How teachers can handle difficult requests from well-intentioned parents
Helping Families Ask Questions Could Be Your Most Powerful Engagement Tool
How Can Schools Tap Into Parent Power For the Good of Students?
What Can Be Done To Improve Parent-Teacher Communication?
Why Students Should Take the Lead in Parent-Teacher Conferences
Three Tips to Focus Parent-Teacher Conferences On Creating a Partnership
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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"zstavely":{"type":"authors","id":"3225","meta":{"index":"authors_1591205172","id":"3225","found":true},"name":"Zaidee Stavely","firstName":"Zaidee","lastName":"Stavely","slug":"zstavely","email":"zstavely@gmail.com","display_author_email":false,"staff_mastheads":[],"title":"KQED Contributor","bio":"Zaidee Stavely is an award-winning reporter who writes about race, equity, immigration, and education.","avatar":"https://secure.gravatar.com/avatar/5154b3ee56a721c916ca429372ae629c?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["subscriber"]},{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Zaidee Stavely | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/5154b3ee56a721c916ca429372ae629c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/5154b3ee56a721c916ca429372ae629c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/zstavely"},"mindshift":{"type":"authors","id":"4354","meta":{"index":"authors_1591205172","id":"4354","found":true},"name":"MindShift","firstName":"MindShift","lastName":null,"slug":"mindshift","email":"tina@barseghian.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"MindShift | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mindshift"},"lindaflan":{"type":"authors","id":"4613","meta":{"index":"authors_1591205172","id":"4613","found":true},"name":"Linda Flanagan","firstName":"Linda","lastName":"Flanagan","slug":"lindaflan","email":"lindaflan@comcast.net","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Linda Flanagan is a freelance writer, researcher, and editor. Her work has appeared in The Atlantic, The Wall St. Journal, Newsweek, Running Times, and Mind/Shift, and she blogs regularly for the Huffington Post. Linda writes about education, culture, athletics, youth sports, mental health, politics, college admissions, and other curiosities. She also reviews books and conducts interviews.","avatar":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g","twitter":"LindaFlanagan2","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Linda Flanagan | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/lindaflan"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_61909":{"type":"posts","id":"mindshift_61909","meta":{"index":"posts_1591205157","site":"mindshift","id":"61909","score":null,"sort":[1688000440000]},"guestAuthors":[],"slug":"how-teachers-can-handle-difficult-requests-from-well-intentioned-parents","title":"How teachers can handle difficult requests from well-intentioned parents","publishDate":1688000440,"format":"standard","headTitle":"How teachers can handle difficult requests from well-intentioned parents | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>© 2023 by Crystal Frommert, excerpted from the book\u003c/em> \u003ca href=\"https://www.amazon.com/gp/product/B0BZFLDRSR/ref=ppx_yo_dt_b_asin_title_o01_s00?ie=UTF8&psc=1\">When Calling Parents Isn’t Your Calling: A Teacher’s Guide to Communicating with Parents\u003c/a>. \u003cem>Used with permission of the publisher, Road to Awesome, LLC.\u003c/em>\u003c/p>\n\u003cp>Sometimes, it’s not the parent who is being difficult, but rather the request itself is difficult. While we want to work with parents to meet the needs of the student, some requests are not always best for their child’s educational experience. The following questions\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61911 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/bookcover.jpg\" alt=\"\" width=\"140\" height=\"224\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/bookcover.jpg 625w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/bookcover-160x256.jpg 160w\" sizes=\"(max-width: 140px) 100vw, 140px\"> have been asked of my colleagues and myself many times from parents. After each request is a suggestion for how to say no firmly but kindly. I have phrased these requests in a cheeky way for humor’s sake. Most of the time these requests are a bit ridiculous, but there are times that these requests are valid due to health, family situations, or other extreme circumstances. Because fair doesn’t mean equal, you can certainly give a student more time on an assignment or another exception because of a family crisis but not give the same extension to another student for a much less serious reason. If a student or parent ever questions the fairness of a request (which I find is rare), I always tell them that another student’s situation is not something I can share.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“Since there are two days left in the grading period, is there anything my child can do to earn extra credit or bring up their average?” \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Communicate as early as possible with parents if there is a chance for a student to improve their average. If a parent contacts you about improving a grade with only a few days left in the grading period, you can reiterate to the parents that all of the planned assessments have been completed for the term and offer tips on how their child can get a strong start in the upcoming term.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“My child was up late playing a sport, celebrating his second cousin’s roommate’s graduation, practicing the bassoon, or some other reason why they are unable to take the test you announced weeks ago. Can they take the test scheduled for today at another time?” \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Stand firm on this one unless there are extreme extenuating circumstances. Offer to answer any last-minute questions if there is time before school or between classes. Reassure the parent that there have been x number of review days to prepare students for the assessment. If this request comes as an email, you could also reply to it after their child has taken the test, making it a moot point.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“Can my child turn in his work late?” See the above reasons.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Inevitably a student will need to turn in an assignment late now and again. Life happens. To avoid handling this request on a case-by-case basis, I set up a freebie system for daily work in my middle school classes. Each term every student gets an exemption from a daily assignment – no questions asked. They are responsible for practicing the material in time for the next assessment, but they do not have to hand it in. If a parent requests that another assignment during the term be handed in late, then I can have a conversation about why they have missed TWO daily assignments. Parents are less likely to push back when there might be a pattern developing around missed daily work. I taught my students to use their freebie thoughtfully. They should plan ahead for an upcoming late-night event, birthday, or another busy day.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“My child is unable to attend any of the tutorial sessions you offer. Are you available every day after 8 pm or before 7 am to help her with her homework?\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Reiterate to the parent which days/times you are available for extra help. If their child has questions outside of the offered times, list out the resources that are available to them such as notes, the textbook, online resources, contacting a classmate, or (if you have the time) make a short video of yourself explaining the concept that they can watch at any time. To avoid this issue altogether, my school’s math department scheduled one math teacher to be on duty every morning and every afternoon for tutorials. If a student had a math question, they could pop in before or after school to ask a question – they may not have been able to see their own math teacher, but at least they could get their question answered.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“I see that my child left her science project on the kitchen table. Can I bring it to school so that she won’t lose credit? \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Some schools are clear about not allowing parents to deliver homework and projects to school. There are various reasons for this — one being equity and another being to teach kids responsibility. If your school does not have a policy regarding parents delivering assignments to their children, then it is very difficult to prevent this as an individual teacher. If it is important to you that students are not allowed to accept school day deliveries from parents, there are steps you can take to prevent it.