Sending out a report card, behavior report or having a
parent/teacher conference is a wonderful way to communicate with
parents/guardians about their child’s progress and development. These scenarios
may often feel difficult if you have found any issues with a student – be it
within an academic space or behavioral. Keep in mind that all communications
regarding your students are for their well-being with the final goal of the
student improving or maintaining their status. Yes, it may be intimidating to
deliver what you may think of as “bad news” on a report card – but follow these
“do’s and don’ts” and you will find yourself facing these communications with
confidence.
·
DO Be
Specific – Ensure that when reporting on a student’s progress that you must
have concrete samples before presenting the information. If reporting academic
or behavioral difficulties, cite past incident reports and/or some of the
student’s class work in order to demonstrate your concerns. Use clear and
direct language to convey issues so everyone is on the same page. For example,
the statement, “He tends to distract other students” is far clearer than, “He
bothers others.”
·
DON’T
Rely on Memory or Use Judgmental Language – As mentioned above, you must
have clear evidence to back up any concerns – be it academic or behavioral. Be
certain that the schoolwork you show represents any issues clearly. On that
note, remember your language use. The words we use can emit emotions easily, so
stay focused on the issue at hand – for example, don’t say “He’s naughty” when
discussing behavior. Instead, use the example above, “He tends to distract
others.” They both convey the same information.
·
DO Offer One
or Two Areas That Need Improvement – Even if you have several concerns
about areas that a student may need to improve, focus on one or main areas that need the most
improvement. Many academic and behavior problems go hand in hand, so put some
real thought into which one or two areas to discuss with parents/guardians.
·
DON’T
Offer More Than One or Two Goals For Improvement – After choosing the one
or two areas of improvement, follow with one or two goals on how the student
can improve. Again, be very direct and thoughtful in how the student can
improve. In the example of the student that tends to distract others, a good
goal to work on would be, “Let’s work on understanding why he does this.” Don’t
overwhelm with several little goals – one or two main ideas are best.
·
DO
Paraphrase Classroom Activity – Those not in the education space may not be
familiar with how curriculums or Individualized Education Plans are written or
designed. Use easy-to-understand terms to convey classroom activities, such as,
“Our classroom has a dramatic play area where students can explore different
roles such as fire fighter or doctor.”
·
DON’T Use
Jargon – Remember, not all parents are on the same level when it comes to
their understanding of educational jargon. Use clear language when speaking
about a student, making sure the parent/guardian gets what you are stating. Not
everyone knows what IEP stands for – assume this sort of ideology when speaking
to everyone.
·
DO Save
Student Work and Take Proper Notes – As mentioned above, having clear
examples of student work is vital when conveying information to parents/guardians,
good or bad. Keeping an organized file of different types of homework, projects
and notes on each student will help in the ongoing evaluation process.
·
DON’T
Wing It – This could be the most important on this list. Put real thought
into what you write on report cards or say in conferences. Remember the overall
goal of student improvement and clear and open communication with everyone
involved. This will ensure success for the student and confidence in your reporting
skills.
All the best,
Steve
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