Page 33 - Mini-Module 4

A strategic approach to teacher-parent meetings

School leaders rarely review the process of teacher-parent meeting
and what happens at these meetings is often taken for granted, and
rarely monitored in any way. Perhaps a strategic initiative would be to
provide ‘training’ or professional development for teachers in how to
facilitate effective meetings with parents.

How people hear information affects how they respond. When talking
with parents about emotionally-charged information, teachers need to
think about what they are likely to say before they say it. What words
will be used and how might the parent perceive what is said? Perhaps
teachers can ask a trusted colleague (a supervisor or co-teacher) to
listen to what they plan to say.
They must not only listen to the words, but also hear the message the
words convey. Does the statement of concern sound like a complaint?
Will parents perceive comments as criticism of them or their child?
Does it seem like we are blaming the parents?

Ambivalence about what teachers – or school leaders - need to say can
cause more problems than any other single factor. The parent is more
likely to hear what we say when we are clear about what we need to
say and how we want to say it. Otherwise, we give conflicting
messages and only make matters more confusing. When there is clear,
open, empathic communication, everyone benefits.

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