\u003c/p>\n\u003cul>\n\u003cli>Set an expectation at Parent Night that parents are NOT expected to bring forgotten assignments to school. Stress the importance of responsibility and equity in your reasoning. Most parents will be relieved that this is not expected or acceptable.\u003c/li>\n\u003cli>Set a rolling due date for major projects. For example, the science project is due the week of Sept 20. This is a smoke and mirrors tactic to hide the fact that the real due date is the Friday of that week but you’ll accept projects starting Monday. (This also makes grading more manageable because projects trickle in over a five-day range.)\u003c/li>\n\u003cli>Do not allow a student to call their parents from school to request homework/project delivery. The older students might sneak an email or text to ask their parents to bring an assignment, but you can discourage this by reiterating to students that asking parents to deliver their work promotes inequality and irresponsibility. (They probably won’t care but at least you shared your two cents.)\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cem>“My child would prefer to be in Mr. Feeney’s class, or my child needs to be in advanced-level math, or my child prefers to take English in the mornings, can she switch classes?”\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Hopefully, your school has a policy regarding how a student places into leveled classes. If this is the case, refer the parent back to the posted policy of requirements. If the class change request is not related to a leveled class, this is something that can be immediately escalated to the administration.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“My child does not get along with Trouble Jones, Jr. Can you make sure they do not socialize together during the school day?”\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Kids move in and out of friendships like a Houston driver changes lanes on I–10. One day they are best friends, and the next day they call each other stupid smelly-face. It is ok to ask two students who are having a rough patch to give each other space because, as the educator, you can observe the temperature of their relationship every day. Parents are not close to what’s happening with friendships on the playground at recess. Parents also often only hear one side of the story. Reassure parents that students are closely monitored and that they are taught restorative practices and conflict resolution. Parents might need assurance that mistreatment is never tolerated, but also we want to keep the path clear for a potential repair in their friendship. If a parent is worried about their child being bullied or physically harmed (even if it is an unjustified concern), stay in frequent communication with the concerned parent so they can feel confident that their child is safe and happy at school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61910 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/headshot2022.jpeg\" alt=\"\" width=\"189\" height=\"189\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/headshot2022.jpeg 512w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/headshot2022-160x160.jpeg 160w\" sizes=\"(max-width: 189px) 100vw, 189px\">Crystal Frommert, M.Ed, has over 20 years of experience as an educator in middle and high school. Crystal has taught math, computer science and social justice in public, parochial and international schools. Beyond teaching, she has served as an instructional coach, school board member, adjunct college instructor, technology coordinator and assistant head of middle school. She has presented at local, national and international educational conferences on topics ranging from social and emotional learning to technology integration. She is currently a middle school math teacher and administrator in Houston.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In her book, When Calling Parents isn't Your Calling, teacher Crystal Frommert gives tips for managing tricky parental inquiries and fostering productive teacher-parent partnerships.","status":"publish","parent":0,"modified":1688005514,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1446},"headData":{"title":"How teachers can handle difficult requests from well-intentioned parents | KQED","description":"Teacher Crystal Frommert gives tips for managing tricky parental inquiries and fostering productive teacher-parent partnerships","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teacher Crystal Frommert gives tips for managing tricky parental inquiries and fostering productive teacher-parent partnerships","schema":{"@context":"http://schema.org","@type":"Article","headline":"How teachers can handle difficult requests from well-intentioned parents","datePublished":"2023-06-29T01:00:40.000Z","dateModified":"2023-06-29T02:25:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61909/how-teachers-can-handle-difficult-requests-from-well-intentioned-parents","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>© 2023 by Crystal Frommert, excerpted from the book\u003c/em> \u003ca href=\"https://www.amazon.com/gp/product/B0BZFLDRSR/ref=ppx_yo_dt_b_asin_title_o01_s00?ie=UTF8&psc=1\">When Calling Parents Isn’t Your Calling: A Teacher’s Guide to Communicating with Parents\u003c/a>. \u003cem>Used with permission of the publisher, Road to Awesome, LLC.\u003c/em>\u003c/p>\n\u003cp>Sometimes, it’s not the parent who is being difficult, but rather the request itself is difficult. While we want to work with parents to meet the needs of the student, some requests are not always best for their child’s educational experience. The following questions\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61911 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/bookcover.jpg\" alt=\"\" width=\"140\" height=\"224\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/bookcover.jpg 625w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/bookcover-160x256.jpg 160w\" sizes=\"(max-width: 140px) 100vw, 140px\"> have been asked of my colleagues and myself many times from parents. After each request is a suggestion for how to say no firmly but kindly. I have phrased these requests in a cheeky way for humor’s sake. Most of the time these requests are a bit ridiculous, but there are times that these requests are valid due to health, family situations, or other extreme circumstances. Because fair doesn’t mean equal, you can certainly give a student more time on an assignment or another exception because of a family crisis but not give the same extension to another student for a much less serious reason. If a student or parent ever questions the fairness of a request (which I find is rare), I always tell them that another student’s situation is not something I can share.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“Since there are two days left in the grading period, is there anything my child can do to earn extra credit or bring up their average?” \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Communicate as early as possible with parents if there is a chance for a student to improve their average. If a parent contacts you about improving a grade with only a few days left in the grading period, you can reiterate to the parents that all of the planned assessments have been completed for the term and offer tips on how their child can get a strong start in the upcoming term.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“My child was up late playing a sport, celebrating his second cousin’s roommate’s graduation, practicing the bassoon, or some other reason why they are unable to take the test you announced weeks ago. Can they take the test scheduled for today at another time?” \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Stand firm on this one unless there are extreme extenuating circumstances. Offer to answer any last-minute questions if there is time before school or between classes. Reassure the parent that there have been x number of review days to prepare students for the assessment. If this request comes as an email, you could also reply to it after their child has taken the test, making it a moot point.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“Can my child turn in his work late?” See the above reasons.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Inevitably a student will need to turn in an assignment late now and again. Life happens. To avoid handling this request on a case-by-case basis, I set up a freebie system for daily work in my middle school classes. Each term every student gets an exemption from a daily assignment – no questions asked. They are responsible for practicing the material in time for the next assessment, but they do not have to hand it in. If a parent requests that another assignment during the term be handed in late, then I can have a conversation about why they have missed TWO daily assignments. Parents are less likely to push back when there might be a pattern developing around missed daily work. I taught my students to use their freebie thoughtfully. They should plan ahead for an upcoming late-night event, birthday, or another busy day.