Secrets for Secondary School Teachers (18 page)

•   “I’ve been really impressed that your daughter has come to class on time 3 days in a row. I just wanted to let you know that whatever you’re doing, it seems to be working.”

•   “Your son turned in a paper to me this week, and although he definitely needs work with his punctuation and grammar, the ideas he expressed were really interesting. I just wanted to let you know that I think he’s got some real potential.”

•   “I just finished grading the latest exam. Although the total score your daughter got wasn’t nearly as high as I think she is capable of doing, I really liked some of her creative responses. She really has a wonderful imagination.”

•   “I wanted to let you know that your son really helped me out today. There was a fight that broke out in class, and he helped me regain order by acting quickly to break things up. He shows some real leadership at times. I’d love to try and build on that.”

•   “As you know, sometimes your daughter can be a bit challenging to keep under control. I really find her a joy to have in class, though. Her sense of humor and playfulness are lovely. I’m working with her now to be a bit more restrained at times in her comments, and I think she’s making fine progress. I just wanted you to know that.”

Okay, some of these are a stretch. But you get the general idea. Look for the slightest signs of improvement in your students, any evidence at all that they are growing, learning, or changing, and reinforce that behavior directly by telling them how much you appreciate their efforts. Also make a point to tell their parents. Keep the communication ongoing.

It’s a good idea to keep a record of your contacts home, whether you spoke with parents or the student. Note the date, time, and nature of the conversation. Also, if you agreed to do anything that requires action of some kind, make a note in your planner to follow up, and then do so.

O
PEN
H
OUSE

Most schools hold an Open House or Back to School Night for parents to meet the teachers. The Open House typically takes one of two formats. The most common is one in which the parents are given a copy of the school schedule, and each class meets for an abbreviated period, maybe 10 minutes. During this time, teachers introduce themselves, describe the content
of the class, review the grading policy, and perhaps show examples of student work. It’s worth your while to spend a little time on making your room attractive for this event.

Usually, there are a few minutes for general questions. Sometimes parents will ask questions or make suggestions to which you are not prepared to respond. A gracious way to handle such a situation is to thank them for bringing the idea to your attention, and go on. There is no time given for individual attention or conversation regarding a specific student during this format; therefore, a private conference can be suggested for a later date.

Other helpful hints include the following:

•   Prepare a PowerPoint presentation to support the main points of your introduction. Parents will see firsthand how technology is being integrated into their child’s education.

•   Inform your audience as to how they can get in touch with you and when they might expect a response—during your prep period, before school, after school, or in the evening. Make sure to let parents know how they can make arrangements to have a conference with you.

•   Distribute a handout with pertinent information or a copy of your syllabus, because the time goes so quickly, and sometimes parents forget what they hear. Also, it will keep you “on task.” And if you get nervous easily, handouts are a good idea because parents will likely look at the sheet of paper rather than at you.

•   Practice what you are going to say aloud for timing—ten minutes will be long for some of you, but will go by quickly for others.

•   Pass around a “sign-in sheet” that indicates student’s name and parent(s)/guardian(s) names. (Remember, the last names can be different.)

The second format is where teachers sit in their rooms, or together in one room, such as the cafeteria, library/media center, and/or gymnasium, and the parents line up to speak
to each of their children’s teachers. In this scenario, teachers introduce themselves and then give a brief description of the course and a quick report on the child’s progress. Although more personal in nature than the first format, there still isn’t time to go into any problems in depth. A private, individual conference can be suggested for a later date.

F
ACE
-
TO
-F
ACE
C
ONTACTS

Formal or informal parent conferences are other fruitful methods of communication. Such meetings can include a single parent or a whole group of people, including the student, his or her parents, other family members, school administrators, a counselor, and others (psychologist, social worker, special education teacher) who might be relevant. Including students will give them the opportunity to express their own feelings and perspectives on behavior and academic achievement. Some schools utilize student-led conferences, where the student is responsible for planning and leading.

It is important to be prepared for the conference. First, consider setting the stage. If the conference is to be held in your room, you may need to rearrange the furniture so there will be comfortable places for the parents and you to sit face to face. If you sit behind your desk, you create a symbolic barrier; sitting across a table or in front of one another is a friendlier approach. Try to find a time and place where you will not be disturbed. Post a note on your door indicating that a conference is in progress.

Create a folder for the conference in which to put assignments and examples of the student’s work. You might also want to add your written descriptions of the student’s behavior. Include a printout of the student’s attendance record and grades as well.

The first impression you make is
very
important. Greet the parent(s) or guardian(s) as they enter the room. Introduce yourself, if this is the first meeting. Be sure to make eye
contact with the adults, and say hello to the student if he or she is present. Use their names. As you guide the participants into the room, say something positive about the student. Let the parents look around the room. Talk about the class in general.

As you begin the conference, ask an open-ended question such as, “What does Lisi say about the class when she is at home?” See if you can gather information this way. Use your listening skills and watch the body language. Then, review the purpose of the conference—was it initiated by the parent? By you? Or, is this a regularly scheduled conference to review progress? If the student is present, have him or her state his or her view of the situation and his or her feelings about it.

