Howdy, friends.

Yesterday, I shared with you the way I typically communicate with parents when I see them face-to-face; however, we know that in reality we do not see many of our students' parents on a regular basis. Depending on who picks the child up from school or they ride the bus or daycare van, you may never see the parents. If this is the case, I have tips for this scenario too.

During my "life" as a teacher, I once had a mother of a student who was the "breadwinner" of her family. She worked a regular 8:00 p.m. to 5:00 p.m. job. Daycare picked up the child each afternoon. This doesn't promote communication as there an opportunity to talk. This is where I had to step out and take a little initiative. I would, at least monthly, call her cell phone and we would talk about her child's progress. (You can use the FREE Parent Contact Log to keep track of your communications with parents.) This mother was struggling as the wife of an abusive husband. There are so many times when teachers see these situations, but there's few opportunities to make an impact. I kept the lines of communication open with Mom and she willingly spoke to me each time on the phone. She was always so happy that I called her and was thinking about her child's growth and progress. Those 15 minutes I spent on the phone could have minimize my piles in the corner of my classroom, but I made a choice.

Parent Contact Log

The papers will be there years from now in my room (I am a busy girl!), but the children will not. I only have them for a short period of time. I want to light their little candles, so when they are grow big, they can light the world! That's today inspiration for new teachers and us "old dogs!"

P.S. The mother reported at the end of the year that she started taking the son to church and their whole world has changed.

Happy Inspiring!

Laura

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Laura Williams

Howdy, friends.

Yesterday, I shared with you the most impactful way that I communicate with parents through our weekly note. If you missed it, click here to get caught up. Today, I will be sharing with you the a few of the secrets to my face-to-face communication with parents.

Parents come from all walks of life, just like our students. Some are very knowledgeable, have advanced degrees, and are 8:00 a.m. to 5:00 p.m. kind of people. Others, are teenagers that are trying their hardest to fulfill their parents' dream, sometimes their own dream, of finishing school, as their parents take a large role in the raising of their child. Each year, I have a mix of these parents, each one has something that makes them marvelous! I try to find that in each of them. All of these parents truly want what is best for their child. Most know how to create that while others need support. Believe it or not, I believe that I help families, not just the students who walk through Room 109 each year.

There are good days and bad days in my classroom. Sound familiar? I hope so. It doesn't matter which day it is, I talk to each child's parents daily when they pick them up from school, after shaking their hand. In a later part of the series, I will talk about my written communications with parents too.

Most of the conversations are one of two types. Positive conversations are the norm for most students in my classroom, especially the sweet girls who do everything they possibly can to be helpful in the classroom. Optimistic conversations occur sporadically for other students and there is at least one of these per student each year. Read the following:

Positive Conversation

Me: "Hi, Mrs. So-and-So." Handshake exchanged.
Parent: "Hi, Mrs. Williams."
Me: "_____, had a great day today. She was helpful to her friend who was having a rough day and she learned a new science word today, repeal. Ask her about it tonight."
Parent: "Wow! Great news! Thanks, Mrs. Williams. See you tomorrow." Looking at the child, "Tell Mrs. Williams, thank you."

Optimistic Conversation
Me: "Hi, Mrs. So-and-So." Handshake exchanged.
Parent: "Hi, Mrs. Williams."
Me: "_____, had a great morning. He was well-behaved and polite with his tablemates. As the day progressed, he chose to talk while I was teaching. We talked about what he was doing and why it was inappropriate. We came up with a plan of how he can share with his friends appropriately next time he has something to say."
Parent: "I'm sorry to hear that. ____, what happened."
Me: "I would appreciate it if you could reinforce the appropriate behaviors at home and if it happens again provide a consequence."
Parent: "Yes, we will have a talk at home. Thank you for brining it to my attention. What do you tell Mrs. Williams?"

Each day, parents count on speaking with me about their child's day, whether it is positive or "optimistic." If they are on their cell phone, they politely ask for a minute from the person they are communicating with, to speak to me. If they are stopped by a friend's mom, they tell them they will return after they talk to me. Parents are creatures of habit once you form the routine with them.

These conversations create a special bond with each family. One mother told me, during one of our many conversations, "Let me know when you are having a baby! I would love to plan your baby shower!" (I only know this parent from being their child's teacher. We do not text or aren't friends on Facebook.) That is the power of communication! P.S. No babies on the way. I hope the offer will extend for another year or two!

Every now and then, I will have a parent who is distant and wants to stand by a corner and wait. I do not allow their child to run a small distance to them, parents must come to me for the dismissal of the child. They might get a little upset the first few times and if they are visibly upset, I will tell them something about how their child's safety is the upmost importance to me and this is one way that I am keeping them safe for them. (They usually digress when it is put into perspective.)

It  does not matter the grade level I am teaching, I still create parents as partners using this technique. I have done this in fifth grade too, though I would usually only see one or two parents daily. I hope this gives you a new perspective on face-to-face parent communication for your new year. This is another way that parents and I create a partnership of expectations each year.

Stay tuned for more on creating parents as partners.

Happy Contemplating!

Laura

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Laura Williams

Howdy, friends.

If you are just joining us for Part One of the "Creating Parents as Partners" series, please check out the series introduction from yesterday, August 10, 2014.