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“My child is unable to attend any of the tutorial sessions you offer. Are you available every day after 8 pm or before 7 am to help her with her homework?\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Reiterate to the parent which days/times you are available for extra help. If their child has questions outside of the offered times, list out the resources that are available to them such as notes, the textbook, online resources, contacting a classmate, or (if you have the time) make a short video of yourself explaining the concept that they can watch at any time. To avoid this issue altogether, my school’s math department scheduled one math teacher to be on duty every morning and every afternoon for tutorials. If a student had a math question, they could pop in before or after school to ask a question – they may not have been able to see their own math teacher, but at least they could get their question answered.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“I see that my child left her science project on the kitchen table. Can I bring it to school so that she won’t lose credit? \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Some schools are clear about not allowing parents to deliver homework and projects to school. There are various reasons for this — one being equity and another being to teach kids responsibility. If your school does not have a policy regarding parents delivering assignments to their children, then it is very difficult to prevent this as an individual teacher. If it is important to you that students are not allowed to accept school day deliveries from parents, there are steps you can take to prevent it.\u003c/p>\n\u003cul>\n\u003cli>Set an expectation at Parent Night that parents are NOT expected to bring forgotten assignments to school. Stress the importance of responsibility and equity in your reasoning. Most parents will be relieved that this is not expected or acceptable.\u003c/li>\n\u003cli>Set a rolling due date for major projects. For example, the science project is due the week of Sept 20. This is a smoke and mirrors tactic to hide the fact that the real due date is the Friday of that week but you’ll accept projects starting Monday. (This also makes grading more manageable because projects trickle in over a five-day range.)\u003c/li>\n\u003cli>Do not allow a student to call their parents from school to request homework/project delivery. The older students might sneak an email or text to ask their parents to bring an assignment, but you can discourage this by reiterating to students that asking parents to deliver their work promotes inequality and irresponsibility. (They probably won’t care but at least you shared your two cents.)\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cem>“My child would prefer to be in Mr. Feeney’s class, or my child needs to be in advanced-level math, or my child prefers to take English in the mornings, can she switch classes?”\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Hopefully, your school has a policy regarding how a student places into leveled classes. If this is the case, refer the parent back to the posted policy of requirements. If the class change request is not related to a leveled class, this is something that can be immediately escalated to the administration.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“My child does not get along with Trouble Jones, Jr. Can you make sure they do not socialize together during the school day?”\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Kids move in and out of friendships like a Houston driver changes lanes on I–10. One day they are best friends, and the next day they call each other stupid smelly-face. It is ok to ask two students who are having a rough patch to give each other space because, as the educator, you can observe the temperature of their relationship every day. Parents are not close to what’s happening with friendships on the playground at recess. Parents also often only hear one side of the story. Reassure parents that students are closely monitored and that they are taught restorative practices and conflict resolution. Parents might need assurance that mistreatment is never tolerated, but also we want to keep the path clear for a potential repair in their friendship. If a parent is worried about their child being bullied or physically harmed (even if it is an unjustified concern), stay in frequent communication with the concerned parent so they can feel confident that their child is safe and happy at school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61910 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/headshot2022.jpeg\" alt=\"\" width=\"189\" height=\"189\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/headshot2022.jpeg 512w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/headshot2022-160x160.jpeg 160w\" sizes=\"(max-width: 189px) 100vw, 189px\">Crystal Frommert, M.Ed, has over 20 years of experience as an educator in middle and high school. Crystal has taught math, computer science and social justice in public, parochial and international schools. Beyond teaching, she has served as an instructional coach, school board member, adjunct college instructor, technology coordinator and assistant head of middle school. She has presented at local, national and international educational conferences on topics ranging from social and emotional learning to technology integration. She is currently a middle school math teacher and administrator in Houston.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61909/how-teachers-can-handle-difficult-requests-from-well-intentioned-parents","authors":["4354"],"categories":["mindshift_194","mindshift_21385","mindshift_193"],"tags":["mindshift_21036","mindshift_21110","mindshift_231","mindshift_20737","mindshift_290","mindshift_21213"],"featImg":"mindshift_61913","label":"mindshift"},"mindshift_52468":{"type":"posts","id":"mindshift_52468","meta":{"index":"posts_1591205157","site":"mindshift","id":"52468","score":null,"sort":[1542264191000]},"guestAuthors":[],"slug":"helping-families-ask-questions-could-be-your-most-powerful-engagement-tool","title":"Helping Families Ask Questions Could Be Your Most Powerful Engagement Tool","publishDate":1542264191,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Fifth-grade teacher Deirdre Brotherson has been teaching long enough that she knows how parent-teacher conferences will likely go. Parents will come in feeling uncomfortable and a little ill at ease; she’ll have a general conversation with them for 15-20 minutes; and they’ll leave. Neither party will get much useful information about the student out of the conference, although it’s a good relationship builder either way. She knew this precious face-to-face time with parents could be so much more.\u003c/p>\n\u003cp>“Parents might be concerned about some test scores, but it was never a time when either one of us could gather any information on the student -- who they were, and how they worked at home,” Brotherson said.\u003c/p>\n\u003cp>She has been using the \u003ca href=\"http://rightquestion.org/education/\" target=\"_blank\" rel=\"noopener\">Question Formulation Technique (QFT)\u003c/a> with her students and thought it might be useful for parents, too. The QFT is an exercise to practice asking, categorizing and reflecting on questions. Many educators have found that students are out of practice when it comes to \u003ca href=\"https://www.kqed.org/mindshift/24472/for-students-why-the-question-is-more-important-than-the-answer\" target=\"_blank\" rel=\"noopener\">asking their own questions\u003c/a>, but when they do, \u003ca href=\"https://www.kqed.org/mindshift/51186/how-helping-students-to-ask-better-questions-can-transform-classrooms\" target=\"_blank\" rel=\"noopener\">they’re often more engaged with class content\u003c/a>.\u003c/p>\n\u003cp>Brotherson thought the process could help parents get more out of their interactions with the school, too.\u003c/p>\n\u003cp>Since she doesn’t have a lot of time with parents at each individual parent-teacher conference in November, Brotherson lays the groundwork in the first few months of school. She teaches her students the QFT and uses it in class a few times. Then she asks them to take a question focus home and teach their caregiver the technique while coming up with questions about their family heritage. Right before parent-teacher conferences, she sends a note home reminding parents of the technique and asking them to use it to generate questions for their meeting.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s kind of a nice way to have them take control of the parent-teacher conference,” Brotherson said. “And I’ve actually had parents say, you know, this has been so nice.”