8 ways to improve how schools relate to the community

How-school-talk-to-community-fi

8 things teachers can do to improve their bedside approach

By Teach Thought Staff

Ed Note: Although the term ‘parents’ has been used, the main basis of the article is how schools interact with the community at large. Whether the communication is for the purpose of raising a child for a grandparent, a local organization that works with the school, or for the parents themselves, the key is communication.

Like doctors, teachers also have a ‘one way about them’-one-way approach.

If you’ve ever been to a doctor with bad bedside etiquette, you know how important those behaviors can be. It’s very common for doctors who seem to be floating in the room above you, to spend time with you in a language you rarely understand (or speak very little), and leave you with a prescription on the way out.

This is not a great doctor, but a doctor who is serving the medical field or profession itself. A doctor who has always wanted to be a doctor and thinks of himself as a doctor – a doctor has a certificate on the wall stating that he is actually a doctor.

A doctor is, at best, half of a relationship that requires the care of a patient, as well as medicine, research, insurance, and so on. Instead of praising their legends, a doctor is no more important than a sick patient.

You can’t be a great doctor if you don’t serve patients এবং and you can’t be a great teacher if you don’t serve students and the community.

An example of the Babel District that gives the community

It is no secret that, instead of the tools available to connect them, the distance between school and family is increasing.

Whether it’s the ‘new math’, the perceived lack of homework, the confusion about quality and required assessment practice, or any other reason, schools have long forged new bonds with corporations, technology brands, universities, exam ‘brands’. Turned towards each other even when the bonds between the classroom and the community allowed atrophy.

Incidentally, see the letter below written by Jefferson County Public School in Kentucky (several years ago). Although well-intentioned, there is nothing here that will resonate with family and community, especially those with whom they need to connect very badly.

Letter-district-to-community-2

Just look at the word choice.

Commissioning… External… Purpose… Auditor… Central Office… Organizational Structure… Audit… Plan… System… Monitor… Target… Preparation যোগ্য Measurable… Work… Aligned… Expected.55,000 degrees The goal.… Position… Progress পনা Management… Guidance Governance Inconsistency… Promote!

Merciful.

And, the last paragraph on the way out the door all bunched together? Community, educationAnd Families

The tone is both sterile and somewhat anxious. Even the alphabet is hard to read, and the overall aesthetic শব্দ from the form and tone to the word choice and evidence cited নিশ্চিত is definitely corporate.

We’ve been audited but don’t worry- we’re going to be transparent and work hard to achieve our goals.

It may not be our best thought. Can you imagine a doctor talking to you about your pregnancy or high blood pressure or your child’s illness?

So how can we improve? Much of this is common sense হাস smiling, making eye contact, listening without waiting for the turn to speak, extending meaningful invitations, using positive predictions when you talk about their child, and much more.

Below are eight key features of functional and growth-oriented school-to-home communication that we can consider. If you just can Most Among them Most Over time, your bedside approach as a teacher can become one of your most important learning tools.

8 things teachers can do to improve their bedside approach: Improving how schools relate to the community

1. Speak like a human being.

School people should be contacted as they are people, not co-directors of walking knowledge ships that will ultimately reflect school failures and successes in future pie charts.

Education serves people, not otherwise. Our teaching and learning systems exist, among other things, to create literate citizens who can live well. Thus, the conditions of communication between school and community should be based on human empathy, language and tone.

Just as a talented doctor can fight their bed bugs, so do our teachers, administrators, and superintendents.

If it is ‘parent-centered’, then worst of all any message should be information that parents should communicate in a way that they understand.

If it doesn’t feel like a caring person talking to another caring person on an equal and non-patronizing terms, don’t send it.

2. Contact, no.

Whenever possible, schools should communicate with parents in a way that promotes dialogue. It affects.

1. What is being discussed (topics that may benefit from the dialogue, not decisions already made)

2. How it is being discussed (debate, conversation, collaborative, board vs. crowded house with a microphone, pepper spray and bad punch etc.)

3. Where it is being discussed (in person, by phone, parent-teacher conference, etc.)

4. Why it is being discussed (problem-solving, thinking, clarifying, repeating, revisiting, etc.)

If it doesn’t feel like a caring person talking to another caring person on an equal and non-patronage terms In a way that benefits or allows for a useful responseDon’t send.

3. Have a point and make it effective.

Not all communication fits this feature, but for the most part, parent communication should have a purpose that leads to something. Out It is being communicated in the head.

In other words, that message should change somewhat, and since communities are why schools exist, it means that families (although they are non-responsive and never show up and never write and understand, etc.) often have a ‘communication’ response Should work as. Going back to business language, if each message has a specific call-to-action, it follows that each message will lead to some change.

Have a budget problem contacting local businesses? Ask them to provide a tip or resource via Google Forms.

Is there a new program to introduce? Ask parents to attend a meeting অথবা or a general webinar কী what the program is and what you expect it to accomplish For them.

Want to get ahead of any confusion with state audits and results? Create a visual with data and your feedback, then start a conversation around the plan that can lead to community-wide support in working with students through grants, committee formation, voting, project-based learning, and more.

If it is not like a caring person talking to other caring people on an equal and non-patronage terms that is beneficial or allows for a useful response Or action on behalf of the readerDon’t send.

4. Be consistent.

In both frequency and message, help parents understand what is expected of you and when and how to expect it – and how they can help.

Consistency is the difference between forming a message or forming a relationship.

5. Try to tie the purpose of the message to the purpose of the school.

Don’t send out a newsletter about widening school parking lots or asking for door prizes for school dances if they haven’t heard the first word about their children’s learning and well-being throughout the year.

6. Make it about their child.

If you have a child of your own who goes to a school, every time you read a message from that school your first thought is probably, ‘How does this affect my child?’

When communicating with parents, not every message will directly affect their child, but try to map out how it can affect them – even the larger students.

In a perfect world, each message will be different for each reader, referring to the student, their history, how this communication affects them and what they should do based on their specific situation. Of course, this is not possible, but the more personalized the message, the more precise and effective that message is.

7. Make sure they can read it.

Every wonder how a pharmacy can read a doctor’s writing?

This is closely related to the ‘personal’ feature above. This means the form and platform (e.g., a letter vs. a tweet vs. a blog post vs. a phone call, etc.), the reader’s local language, reading level or any other aspect, the accessibility of a message is clearly critical.

And as much as possible, it should be timely. The right information at the right time through the right platform. It is difficult to be accessible, actionable or personalized if not timely.

8. Embrace conflict

For a good education an educator has to have many things together and sometimes they can contradict each other: sympathetic and clinical, authentic and professional, consistent and kind. These are just some of the many ‘soft skills’ of teaching, and can be the most effective in creating a readily available ‘bedside method’ for teachers.

Sometimes these features may seem odd. The point is, it is possible to be clinical and empathetic, authentic and ‘professional’, empathetic and sympathetic and kind. In fact, most successful professionals are often able to pull it off.