Ms. Perry, a first-year teacher to second graders, is anxious about calling the home of one of her students, Ismael. Ismael is consistently falling asleep in class, and Ms. Perry suspects it may have something to do with Ismael\u2019s at-home routines. She doesn\u2019t want to come across as blameful, but she\u2019s concerned about Ismael\u2019s school success if the pattern continues.<\/p>\n
Mr. Espinoza, a school dean, needs to push deeper for solutions surrounding Elise, a seventh-grader at the school. Unfortunately, Elise was involved in incidents of school bullying. The guidance counselor had previously reached out to Elise\u2019s aunt- her primary caretaker- but the conversation hadn\u2019t gone smoothly. Meanwhile, reports of Elise\u2019s bullying behaviors persisted. Mr. Espinoza recognizes that he\u2019ll need to take a different approach in the follow-up conversation, and he\u2019s hopeful that Elise\u2019s aunt will be more receptive.<\/p>\n
Scenarios like Ms. Perry\u2019s and Mr. Espinoza\u2019s aren\u2019t unique. School staff make critical decisions about engaging with families around difficult conversations and situations every day. Whether the subject is academic performance, mental wellness, or behavior, bringing tough talks to the table can be uncomfortable for everyone involved.<\/p>\n
But it doesn\u2019t have to be. In fact, with the proper groundwork, moving from uncomfortable and even confrontational to collaborative isn\u2019t only possible- it\u2019s probable.<\/p>\n
If you\u2019ve ever waited to open communication until you need to share difficult news with families, then you know this isn\u2019t a great strategy. Waiting until a problem arises to initiate contact positions guardians on the defense and sets the stage for tense interactions. Similarly, if a guardian\u2019s first school visit is to discuss something upsetting to them or their child, they\u2019re likely to enter on the offense- a challenge for collaborative problem-solving. Both circumstances erode trust and undermine a school\u2019s efforts to build a welcoming and inclusive culture.<\/p>\n
Moving toward measurable results in family engagement is a process that starts before the first day of school. How easy or difficult is it for prospective families to learn about the school? How are families greeted on the phone or in the enrollment process? Is the building a welcoming place to enter? How invested is your school in its efforts to communicate with families?<\/p>\n
As you map out your year-long approach to family engagement, look beyond guardian-teacher conferences. Building a relationship with the school community creates a basis for communication before you need to connect. For example, consider hosting an International Night to showcase your school\u2019s multilingual and multicultural strengths and use this time to connect with families directly. Combined events- like an art showcase in the lobby of the middle school musical can also draw different groups together and expand opportunities for meaningful interaction.<\/p>\n
This same approach can be taken on classroom and individual staff levels. Teachers, related service providers, and other school staff should be approachable and welcoming of communication from families. If there is a family they haven\u2019t met with by the end of the first month of school, they can reach out for a quick but meaningful introduction. And having a clear system of communication in place can ensure that families know their opinions are welcome. <\/p>\n
Now more than ever, effective tech-based communication is essential to a school\u2019s relationship-building efforts. In addition, it helps overcome or address the barriers many families face, including access, language, and adult literacy challenges. Apps specifically designed to facilitate communication with families, like SchoolCNXT by CNXTDigital, can take outreach to the next level.<\/p>\n
A right-fit adaptive technology solution serves several important purposes. First, it opens doors to meet families where they are- at the time, place, and level of interaction that\u2019s best for them. Consistent interactions through an app like SchoolCNXT also create a sense of predictability and ownership over learning outcomes- both essential to greater relationship and trust-building efforts.<\/p>\n
If your goal is to make conversations more equitable and functional, adaptive tech helps here, too. Well-designed platforms invite multilingual and new-to-English families into conversations in dynamic, integrative ways. High-quality translation capacity, talk-to-text features, and visual support are important to look for in a product that can meet the unique needs of your diverse student and family population.<\/p>\n
Take the time to map out difficult conversations in advance. Then, think carefully about how the space, the greeting, and your body language can effectively escalate or deescalate the exchange. <\/p>\n
In advance of the meeting, think about questions the family or guardian might have. Draft brief, constructive responses and organize any supplemental resources. Also, consider the family\u2019s cultural or linguistic background. What things may be seen differently from their cultural reference point or might be \u201clost in translation\u201d?<\/p>\n
It\u2019s also important to honor families\u2019 complex lives outside of the school day. By making an effort to work with a family\u2019s scheduling needs, you\u2019re saying: \u201cI value you as a partner in your child\u2019s school success and appreciate your willingness to engage.\u201d And, if a family isn\u2019t able to meet in person during operating school hours? Then thank goodness your adaptive tech tools are already in place!<\/p>\n
As an educator, you\u2019ve likely hesitated to reach out to a student\u2019s guardian to have a difficult conversation \u2014 and you sure wouldn\u2019t be alone! Communication with families can sometimes feel uncomfortable. However, having the right approach and tools in your toolbox can influence positive outcomes when it comes to having difficult conversations with families. Start early, ensure a welcoming space, and lean on adaptive technology like Snap! Connect and see how tough talks can become collaborative, solution-seeking chats.<\/p>\n","protected":false},"excerpt":{"rendered":"Ms. Perry, a first-year teacher to second graders, is anxious about calling the home of one of her students, Ismael. Ismael is consistently falling asleep in class, and Ms. Perry suspects it may have something to do with Ismael\u2019s at-home routines. ","protected":false},"author":118,"featured_media":82201,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false},"categories":[13],"tags":[37,50],"acf":[],"yoast_head":"\n