Module 3: Establishing Two-Way Communication and the Power of Positive Contacts
Two-way communication provides opportunities to build partnerships with families and support student success. It allows each person to share their thoughts and ideas. This sharing can help each person to gain a more comprehensive understanding of a situation and actively participate in decision making. Let’s see how two-way communication differs from one-way communication.
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Type of Communication |
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Examples |
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One-Way Communication |
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Two-Way Communication |
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Effective two-way communication might include:
- Respecting the parent’s point of view and expertise
- Listening actively
- Using open-ended questions (e.g., Describe for me . . .)
- Stay focused on the child’s educational program and progress
- Providing encouragement and showing the parent how their child is improving
Several elements of effective communication are encompassed within these ten guidelines for communicating with parents/families (CITE):
- Don’t assume that you know more about the child, the child’s needs, and how those needs should be met, than the parents do.
- Don’t use a lot of jargon (e.g., acronyms) while speaking; speak in clear, everyday language.
- Don’t let assumptions and generalizations about parents and families guide your efforts.
- Be sensitive and responsive to the cultural and linguistic backgrounds of parents and families.
- Don’t be defensive or intimidating towards parents or families.
- Refer families to other professionals or agencies that are qualified to provide for them when needed.
- Help parents strive for realistic optimism. Help them analyze, plan, and prepare for their child’s future.
- Start with the positives or a strength of the student.
- Respect a parent’s right to say no.
- Don’t be afraid to say, “I don’t know.” Sometimes you will be asked questions outside the limits of your expertise, and it is okay to ask for help.
We have captured these key elements of two-way communication on this handout for school professionals and this handout for families/parents.
You can start to establish this type of two-way communication at the beginning of the school year by reaching out to families to get to know them and their communication preferences. Communication preferences to explore include:
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Considerations for Communication Preferences |
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Language
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Method
*If you do not want to use your own cell phone number for making contacts, you can consider creating a phone number through Google Voice) **If you are using an app in the classroom and the family is able to download it, take time to show families how to use the app.
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Presentation
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Timing
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This video shows an example of an initial getting to know each other contact between a teacher and a parent. As you watch this video:
- Make a list of the family’s funds of knowledge (see Module 2 for more information about funds of knowledge)
- How can you respectfully treat families that are from different culture?
- What is one way that you would integrate the family’s knowledge and strengths into your work with the family?
- Why is it important to clearly invite the family to reach out to you and provide various methods for them to do so?
- What might your next contact with the family look like?
Video: Getting to Know Families at the Beginning of the Year
A goal is to keep communication going throughout the school year. When making contacts, it is important to consider the content of the message. If families are only contacted when things are not going well, they may start to associate the school team with problems and stress, instead of with support and shared decision-making. To maintain an effective partnership, it is important to ensure that there are more positive interactions than negative ones. To make the most of positive contacts, connect the content to what is important to the family and the student’s goals, be specific about what the student did, ask an open-ended question related to the topic, and remind the family about how they can reach you.
Here are some examples of ways to celebrate successes with families:
- A teacher sends a picture of a student holding up their most recent science project with a note about what they discovered and invites the family to share something they noticed their child enjoyed doing recently.
- A school team invites a family to come to the school when their child is presented with an award for meeting a goal. Alternatively, the school team could do a video call with the family at a time that works for them to present the award virtually.
- A teacher contacts a family to share an idea of a celebration of success during the student’s upcoming IEP meeting. Together they brainstorm a fun way to present the student with an award for meeting their goal.
- A school psychologist calls a family to share that the student has made a great friend and that they enjoy playing games at recess together and invites the family to share their observations of how the student is doing getting along with siblings (a goal previously discussed).
In this video, a teacher contacts a family to share that their student met his reading goal. The teacher then provides the mother with an opportunity to share her observations and future goals. As you watch, think about how the mother might be feeling when she hears the positive news. How do you think the positive contact will impact the family-school partnership?
Video: Celebrating Student Success
As you interact with students and their families, think about ways that you can connect with families on a regular basis. You can use this Ongoing Communication Reflection Tool from the Flamboyan Foundation to stay on track with connecting with families. The tool can help you monitor communications with families, reflect on the quality of the relationships you are building with families, and plan for ways to enhance communications with families.
Advisory Board Feature
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Positive Connections
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“My son has never won a medal or anything in school. Last year, he was so excited that he was going to graduate to middle school…so we went to see, and they were celebrating all kinds like …like the best in math. We’re clapping for other kids. Trust me, when I heard them (say his name) I shouted in the entire room, and I went running to hug my son. And it was given one for the most improved child. That was the best experience that I had with their teacher… I always thank this teacher because he made my day. Even today he cannot forget that day. He still has this trophy. He also decided to keep the clothes that he had worn that day. So that little achievement means everything to have. I wish all the teachers can know that.” Faith “This school psychologist that is in charge of certain families…has this different approach. More relaxed, more friendly, conversational. She eases parents into the conversation by explaining why they are for as she keeps a lot of communication with the parents to the point that they really see her as a key partner in their child’s success.” Witnessed by Interpreter “I’ve had teachers that have actually cry because they were so excited over things that both my children have done like with one of my kids- If he said a full sentence…they were just beyond excited about to share that with me…It’s just how much communication I get and how they laughed at the things that my kids do and stuff that they think is fun and funny.” DeAnna
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- "Back to School 2012 - U.S. Army Garrison Humphreys, South Korea - 27 August 2012" by USAG-Humphreys is licensed under CC BY 2.0. ↵
