KEYS TO SUCCESSFUL TEACHER COMMUNICATION

By Janna Barrick, M.S., OTR/L       

They say that communication is a two-way street; therefore, your child’s teacher probably has as many trepidations regarding parent-teacher meetings as you do. Both of you have the common goals of insuring that your child learns and is successful, which is key to remember when collaborating through differences of opinion.

Plan ahead!
The average parent-teacher conference is approximately 20 minutes in length, which is a small amount of time to communicate a lot of important information! If your child is having difficulties in school, needs special considerations, or if you think that you will need extra time, contact the teacher ahead of time and schedule an appointment that is not during conference week.
           
Prior to the day of the meeting, update yourself about your child’s work and progress, and write down any questions in order of priority. Look over your child’s homework, grades, and assignments, especially if completed during childcare or with a tutor. Ask your child if he or she has anything to say to the teacher or questions. If other involved family members or a spouse is unable to attend, include any of their ideas or concerns in your notes.
           
Should you need to coordinate childcare, inquire if the school offers supervision for children during this time, and if possible make arrangements to give the meeting your full attention. In circumstances such as a separation or divorce, consider whether both parents should attend the appointment together or separately to maintain the focus on the child’s schoolwork. Speak with the school or your child’s teacher ahead of time if arrangements for an interpreter are needed for clear communication.

The day of the meeting
Give yourself plenty of time to arrive early for your appointment, and make sure you pack the notes, questions, or work samples you worked hard to organize! While waiting, review your notes, and bring a book or magazine with you to read.  Before you begin, silence or turn off any electronics. My parent-teacher conference anecdote is of the parent’s cell phone ringing during the meeting, and she asked me if I was going to answer my phone (and didn’t apologize)!

Pull out your list of prioritized questions and get ready to start! Make sure you let the teacher know (and update any emergency cards) if anything new or unusual is going on at home — new family situation (moving, baby, divorce, illness), along with any allergies or medication information that may impact school performance and safety.

Smoothing the bumpy patches
If you are bringing up a difficult topic, or if the teacher would like to discuss a problem, as hard as it is, try to use a cooperative dialog to maintain a good working relationship. Ask questions to obtain more background information, and make an effort to prevent you or the teacher going on the defensive or placing blame. Discuss options that can help your child that need little upkeep and can easily be incorporated into the established routine (and therefore more likely to be remembered). For example, if Susie frequently forgets her homework, supply her with a motivating/brightly colored homework folder or planner. It is Susie’s responsibility to file and record assignments, the staff can check and initial that she has done so, her parents can initial that she completed her assignments, and the school staff initial when homework is submitted. If you are unable to reach an acceptable solution within the allotted appointment, some brainstorming time may be helpful, dialog can be continued via email, phone, or another meeting so as not to cut into others’ time.

Continuing a positive relationship
If you need to monitor a plan for remediating your child’s difficulty, or if you feel as though you need more frequent updates regarding your child’s progress, collaborate as to what communication options (and frequency) would work best for you and your child’s teacher. If you would like to be more involved in your child’s academic success after school, ask what you can work on at home for carryover. To contribute to your child’s classroom, ask the teacher about opportunities for volunteering, and for the child who does not want a parent in the classroom, projects from home or helping in another classroom or area of the school (i.e., library) are much appreciated options. By participating in school activities and spending time talking with the teacher, you will be more comfortable communicating. Naturally, the easiest way to forge or continue a positive relationship is to note the good points and say thank you (i.e., “I appreciate the note you sent about Bill’s homework last week”).

Related services and outside providers
While interaction for you and your child’s team in school may be difficult, coordinating communication with community related service providers can seem insurmountable, but is important for your child’s success. By following some of the tips below, you can initiate this process at or before meetings with the teacher and staff.

In order for the school staff and community related services providers to communicate with each other, you will need to sign a release of information form in both environments, and provide each party with the necessary contact information. If you have copies of reports from either school or therapy, you will likely want to provide them prior to the parties contacting each other for clarification of any questions.

As working hours may not permit the two parties contacting each other directly, they may need to consider other options. If your child’s therapist supplies the school staff with written/emailed suggestions, you may want to request a copy to provide to future teachers and for carryover at home. With everyone being on the same page, they can work together more effectively to meet your child’s needs.

Seeking expert advice
An occupational therapist may provide your child with opportunities to succeed in many areas of daily life. If you find that you have many concerns about your child’s handwriting grasp, legibility, or fine motor coordination, please request a referral from your doctor for occupational therapy services. These services are generally available in outpatient rehabilitation clinics in your community.

© 2009 Janna Barrick, M.S.,OTR/L

Janna Barrick is an occupational therapist specializing in Pediatrics for Tx:Team partnered with Frederick Memorial Hospital's outpatient clinics located in Frederick, Maryland. JBarrick@fmh.org.

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