\u003c/p>\n\u003cp>It’s also been helpful for Brotherson because it takes time to get to know each new group of students -- and parents can provide valuable insights into who they are, what challenges they face and their learning history. For example, Brotherson had one student who she’d noticed was having issues with reading. After sitting down with her a few times, Brotherson had identified comprehension as a big issue.\u003c/p>\n\u003cp>When the girl’s parents came in for their conference, all their questions were about reading. But they also had other concerns about things they were noticing around their daughter’s memory and comprehension, things Brotherson hadn’t noticed because she doesn’t spend as much time with the student one-on-one.\u003c/p>\n\u003cp>“It drove us to refer her for testing, which then identified some really unusual and rare issues that had been missed,” Brotherson said.\u003c/p>\n\u003cp>She’s also found that if she has already had contact with families because of behavior issues earlier in the year, using QFT-generated questions at the conference gives parents the chance to ask about how different strategies are working or voice concerns over her communication style. It opens space for a different type of interaction.\u003c/p>\n\u003cp>“I've found that it helps me understand the student a lot more,” Brotherson said. And, although she’s had good relationships with parents for the most part, she thinks this question-based conference style has deepened those relationships.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/QWYorntgVvo\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>HISTORY OF THE QFT\u003c/strong>\u003c/p>\n\u003cp>Although the Question Formulation Technique has become more common in classrooms as a way to \u003ca href=\"https://www.kqed.org/mindshift/43596/how-to-bring-more-beautiful-questions-back-to-school\" target=\"_blank\" rel=\"noopener\">stimulate student curiosity and deepen their questions\u003c/a>, the technique actually started as a way to help parents advocate for their children. In the 1990s, Dan Rothstein and Luz Santana were working to get low-income parents involved in their children’s education. They heard over and over that parents were intimidated in front of teachers and administrators because they didn’t know what to ask. That jump-started years of research into simple ways to empower people to ask their own questions, culminating in the Question Formulation Technique.\u003c/p>\n\u003cp>“They named a fundamental problem in parents participating and a fundamental problem in education,” said Dan Rothstein.\u003c/p>\n\u003cp>Now, the \u003ca href=\"http://rightquestion.org/\" target=\"_blank\" rel=\"noopener\">Right Question Institute\u003c/a> is going back to its roots, leading workshops with parents and districts around using the QFT to learn about three important parts of parenting in the American education system: supporting, monitoring and advocating for one's child in school. Additionally, they’re helping parents to look beyond simple answers in order to question how decisions get made at the school and district level.\u003c/p>\n\u003cp>Many schools struggle to engage parents with school. It’s a tricky problem with a complex web of reasons ranging from busy parents to fear and distrust. Some schools even have active parent communities willing to raise money and volunteer, but who don’t know how to support their students’ academic work in the classroom.\u003c/p>\n\u003cp>“I was very resistive to the school and what they would tell me I needed to do,” said April Ybarra, a mother of two daughters in Sacramento, California. “They represented this institution that failed me, so to me, they didn’t know what they were talking about.\"\u003c/p>\n\u003cp>Before she started making better connections with teachers at her daughters' school, Ybarra thought her job was to parent and the teacher’s job was to teach. She didn’t trust teachers or administrators because she’d had negative experiences in school herself. \u003ca href=\"https://www.kqed.org/mindshift/51967/can-inviting-teachers-over-to-your-home-improve-how-kids-learn\" target=\"_blank\" rel=\"noopener\">Forming relationships with teachers\u003c/a> helped her let down her guard and actually listen to what school staff were saying.\u003c/p>\n\u003cp>\"I learned that we have to be co-educators,” said Ybarra, who didn't come to this realization through QFT, but participates in programs that advance improved parent-teacher relationships.\u003c/p>\n\u003cp>“We have to work together. My child is with me more than she’s with her teacher. That helped me understand that if I don’t support what the teacher’s doing in the classroom, my child’s not going to get ahead. I wouldn’t have known that before because of the barrier that was up.\"\u003c/p>\n\u003cp>Ybarra also said it’s human nature to talk about what’s happening at the school, the good and the bad. When parents spread a positive message about their interactions with staff or the progress their child has made, it’s the most effective outreach a school can have.\u003c/p>\n\u003cp>“The first thing that you’ll hear from schools is that ‘we try to reach the parents, we try to get them here, we reach out to them. But basically it’s not working,’ ” Rothstein said.\u003c/p>\n\u003cp>Rather than trying to get all parents to engage with school, he and Santana recommend deepening engagement with parents who are already willing to visit the school using the QFT. If those interactions become fruitful and positive, word will spread.\u003c/p>\n\u003cp>“Teachers and administrators are able to have more productive conversations with the parents,” said Luz Santana. “The parents feel more comfortable about communicating, interacting and participating.”\u003c/p>\n\u003cp>Those parents are also the ones that start seeing results. As they become more confident in their roles as supportive figures who monitor what their kids are doing in school and who advocate on their behalf, they start to ask different kinds of questions. There is often a move from questions about the reasons for a problem or decision, to process-oriented questions, and finally questions about the role a parent can play in solving the issue. That move is a powerful one and often signals that a parent has become comfortable as an advocate.\u003c/p>\n\u003cp>“There’s a lot at play here and our focus is very sharply focused on parents feeling more confident,” said Rothstein.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/aaUMHshUTbk\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>HOMEWORK EXAMPLE\u003c/strong>\u003c/p>\n\u003cp>Rothstein and Santana described one example they detail in their new book, \u003cem>\u003ca href=\"http://rightquestion.org/partnering-with-parents/\" target=\"_blank\" rel=\"noopener\">Partnering with Parents to Ask the Right Questions\u003c/a>\u003c/em>, about a teacher who noticed that a student suddenly stopped turning in homework. She wanted to engage the boy’s mother on the issue, but was aware that if she called a meeting and laid out the problem it was likely the mother would feel defensive, as though the teacher was accusing her of doing something wrong.\u003c/p>\n\u003cp>“One simple shift changes that dynamic from one of obvious defensiveness to one of actually working collaboratively,” Rothstein said.\u003c/p>\n\u003cp>The teacher called the meeting and quickly taught the parent the QFT. The teacher guided the parent through the process of asking her own questions, categorizing them and choosing the ones that were most important to her. Initially the mother focused on behavior issues, but then started asking questions like: When did this start? What will this mean for him? And, crucially, what should I do to make sure he does his homework?\u003c/p>\n\u003cp>That last question was likely the one the teacher hoped they would get to, but when the mother came up with it herself after all her other questions, it became a real “need to know” for her.\u003c/p>\n\u003cp>“Because she was the one who named that, it’s more likely that she will follow through,” Santana said.\u003c/p>\n\u003cp>There are many opportunities for schools to work with parents on the QFT. It could be worked into every parent workshop, back-to-school night, or other event at the school. It doesn’t have to take a lot of time, and once parents get used to the process they start doing it automatically in all aspects of life.\u003c/p>\n\u003cp>\u003cstrong>FRAMEWORK FOR ACCOUNTABLE DECISION-MAKING\u003c/strong>\u003c/p>\n\u003cp>As Rothstein and Santana worked with parents to bolster their question-asking skills, they began to see patterns in the ways they engaged.\u003c/p>\n\u003cp>“We would notice they had lots of questions about the reasons,” Rothstein said. “They had fewer questions about the process and they had very few about the role they could play. That speaks to, or reveals, so much of the issue. They don’t even see themselves as having a role in these decisions.”