n
What would you add to this list?<\/p>\n","protected":false},"excerpt":{"rendered":"
There will be\u00a0times when schools have no choice but to share less than positive news with families; such communication\u00a0is better received\u00a0when schools communicate the good as well as the bad. When the negative is balanced with the positive, families are more receptive to problem-solving and\u00a0less productive decisions can be \u2026 Continue reading