Successfully Talking to Your Child's Teacher
Build a Good Rapport to Increase Student Achievement during the Year
Apr 16, 2009 Julie Warrenfeltz
Whether your child is just about to begin his first foray into the educational process or is a seasoned veteran, the rapport you build with your child’s teacher and school administrators can have a substantial impact on how well your child does in school. A 1991 University of Chicago study conducted by Epstein and Dauber has shown that the more involved you are in your child’s educational career, the more successful he will be, regardless of socio-economic status.
Wanting to be involved and communicative is one thing, how you go about communicating with your child’s teacher is another. Here are a few tips from some seasoned teachers about how they have opened a channel of communication and kept it open.
Volunteer where Appropriate
Many schools have opportunities for parents to volunteer either in the classroom or for special events. When volunteering, be mindful that other parents often want an opportunity to volunteer, so do not put your name down for every event or activity. You can let your child’s teacher, teacher assistant, or homeroom parent know that you are available to help when needed.
Follow School Rules and Policies
Each school and classroom has rules and policies that must be followed for the safety and security of the students in the school. All school rules and policies must be followed, regardless if you agree with said policies or rules. Few things are more difficult for a teacher than having to remind parents that they too need to follow school rules and policies.
Use Technology to Communicate
The information age has provided wonderful tools that allow you to communicate regularly with your child’s teacher or school administrators. Using e-mail not only allows your child's teacher to answer your questions at his or her convenience, but you will often get a more complete answer than if you call your child’s teacher during non-school hours or during drop-off or pick-up times. By allowing your child’s teacher to thoughtfully process your question, it is likely that he or she can provide you with specific examples of how your child is progressing or where he or she need to focus more attention.
Write down Questions in Advance
Whether going into a parent-teacher conference or you are just curious about how your child is progressing, write your questions and concerns down prior to your conversation with your child’s teacher and give those questions to the teacher at least a few days in advance. By making parent-teacher conferences look more like a business meeting with a pre-established agenda, you can be sure that your questions are answered, the meeting stays on track, and you stay within the timeframe established by the teacher or school.
Be Respectful
Your child means the world to you and you need to be his most ardent advocate; however, that does not imply that it is acceptable to speak to school teachers, staff, or administrators with a disrespectful tone. You want the best for your child, and the best way to make that happen is by making your child’s teacher part of your team, not making the teacher feel as though he or she is your adversary. What you say to your child’s teacher is often not as important as how you say things to her. Presenting your concerns or asking questions in an accusatory tone will only alienate the people who are in the best position to make your child successful.
By volunteering in your child's class, observing school policies and procedures, using technology, being prepared in advance and by being respectful, your child's teacher will know that you take your child's academic success seriously and that you view her as an integral member of your child's continuing success. Once you and your child's teacher have become partners, the likelihood for your child to successfully overcome an academic challenge increases, and successfully overcoming challenges will yield future achievement and success.
References
Epstein, Joyce L. and Dauber, Susan L. "School Programs and Teacher Practices of Parent Involvement in Inner-City Elementary and Middle Schools". The Elementary School Journal, Vol. 91, No. 3, Special Issue: Educational Partnerships: Home-School Community (Jan., 1991), pp. 289-305
Teachers as Team Members
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