\u003c/p>\n\u003cp>To try to change that dynamic, the Right Question Institute started leading workshops about how to ask questions about the ways decisions get made in schools, at the district level, and even at the state level. They’ve found that when parents understand that what’s happening to their child is a decision -- not the only way it could have been -- and that they can ask questions about how that decision was made, they become more effective participants in the school system.\u003c/p>\n\u003cp>In their book, Santana, Rothstein and Agnes Bain share an example of a group of English Language Learner parents who were concerned for their children’s safety after a school shooting. The parents turned to a trusted community-based organization, which in turn taught them the QFT.\u003c/p>\n\u003cp>The parent group called a meeting with the principal and superintendent to get some answers. Staff at the community-based organization were worried that the district would brush aside the parents’ important questions, so they also taught them the Framework for Accountable Decision-Making. That allowed parents to ask their leaders followup questions about who made decisions around school safety and how to fund alternative options. With more confidence in their questions, their right to know and their ability to push for more information, the parents became much more effective advocates.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/xODEoIDJa70\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Teaching parents to question might sound like the last thing a principal or teacher wants if they are accustomed to angry parents in their office demanding answers. But if it’s a true collaboration, parents will also learn the challenges that educators are up against. While they may start out asking questions about decisions made around their child, it could open up a better understanding of the testing environment, class sizes and limitations that schools face. And when parents are informed about those things, they can push for change at even higher levels.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And for districts interested in taking on \u003ca href=\"https://www.kqed.org/mindshift/41061/steps-to-help-schools-transform-to-competency-based-learning\" target=\"_blank\" rel=\"noopener\">big cultural shifts that require the buy-in of the community\u003c/a>, the QFT could be a powerful way to surface questions and concerns that could derail the project down the line. Several states in New England have moved toward competency-based grading, but they’ve \u003ca href=\"https://in.chalkbeat.org/posts/us/2018/10/18/maine-went-all-in-on-proficiency-based-learning-then-rolled-it-back-what-does-that-mean-for-the-rest-of-the-country/\" target=\"_blank\" rel=\"noopener\">encountered challenges\u003c/a> making deeper shifts because parents are confused and pushing back. Without transparency, clear communication and a commitment to understanding parent concerns, big changes often lose momentum.\u003c/p>\n\n","blocks":[],"excerpt":"Parents often feel intimidated in face-to-face encounters with educators because they don't know what to ask. Working with parents to surface their questions could be a powerful way to engage them with their child's education.","status":"publish","parent":0,"modified":1542264191,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/QWYorntgVvo","https://www.youtube.com/embed/aaUMHshUTbk","https://www.youtube.com/embed/xODEoIDJa70"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":46,"wordCount":2131},"headData":{"title":"Helping Families Ask Questions Could Be Your Most Powerful Engagement Tool | KQED","description":"Parents often feel intimidated in face-to-face encounters with educators because they don't know what to ask. Working with parents to surface their questions could be a powerful way to engage them with their child's education.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Helping Families Ask Questions Could Be Your Most Powerful Engagement Tool","datePublished":"2018-11-15T06:43:11.000Z","dateModified":"2018-11-15T06:43:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52468 https://ww2.kqed.org/mindshift/?p=52468","disqusUrl":"https://ww2.kqed.org/mindshift/2018/11/14/helping-families-ask-questions-could-be-your-most-powerful-engagement-tool/","disqusTitle":"Helping Families Ask Questions Could Be Your Most Powerful Engagement Tool","path":"/mindshift/52468/helping-families-ask-questions-could-be-your-most-powerful-engagement-tool","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Fifth-grade teacher Deirdre Brotherson has been teaching long enough that she knows how parent-teacher conferences will likely go. Parents will come in feeling uncomfortable and a little ill at ease; she’ll have a general conversation with them for 15-20 minutes; and they’ll leave. Neither party will get much useful information about the student out of the conference, although it’s a good relationship builder either way. She knew this precious face-to-face time with parents could be so much more.\u003c/p>\n\u003cp>“Parents might be concerned about some test scores, but it was never a time when either one of us could gather any information on the student -- who they were, and how they worked at home,” Brotherson said.\u003c/p>\n\u003cp>She has been using the \u003ca href=\"http://rightquestion.org/education/\" target=\"_blank\" rel=\"noopener\">Question Formulation Technique (QFT)\u003c/a> with her students and thought it might be useful for parents, too. The QFT is an exercise to practice asking, categorizing and reflecting on questions. Many educators have found that students are out of practice when it comes to \u003ca href=\"https://www.kqed.org/mindshift/24472/for-students-why-the-question-is-more-important-than-the-answer\" target=\"_blank\" rel=\"noopener\">asking their own questions\u003c/a>, but when they do, \u003ca href=\"https://www.kqed.org/mindshift/51186/how-helping-students-to-ask-better-questions-can-transform-classrooms\" target=\"_blank\" rel=\"noopener\">they’re often more engaged with class content\u003c/a>.\u003c/p>\n\u003cp>Brotherson thought the process could help parents get more out of their interactions with the school, too.\u003c/p>\n\u003cp>Since she doesn’t have a lot of time with parents at each individual parent-teacher conference in November, Brotherson lays the groundwork in the first few months of school. She teaches her students the QFT and uses it in class a few times. Then she asks them to take a question focus home and teach their caregiver the technique while coming up with questions about their family heritage. Right before parent-teacher conferences, she sends a note home reminding parents of the technique and asking them to use it to generate questions for their meeting.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s kind of a nice way to have them take control of the parent-teacher conference,” Brotherson said. “And I’ve actually had parents say, you know, this has been so nice.”\u003c/p>\n\u003cp>It’s also been helpful for Brotherson because it takes time to get to know each new group of students -- and parents can provide valuable insights into who they are, what challenges they face and their learning history. For example, Brotherson had one student who she’d noticed was having issues with reading. After sitting down with her a few times, Brotherson had identified comprehension as a big issue.\u003c/p>\n\u003cp>When the girl’s parents came in for their conference, all their questions were about reading. But they also had other concerns about things they were noticing around their daughter’s memory and comprehension, things Brotherson hadn’t noticed because she doesn’t spend as much time with the student one-on-one.\u003c/p>\n\u003cp>“It drove us to refer her for testing, which then identified some really unusual and rare issues that had been missed,” Brotherson said.\u003c/p>\n\u003cp>She’s also found that if she has already had contact with families because of behavior issues earlier in the year, using QFT-generated questions at the conference gives parents the chance to ask about how different strategies are working or voice concerns over her communication style. It opens space for a different type of interaction.\u003c/p>\n\u003cp>“I've found that it helps me understand the student a lot more,” Brotherson said. And, although she’s had good relationships with parents for the most part, she thinks this question-based conference style has deepened those relationships.