15. Bring in the Parents!!!!

15. Open House: Bring in the Parents!!

This We Believe (AMLE, 2010)

·        *Leaders are committed to and knowledgeable about this age group, educational research, and best practices. Committed Leaders

·       * The school environment is inviting, safe, inclusive, and support of all. School Environment

During my early years of teaching I would send home a weekly, handwritten, quarter-sheet of paper with information regarding each child’s tests, homework, and behavior. As technology improved, I was able to print an update for my students every week. Current technology allows parents and students access to every class.  While this system does not relieve us of the need to contact parents, it does enhance communication.

As teachers, we must keep up with communication tools so parents can see how their child is performing. If we wait several weeks to post grades, no one is benefiting from the tool. However, we must also be aware that not all parents have internet access at home. At the three-week mark, I print out every child’s grades and send them home. At midterm, our team prints out a midterm report card of their overall performance; the report must be signed. At the end of the grading period, our school invites parents to come to school the day before report cards are sent home as an additional layer of communication. Parents can pick up report cards and talk to each of their child’s teachers.

This week we had Open House from 3:30 – 6:30 on Thursday. About one-fourth of our parents attended. Parents first wanted to know how their child was doing; they also wanted to know how their child was behaving; finally, parents wanted to know how to help. Parents were able to bring younger siblings, and in most cases, the student came, too. The meetings were positive and upbeat, and students who had challenges participated in a united front of support and encouragement.

I was able to share student performance data in the classroom, as well as data from a district-wide Benchmark Test given in August. This information gave parents comparative data, and the time together gave each of us insight into the needs of each child as we shed light on their strengths and challenges.

The take-away from this night reinforced my view that parents need more information. The more we can share with parents, the more likely children will be successful. Parents want to know how often you give homework, and when assignments are due. Parents want us to know how they are handling behavior and responsibility at home. (We heard quite a few parents who have removed phone and technology from their child’s world.) Parents and teachers need to be on the same page. This activity was a great way to reinforce the experience.

Advice

1)   Make your grading system simple. If possible, collaborate with your colleagues. Each member of the team should be aware of how the other grades. If possible, spread out your quizzes and assignments so children are not overwhelmed with due dates. The more consistency that exists on a team, the easier it will be for parents to support your efforts.

2)   Keep a record of parents you contact. When you contact a parent, take the time to follow up the next week to report how the student is doing. I have heard of teachers who make it a point to contact every parent within the first six weeks of school.

3)   I highly recommend contacting parents of students who are doing well. Parents do not receive enough encouragement and appreciation. It is a small gesture to call and let a parent know that ______ is doing well in class and that you appreciate their work as parents as well as the work of their child.                              

4)   Parents cannot help their children if they do not know what is happening in school! If we wait until the last minute to post grades or let parents know about problems, they may not be able to help. As you begin thinking about the structures of your grading system, consider how often you will communicate with parents.