After my dad's recovery, he began chemotherapy to kill cancerous cells that spread from the massive tumor the doctor's removed last August in an emergency surgery. It took me about nine months to get to a chemotherapy appointment with my father. Nine months. Sound familiar? No, no baby here. Just a school year that was interfering with family time. My father wasn't too happy that I was joining him at the appointment. I ask many questions and inquire about my dad's current status, goals for the future, etc. But, wouldn't you?! It was this appointment that brought me even closer to the realization of what I had been doing for years in my classroom without even knowing it.

As the back door slammed, all of the patients let out a sigh of relief. The doctor arrived at the office. As soon as he arrives the four patients awaiting the "juice" (as my dad calls it), can start the long two hours process of watching all of the fluids slowing drip into their ports that were surgical implanted in their chests. The doctor's face lit up as he walked into Room 1. "Oh, Laura! How have you been? We miss you!" the doctor exclaimed.

My dad's face lit up too. He is a proud father and loves when he hears nice things about his eldest daughter. The doctor asked some questions about where I was teaching and told me how the parents miss me. Later, when he returned to check on my father, he made one important statement. He said something to this effect, "We always knew what was going on when my child was in your class. You sent home that weekly note to tell us what he was learning and how we can help at home. We don't have any idea what he has been learning since he left your class."

WOW! A very informed, well-respected oncologist liked something the, at the time, 24-year-old teacher was doing and impacted his whole view of the education I provided for his child and the other students in my classroom.

So...here is the lowdown on the weekly note he was referring to:

Every week, on top of the weekly homework packet, I place a note that has a small paragraph about something that happened the previous week or that is happening in the next two weeks for families of my students. Then, in the boxes, as you can see below in the photographs, I list each subject for the upcoming week. This is where I inform parents about what their children are learning that week. It gives them the heads up on homework and a direction to support their children at home.

The photograph on the left shows a September version with the Fundations box with the letters we are learning that week. By April, as seen in the photograph on the right, there are more sight words, etc.

I feature a "Coming Soon" box where parents can count on me informing them about important dates that they might need a babysitter (such as when school is on an early release schedule or there's a parent night.) I ALWAYS inform my parents of events as soon as I know the final date. The school sends out great notices but always the week that the event occurs, so parents have a small window of time to make plans to attend. At most events in the past year, my class had the highest parent involvement and I believe this is why!

Things change often so a monthly calendar is usually not as easy to maintain for me. There are too many changes that I would have to send so many updates that parents would get the calendars mixed up. I stick to this weekly notice that I staple on top of their child's homework packet. Parents become routinized and except the notice and homework. If their child doesn't have it, they immediately contact me because they know that this is how this system works in my classroom.

If this prestigious doctor was impressed with this way I communicated with parents, don't you think most parents would appreciate knowing what is happening at school? Tomorrow...more on ways I build parents as partners in my classroom.

Happy Thinking!
Laura

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Laura Williams

Howdy, friends. 

On the first day of school, August 26, 2013, I was wrapping up a busy day as a first-time kindergarten teacher, when my phone buzzed. As soon as I was able, I went to its location and read the devastating news. My sister notified me that our mother took Dad took to the emergency room, two hours away in our hometown. I frantically got the kids packed up with all their belongings anxiously awaiting the dismissal bell.

Putting on a happy face, I released the students to their parents letting each of them know their child had a super day (which they did!) After fifteen minutes, I still had three students left with no lingering vehicles in sight. I waited...and waited, which seemed a lot longer in my situation.

I eventually decided to walk them to the front office where I notified the principal of my family's situation. My principal, of course, told me to leave, but I waited until each of the students' parents picked them up. How could I leave these babies alone with a stranger on the first day of school? They'd never want to come back to school again. Two hours after the dismissal bell, yep, two hours, I got in my car and drove to my house. I met my husband and jumped in his truck. He made me some hotdogs to eat on road and drove me to my hometown. We met Mom at the hospital one minute after they took my dad in for emergency surgery.
 

This long story brings us to one point: my father's life was saved that night by a parent, a very well-skilled surgeon, whose son I taught back home in New Mexico two years before this long day.

After the situation was resolved, the surgeon and I chatted in the hospital room where my dad was recovering. He remembered me as his son's teacher in such a personal way. I was touched that I was able to reach his child in a way that created a lasting memory with his father (a very busy man, who often works late nights at the hospital doing what he did for my family). I am eternally grateful for his vocation and his family's commitment to it. His wife came through the hospital's sliding glass door the night of the surgery, upon the request of their three small boys wondering where their daddy was so late at night. We made eye contact as she saw me sitting in the waiting room. I told her, crying, your husband is saving my dad's life. She, also being a doctor, scrubbed in and assisted. Talk about an amazing family!

In our business of teaching, it's not about location. I have taught in beautiful schools with students who can afford a generous amount of school supplies. I have taught in schools where I struggle to get supplies and the buildings have cracks in the walls. There is one constant, the basis of relationships.

Our business is about relationships. Relationships, relationships, relationships. There was mutual trust and respect shared that day of my dad's surgery, and everyday before that one. I took great care and concern, for not just the students who enter my door each day but their families as well.

Over the next couple of days, as I begin to prepare my classroom for a new group of students, I want to share with you a few ways that I support the families of my students. These are some things that have been shared back to me by, none other than the parents themselves, so you can trust that they have impacted them. The surgeon was not the only parent who resurfaced during my dad's journey for restored health this year.

Stay tuned tomorrow for more on powerful ways to partner with parents.

Happy Sleeping!

Laura, a relieved daughter who loves her daddy

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Laura Williams