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/QWYorntgVvo\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>HISTORY OF THE QFT\u003c/strong>\u003c/p>\n\u003cp>Although the Question Formulation Technique has become more common in classrooms as a way to \u003ca href=\"https://www.kqed.org/mindshift/43596/how-to-bring-more-beautiful-questions-back-to-school\" target=\"_blank\" rel=\"noopener\">stimulate student curiosity and deepen their questions\u003c/a>, the technique actually started as a way to help parents advocate for their children. In the 1990s, Dan Rothstein and Luz Santana were working to get low-income parents involved in their children’s education. They heard over and over that parents were intimidated in front of teachers and administrators because they didn’t know what to ask. That jump-started years of research into simple ways to empower people to ask their own questions, culminating in the Question Formulation Technique.\u003c/p>\n\u003cp>“They named a fundamental problem in parents participating and a fundamental problem in education,” said Dan Rothstein.\u003c/p>\n\u003cp>Now, the \u003ca href=\"http://rightquestion.org/\" target=\"_blank\" rel=\"noopener\">Right Question Institute\u003c/a> is going back to its roots, leading workshops with parents and districts around using the QFT to learn about three important parts of parenting in the American education system: supporting, monitoring and advocating for one's child in school. Additionally, they’re helping parents to look beyond simple answers in order to question how decisions get made at the school and district level.\u003c/p>\n\u003cp>Many schools struggle to engage parents with school. It’s a tricky problem with a complex web of reasons ranging from busy parents to fear and distrust. Some schools even have active parent communities willing to raise money and volunteer, but who don’t know how to support their students’ academic work in the classroom.\u003c/p>\n\u003cp>“I was very resistive to the school and what they would tell me I needed to do,” said April Ybarra, a mother of two daughters in Sacramento, California. “They represented this institution that failed me, so to me, they didn’t know what they were talking about.\"\u003c/p>\n\u003cp>Before she started making better connections with teachers at her daughters' school, Ybarra thought her job was to parent and the teacher’s job was to teach. She didn’t trust teachers or administrators because she’d had negative experiences in school herself. \u003ca href=\"https://www.kqed.org/mindshift/51967/can-inviting-teachers-over-to-your-home-improve-how-kids-learn\" target=\"_blank\" rel=\"noopener\">Forming relationships with teachers\u003c/a> helped her let down her guard and actually listen to what school staff were saying.\u003c/p>\n\u003cp>\"I learned that we have to be co-educators,” said Ybarra, who didn't come to this realization through QFT, but participates in programs that advance improved parent-teacher relationships.\u003c/p>\n\u003cp>“We have to work together. My child is with me more than she’s with her teacher. That helped me understand that if I don’t support what the teacher’s doing in the classroom, my child’s not going to get ahead. I wouldn’t have known that before because of the barrier that was up.\"\u003c/p>\n\u003cp>Ybarra also said it’s human nature to talk about what’s happening at the school, the good and the bad. When parents spread a positive message about their interactions with staff or the progress their child has made, it’s the most effective outreach a school can have.\u003c/p>\n\u003cp>“The first thing that you’ll hear from schools is that ‘we try to reach the parents, we try to get them here, we reach out to them. But basically it’s not working,’ ” Rothstein said.\u003c/p>\n\u003cp>Rather than trying to get all parents to engage with school, he and Santana recommend deepening engagement with parents who are already willing to visit the school using the QFT. If those interactions become fruitful and positive, word will spread.\u003c/p>\n\u003cp>“Teachers and administrators are able to have more productive conversations with the parents,” said Luz Santana. “The parents feel more comfortable about communicating, interacting and participating.”\u003c/p>\n\u003cp>Those parents are also the ones that start seeing results. As they become more confident in their roles as supportive figures who monitor what their kids are doing in school and who advocate on their behalf, they start to ask different kinds of questions. There is often a move from questions about the reasons for a problem or decision, to process-oriented questions, and finally questions about the role a parent can play in solving the issue. That move is a powerful one and often signals that a parent has become comfortable as an advocate.\u003c/p>\n\u003cp>“There’s a lot at play here and our focus is very sharply focused on parents feeling more confident,” said Rothstein.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/aaUMHshUTbk\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>HOMEWORK EXAMPLE\u003c/strong>\u003c/p>\n\u003cp>Rothstein and Santana described one example they detail in their new book, \u003cem>\u003ca href=\"http://rightquestion.org/partnering-with-parents/\" target=\"_blank\" rel=\"noopener\">Partnering with Parents to Ask the Right Questions\u003c/a>\u003c/em>, about a teacher who noticed that a student suddenly stopped turning in homework. She wanted to engage the boy’s mother on the issue, but was aware that if she called a meeting and laid out the problem it was likely the mother would feel defensive, as though the teacher was accusing her of doing something wrong.\u003c/p>\n\u003cp>“One simple shift changes that dynamic from one of obvious defensiveness to one of actually working collaboratively,” Rothstein said.\u003c/p>\n\u003cp>The teacher called the meeting and quickly taught the parent the QFT. The teacher guided the parent through the process of asking her own questions, categorizing them and choosing the ones that were most important to her. Initially the mother focused on behavior issues, but then started asking questions like: When did this start? What will this mean for him? And, crucially, what should I do to make sure he does his homework?\u003c/p>\n\u003cp>That last question was likely the one the teacher hoped they would get to, but when the mother came up with it herself after all her other questions, it became a real “need to know” for her.\u003c/p>\n\u003cp>“Because she was the one who named that, it’s more likely that she will follow through,” Santana said.\u003c/p>\n\u003cp>There are many opportunities for schools to work with parents on the QFT. It could be worked into every parent workshop, back-to-school night, or other event at the school. It doesn’t have to take a lot of time, and once parents get used to the process they start doing it automatically in all aspects of life.\u003c/p>\n\u003cp>\u003cstrong>FRAMEWORK FOR ACCOUNTABLE DECISION-MAKING\u003c/strong>\u003c/p>\n\u003cp>As Rothstein and Santana worked with parents to bolster their question-asking skills, they began to see patterns in the ways they engaged.\u003c/p>\n\u003cp>“We would notice they had lots of questions about the reasons,” Rothstein said. “They had fewer questions about the process and they had very few about the role they could play. That speaks to, or reveals, so much of the issue. They don’t even see themselves as having a role in these decisions.”\u003c/p>\n\u003cp>To try to change that dynamic, the Right Question Institute started leading workshops about how to ask questions about the ways decisions get made in schools, at the district level, and even at the state level. They’ve found that when parents understand that what’s happening to their child is a decision -- not the only way it could have been -- and that they can ask questions about how that decision was made, they become more effective participants in the school system.\u003c/p>\n\u003cp>In their book, Santana, Rothstein and Agnes Bain share an example of a group of English Language Learner parents who were concerned for their children’s safety after a school shooting. The parents turned to a trusted community-based organization, which in turn taught them the QFT.\u003c/p>\n\u003cp>The parent group called a meeting with the principal and superintendent to get some answers. Staff at the community-based organization were worried that the district would brush aside the parents’ important questions, so they also taught them the Framework for Accountable Decision-Making. That allowed parents to ask their leaders followup questions about who made decisions around school safety and how to fund alternative options. With more confidence in their questions, their right to know and their ability to push for more information, the parents became much more effective advocates.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/xODEoIDJa70\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Teaching parents to question might sound like the last thing a principal or teacher wants if they are accustomed to angry parents in their office demanding answers. But if it’s a true collaboration, parents will also learn the challenges that educators are up against. While they may start out asking questions about decisions made around their child, it could open up a better understanding of the testing environment, class sizes and limitations that schools face. And when parents are informed about those things, they can push for change at even higher levels.