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Teacher's Guide to Communicating with Parents, A: Practical Strategies for Developing Successful Relationships, 1st edition

Published by Pearson (February 3, 2011) © 2012

  • Tina Taylor Dyches Brigham Young University
  • Nari J. Carter Brigham Young University
  • Mary Anne Prater

  • Each chapter includes the most current information founded on research-based literature, and is further illustrated with examples, graphics and teacher reproducible materials, making this handbook a complete merger of a research-based text and a guide to practical strategies.
  • Every chapter of this guidebook presents in-depth current information and strategies for communicating with families of students in elementary and secondary schools.
  • Teachers and teacher candidates will have an in-depth reference for communicating effectively with parents of their students.
  • Strategies and content are presented for a broad-based school population, with extensive information on general education students, students with disabilities, culturally/linguistically diverse students, students from low socioeconomic status, and students with unique gifts and talents. A suitable guide for a wide-range of professionals including general education teachers, special educators, related services personnel, and administrators for both pre-service and in-service training.


Chapter 1 — Developing Caring Relationships in Schools

 

Developing Caring Relationships with Your Students

            Showing Interest in Each Student            
                Developing Caring Relationships with Special Populations

Developing Caring Relationships with Your Students’ Families

            Understanding Your Students’ Family Backgrounds

                Understanding the Strengths of Your Students’ Families

                Understanding the Concerns of Your Students’ Families Summary

 

Chapter 2 — Skills for Communicating with Families

Communication Skills

            Skills for Face-to-Face Communications

            Skills for Written Communications

Considerations for Communicating with Diverse Types of Families

            Considerations for Culturally/Linguistically Diverse Families

            Considerations for Socioeconomically Diverse Families

            Considerations for Families Raising Children with Different Abilities

Summary

 

 

Chapter 3 — Communicating with Families Throughout the School Year

Phone Communications

            Purposes of Phone Communications

            Advantages and Limitations

            General Guidelines

            What to Say in Phone Calls

            How to Communicate During Phone Calls

Written Communications

            Purposes of Written Communications

            Advantages and Limitations

            General Guidelines

            What to Include in Written Communications

            How to Create Written Communications

Electronic Communications

            Purposes of Electronic Communications

            Advantages and Limitations

            General Guidelines

            What to Include in Electronic Communications

            How to Create Electronic Communications

Types of Written Communications

            Disclosure Documents

            Curriculum Plans

            Newsletters

            Homework

            School-Home Notes

            Progress Reports and Report Cards

            Legal Documents

Summary

 

 

Chapter 4 — Communicating with Families in Meetings

Formal Meetings                                                                     

            Classroom Events (Back-to School Nights and Open Houses)

            Teacher-Led Parent—Teacher Conferences

            Student-Led Conferences

            Individualized Education Program Meetings

            Parent—Teacher Organization Meetings

Informal Meetings

            School Visits (Hallway and Classroom Chats)

            Home Visits

            Parent Volunteers in Classrooms

Summary

 

Chapter 5 — Addressing Difficult Topics with Families

 

Academic Issues

            What Are Academic Difficulties?

            Support at School

            Communicating with Parents 

Social/Behavioral Issues

            What Are Social/Behavioral Problems?

            Support at School

            Communicating with Parents

Child Abuse/Neglect

            What Is Child Abuse and Neglect?

            Reporting Abuse and Neglect

            Support at School

            Communicating with Parents

Bullying 

            What Is Bullying? 

            Support at School

            Communicating with Parents

School Crises/Emergencies

            What Are School Crises/Emergencies?

            Crisis Response and Communication Plans

            Communicating with Parents

Summary

 

Appendix — Templates and Reproducibles

Index

Tina Taylor Dyches earned her Ed.D. in specialized educational development and educational administration from Illinois State University. She is currently an Associate Professor and Graduate Coordinator in special education at Brigham Young University. She co-authored Guide to Writing Quality Individualized Educational Programs (Pearson, 2007) and Using Children’s Literature to Teach about Disabilities (Libraries Unlimited, 2008).

Nari Carter is currently enrolled in an Educational Research Ph.D. program at Brigham Young University.  Her areas of specialization are teacher development and training. Nari co-authoredWhat Every Teacher Should Know About: Adaptations and Accommodations for Students with Mild to Moderate Disabilities (Pearson, 2009). She is a contributing author of the forthcoming text, Working with Families of Children with Special Needs: Family and Professional Partnerships and Roles (Pearson, 2011). 

Mary Anne Prater earned her Ph.D. in special education at Utah State University. She is currently a Professor and Department Chair at Brigham Young University. She has also taught at Southern Illinois University in Carbondale and the University of Hawaii at Manoa. She authored Teaching Strategies for Students with Mild to Moderate Disabilities (Pearson, 2007) and co-authored Using Children’s Literature to Teach about Disabilities (Libraries Unlimited, 2008) and Working with Families of Children with Special Needs: Family and Professional Partnerships and Roles (Pearson, 2011).

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