Review the objectives for the class, and see if there are any problems. If so, identify strategies that might help resolve the problems. Be specific as you determine the child’s responsibilities, the parents’ or guardians’ responsibilities, and your own role. Try to set a time line for what needs to be done, when, where, and how. The last step is to identify how progress will be evaluated and monitored.

In concluding the conference, thank the parents for coming, and invite each person to summarize his or her understanding of the conversation. Make plans for further communication with the adults, by telephone, letter, fax, email, another scheduled conference, or a progress report sent by the school.

After the conference, you can take time to write down some notes (if you didn’t do so during the meeting). Reflect on what transpired, asking yourself the following questions:

•   Did I give each of the participants time to share his or her views?

•   Did I mention positive aspects of the student’s behavior and work as well as the problem areas?

•   Was I prepared with samples of the student’s work and examples of behavior?

•   Did I keep the focus on the student and not the school or the parent?

•   Did I maintain my composure throughout the meeting, staying empathic and responsive?

•   Was a specific plan developed to foster progress in the future?

•   What was forgotten or neglected that I may wish to deal with in the future?

Making “house calls” is one other option to consider. Although time consuming, and perhaps risky without supervision and proper training, informal visits to a student’s home with the parents’ prior approval is another way that you can show how much you care. You can gain valuable information in that setting that would be inaccessible any other way.

O
NGOING
C
ONTACT

You can direct students to take home their graded or evaluated work with a note to have signed and returned as a way to make sure the parent is kept abreast of the student’s progress. If you do this, make sure that each student returns the work with the appropriate signature. Those who don’t return papers or projects need to have their parents contacted with respect to the grade or evaluation received
and
the fact that the student did not return the work as directed. (Check for validity of parent signatures, too.)

The school newsletter is another way to communicate with parents. By submitting articles that you or one of your students have written, you can let parents know what is going on in your classroom or with your club or team. You can also include photographs, which will make the article more attractive. Or, create your own teacher or class newsletter, on your own or with the help of your students. Software programs, such as Publisher, have made this an easy project.

Many schools have provided teachers with telephones and voice mail. Not only does this facilitate communication with parents, but also enables teachers to record outgoing
messages that include daily overviews, activities, assignments, and reminders for parents and students.

Email and the Internet are increasingly facilitating communication with parents. It is a quick way to check on attendance, progress with assignments, and send reminders. Given passwords, individuals can check grades online.

Taking pictures of the students in various activities and sending them home is a fun way to let the parents know what the children are doing and what their involvement is. Another idea would be to make a videotape and take turns sending it home with each of the students. This would be an especially useful plan for students whose parents don’t speak English.

Many teachers are creating their own Web sites and posting information online. If students and parents have access, this is a great tool to improve communication. You can let parents and students know when tests will be given and when homework and projects are due. You can post makeup assignments, class notes, rubrics for projects, references, and additional references and supplementary material to support parents as they help children prepare for their classes. If parents do not have computer access, you can send these items home on hard copy.

U
NDERSTANDING
L
IMITED
R
ESPONSES
F
ROM
P
ARENTS

There are many reasons why some parents make limited or no response to our efforts. For some, the problem is economic—work schedules prevent parents from calling or coming to the school. Many parents have limited access to a telephone during the work day, and even if they do have access, their calls will not be private, so they are unlikely to contact the school. Some parents have small children or elderly parents for whom they must care, or lack transportation and therefore are unable to come to school.

As you are aware, many parents have difficulties speaking English, or lack confidence in their language proficiency. This
may also account for why they do not provide homework support. There may be cultural factors as well. In some cultures, education is left entirely to the teachers, for whom parents have great respect. These parents do not believe in crossing into the teacher’s domain. Some parents have had negative experiences in the past and have chosen to avoid contact if at all possible.

While it can be frustrating and disappointing when our efforts do not bring the successes we would like, we hope you will be understanding and continue to work to encourage parent and family involvement. Many schools and districts are working to implement programs to improve parental involvement.

R
ECRUITING
P
ARENTS AS
A
LLIES

We have frequently heard in staff lounges teachers complaining about parents as if they are the enemy, constantly undermining their efforts and blaming them when things go wrong. While a small minority of parents will be certainly unappreciative, uncooperative, or critical, most of them will be absolutely delighted that you care enough to communicate with them and solicit their help.

 AUTHORS’ NOTE : Throughout this chapter, we use the term “parents” to mean parents or guardians.

  12  

Dealing With Difficult Students

B
eginning teachers are likely to be tested and challenged by students—a lot. This isn’t personal; rather, it’s a rite of passage. Teenagers often just test the limits of their behavior to see how far they can go, which actions will be tolerated, and which ones won’t.

The good news is that your colleagues and administration know this, and they will give you some time to find your stride. You are likely to be reassured again and again by the dean, principal, and department head that this is normal behavior on the part of your students, and if you experience any predicaments with students you can’t handle, you should refer them immediately for disciplinary action.