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And for districts interested in taking on \u003ca href=\"https://www.kqed.org/mindshift/41061/steps-to-help-schools-transform-to-competency-based-learning\" target=\"_blank\" rel=\"noopener\">big cultural shifts that require the buy-in of the community\u003c/a>, the QFT could be a powerful way to surface questions and concerns that could derail the project down the line. Several states in New England have moved toward competency-based grading, but they’ve \u003ca href=\"https://in.chalkbeat.org/posts/us/2018/10/18/maine-went-all-in-on-proficiency-based-learning-then-rolled-it-back-what-does-that-mean-for-the-rest-of-the-country/\" target=\"_blank\" rel=\"noopener\">encountered challenges\u003c/a> making deeper shifts because parents are confused and pushing back. Without transparency, clear communication and a commitment to understanding parent concerns, big changes often lose momentum.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52468/helping-families-ask-questions-could-be-your-most-powerful-engagement-tool","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_21230","mindshift_20784","mindshift_1040","mindshift_231","mindshift_20737","mindshift_20568","mindshift_21191"],"featImg":"mindshift_52512","label":"mindshift"},"mindshift_43193":{"type":"posts","id":"mindshift_43193","meta":{"index":"posts_1591205157","site":"mindshift","id":"43193","score":null,"sort":[1453710022000]},"guestAuthors":[],"slug":"how-can-schools-tap-into-parent-power-for-the-good-of-students","title":"How Can Schools Tap Into Parent Power For the Good of Students?","publishDate":1453710022,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Yesenia Gonzalez welcomed her daughter’s teacher into her home for the first time, she was ready for another lecture on how she could be a better parent. That’s what she was used to hearing from school officials. So she was surprised when the teacher asked about her hopes for her daughter’s future, and her concerns.\u003c/p>\n\u003cp>“I didn’t become a better parent, which is what schools always seem to want to train us on,” Gonzalez said. She already knows she’s a good parent, but the visit gave her something else.\u003c/p>\n\u003cp>“I became an advocate for my children and I grabbed that tool and I went with it. It took one teacher in my home, in my living room, to give me that,” Gonzalez said.\u003c/p>\n\u003cp>The home visit helped Gonzalez see that the teachers at her daughter’s school wanted her to succeed. Gonzalez had a terrible middle school experience herself and hadn’t finished high school, but having a teacher in her home, treating her as an equal partner, made her feel respected. She was no longer afraid school staff would turn her away if she needed help, and her new trust in the teacher made her want to support him by helping out in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignright\">'All of a sudden they start to feel worthy and worthwhile. People will forget what you say, but they'll always remember how you made them feel.'\u003c/aside>\n\u003cp>Gonzalez helped start the \u003ca href=\"http://www.pthvp.org/index.php/sacramento-region\" target=\"_blank\">Parent-Teacher Home Visit Project\u003c/a> in Sacramento. She has now \u003ca href=\"http://ww2.kqed.org/news/2015/12/02/the-power-of-home-visits-to-connect-teachers-with-kids-and-their-families\" target=\"_blank\">helped train thousands of teachers nationwide\u003c/a>, encouraging them to share their fears and even role-play making a phone call to set up a visit. She always emphasizes to teachers and school officials that visits must be voluntary.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s a mutual respect between family and teacher,” said Lisa Levasseur, former teacher and associate director of the project. “If you’re going to go visit, you let them know you’re coming. You make a phone call and you find out what time works best for the family. Parents don’t get a say in when back-to-school night is or when conferences are. They’re told. So the power in building this partnership is that the parents have some say of when you get to come over.”\u003c/p>\n\u003cp>The trainers also urge teachers to visit a wide cross section of kids, instead of targeting only those who are struggling. Not only is it important that students doing well also know adults care for them, but visiting only kids who are having trouble undermines the purpose of the program.\u003c/p>\n\u003cp>“If you’re only focusing on the kids who are failing, or only on the kids who are getting suspended, parents talk,” Levasseur said. “I’m a parent and I don’t want a teacher coming to my house when I know they are only visiting the kids that are in trouble.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/pEn06v3Pl_4\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A home visit was where Flor Pedraza found out what the ACT and SAT were, and what her son needed to do to finish high school and go to college. Sometimes this kind of information is given out to parents at back-to-school night or sent home in a child’s backpack, but Pedraza said it didn’t really make sense until a teacher explained it to her face-to-face, in her home.\u003c/p>\n\u003cp>“It made a huge difference, because they were telling me and looking directly in my eyes,” she said.\u003c/p>\n\u003cp>Before the visit, both Pedraza and her son, Marcos, were nervous -- the only other time someone from school had visited was when Marcos was in fifth grade and it was negative. “The teacher was only complaining about the bad things that my son did, but she never addressed me to say, ‘As a teacher, I can do this,’ or ‘You, as a mother, can do this.’ She didn’t give me any tools for what we could do,” says Pedraza.\u003c/p>\n\u003cp>But this visit was different: It was all positive. The counselor who visited their home asked Marcos if he needed any help in any classes, and she got him into after-school tutoring for math. She told Pedraza about parent classes she didn’t know existed. Afterward, Pedraza felt she had the right language to talk with her son about school, and because he knew she cared, he started applying himself more. He raised his grades from C’s and D’s to A’s and B’s.\u003c/p>\n\u003cp>That’s why it’s so important to keep the first visit positive, says Sacramento teacher Lisette Lemay. “I think that’s where the shift happens in the student, because all of a sudden they start to feel worthy and worthwhile. People will forget what you say, but they’ll always remember how you made them feel.”\u003c/p>\n\u003cp>In some cases this early relationship-building can completely change the relationship between teachers and parents, which many teachers say has changed over the past several decades. When teachers and parents trust each other, it becomes easier for parents to listen to a teacher’s side of a conflict, instead of automatically siding with their child against the teacher.\u003c/p>\n\u003cp>“Many teachers report when a problem does occur at school, they aren't afraid to communicate with the parents because a trust has been developed. They have shared hopes and dreams together, and they are now partners for the success of the shared student,” Levasseur said.\u003c/p>\n\u003cp>\u003cstrong>MORE WORK FOR TEACHERS?\u003c/strong>\u003c/p>\n\u003cp>This might seem like one more thing teachers have to do, but many participating educators say the extra investment is worth the payoff in the classroom. And it’s not unpaid time. The Parent-Teacher Home Visit Project asks school districts to compensate teachers for time spent on home visits.\u003c/p>\n\u003cp>Teachers say the visits are fun and offer a window into the lives and cultures of their students. When teachers understand where students are coming from, they can plan more relevant curriculum and have a better sense of the context of conflicts.\u003c/p>\n\u003cp>These visits can also help teachers connect to the communities they serve. Lemay remembers feeling adrift at a new school. She didn’t feel she was a part of the broader community and was struggling to connect to her students. “The home visit changed my perception,” Lemay said. “I felt like I had an advocate in this parent; she could advocate for me and I could advocate for her.”\u003c/p>\n\u003cp>\u003cstrong>STUDENTS FEEL CARED FOR\u003c/strong>\u003c/p>\n\u003cp>Schools participating in the Parent-Teacher Home Visit Project have seen profound results in students. The visits have improved attendance, classroom behavior and parent participation. In high school, home visits can help students make a positive transition into freshman year. New students have at least one friendly face, and because the emphasis of the first visit is relationship-building, it helps build a sense of community that keeps kids in school until graduation.\u003c/p>\n\u003cp>At \u003ca href=\"http://www.scusd.edu/school/luther-burbank\" target=\"_blank\">Luther Burbank High School \u003c/a>in Sacramento, students who received visits both their freshman and junior years applied to college at triple the rates of students who did not receive home visits. While the freshman visit focuses on relationship-building, the junior-year visit helps students and parents learn all they’ll need for college-readiness.\u003c/p>\n\u003cp>Beyond statistics about college applicants and attendance rates, sometimes the relationship formed through that simple visit can be a lifeline for students. Luther Burbank High School counselor Emily Catlett remembers one visit in particular, when she visited a student living in a one-bedroom apartment with her mother and six siblings. Later, that student started missing a lot of school. Catlett’s recollection of the home visit made her more determined to find her.\u003c/p>\n\u003cp>It turned out that the student was staying home from school to baby-sit three younger siblings. Two of them had had trouble enrolling in kindergarten and first grade because they didn’t have birth certificates. Catlett helped the family enroll the two brothers and worked with the student’s mother to find care for the youngest child so the oldest could return to school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Every time I see her and make eye contact with her, I know she knows I fought for her,” says Catlett. “That’s one of the hardest things I’ve ever done, but it was well worth it.”\u003c/p>\n\n","blocks":[],"excerpt":"A program pays teachers to visit students at home and meet with their family. The home visits have helped parents become better-informed advocates for their kids and stronger allies with teachers.","status":"publish","parent":0,"modified":1453710022,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/pEn06v3Pl_4"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1454},"headData":{"title":"How Can Schools Tap Into Parent Power For the Good of Students? | KQED","description":"A program pays teachers to visit students at home and meet with their family. The home visits have helped parents become better-informed advocates for their kids and stronger allies with teachers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Can Schools Tap Into Parent Power For the Good of Students?","datePublished":"2016-01-25T08:20:22.000Z","dateModified":"2016-01-25T08:20:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43193 http://ww2.kqed.org/mindshift/?p=43193","disqusUrl":"https://ww2.kqed.org/mindshift/2016/01/25/how-can-schools-tap-into-parent-power-for-the-good-of-students/","disqusTitle":"How Can Schools Tap Into Parent Power For the Good of Students?","path":"/mindshift/43193/how-can-schools-tap-into-parent-power-for-the-good-of-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Yesenia Gonzalez welcomed her daughter’s teacher into her home for the first time, she was ready for another lecture on how she could be a better parent. That’s what she was used to hearing from school officials. So she was surprised when the teacher asked about her hopes for her daughter’s future, and her concerns.\u003c/p>\n\u003cp>“I didn’t become a better parent, which is what schools always seem to want to train us on,” Gonzalez said. She already knows she’s a good parent, but the visit gave her something else.\u003c/p>\n\u003cp>“I became an advocate for my children and I grabbed that tool and I went with it. It took one teacher in my home, in my living room, to give me that,” Gonzalez said.\u003c/p>\n\u003cp>The home visit helped Gonzalez see that the teachers at her daughter’s school wanted her to succeed. Gonzalez had a terrible middle school experience herself and hadn’t finished high school, but having a teacher in her home, treating her as an equal partner, made her feel respected. She was no longer afraid school staff would turn her away if she needed help, and her new trust in the teacher made her want to support him by helping out in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignright\">'All of a sudden they start to feel worthy and worthwhile. People will forget what you say, but they'll always remember how you made them feel.'\u003c/aside>\n\u003cp>Gonzalez helped start the \u003ca href=\"http://www.pthvp.org/index.php/sacramento-region\" target=\"_blank\">Parent-Teacher Home Visit Project\u003c/a> in Sacramento. She has now \u003ca href=\"http://ww2.kqed.org/news/2015/12/02/the-power-of-home-visits-to-connect-teachers-with-kids-and-their-families\" target=\"_blank\">helped train thousands of teachers nationwide\u003c/a>, encouraging them to share their fears and even role-play making a phone call to set up a visit. She always emphasizes to teachers and school officials that visits must be voluntary.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s a mutual respect between family and teacher,” said Lisa Levasseur, former teacher and associate director of the project. “If you’re going to go visit, you let them know you’re coming. You make a phone call and you find out what time works best for the family. Parents don’t get a say in when back-to-school night is or when conferences are. They’re told. So the power in building this partnership is that the parents have some say of when you get to come over.”\u003c/p>\n\u003cp>The trainers also urge teachers to visit a wide cross section of kids, instead of targeting only those who are struggling. Not only is it important that students doing well also know adults care for them, but visiting only kids who are having trouble undermines the purpose of the program.\u003c/p>\n\u003cp>“If you’re only focusing on the kids who are failing, or only on the kids who are getting suspended, parents talk,” Levasseur said. “I’m a parent and I don’t want a teacher coming to my house when I know they are only visiting the kids that are in trouble.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/pEn06v3Pl_4\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A home visit was where Flor Pedraza found out what the ACT and SAT were, and what her son needed to do to finish high school and go to college. Sometimes this kind of information is given out to parents at back-to-school night or sent home in a child’s backpack, but Pedraza said it didn’t really make sense until a teacher explained it to her face-to-face, in her home.\u003c/p>\n\u003cp>“It made a huge difference, because they were telling me and looking directly in my eyes,” she said.\u003c/p>\n\u003cp>Before the visit, both Pedraza and her son, Marcos, were nervous -- the only other time someone from school had visited was when Marcos was in fifth grade and it was negative. “The teacher was only complaining about the bad things that my son did, but she never addressed me to say, ‘As a teacher, I can do this,’ or ‘You, as a mother, can do this.’ She didn’t give me any tools for what we could do,” says Pedraza.\u003c/p>\n\u003cp>But this visit was different: It was all positive. The counselor who visited their home asked Marcos if he needed any help in any classes, and she got him into after-school tutoring for math. She told Pedraza about parent classes she didn’t know existed. Afterward, Pedraza felt she had the right language to talk with her son about school, and because he knew she cared, he started applying himself more. He raised his grades from C’s and D’s to A’s and B’s.\u003c/p>\n\u003cp>That’s why it’s so important to keep the first visit positive, says Sacramento teacher Lisette Lemay. “I think that’s where the shift happens in the student, because all of a sudden they start to feel worthy and worthwhile. People will forget what you say, but they’ll always remember how you made them feel.”\u003c/p>\n\u003cp>In some cases this early relationship-building can completely change the relationship between teachers and parents, which many teachers say has changed over the past several decades. When teachers and parents trust each other, it becomes easier for parents to listen to a teacher’s side of a conflict, instead of automatically siding with their child against the teacher.\u003c/p>\n\u003cp>“Many teachers report when a problem does occur at school, they aren't afraid to communicate with the parents because a trust has been developed. They have shared hopes and dreams together, and they are now partners for the success of the shared student,” Levasseur said.\u003c/p>\n\u003cp>\u003cstrong>MORE WORK FOR TEACHERS?\u003c/strong>\u003c/p>\n\u003cp>This might seem like one more thing teachers have to do, but many participating educators say the extra investment is worth the payoff in the classroom. And it’s not unpaid time. The Parent-Teacher Home Visit Project asks school districts to compensate teachers for time spent on home visits.\u003c/p>\n\u003cp>Teachers say the visits are fun and offer a window into the lives and cultures of their students. When teachers understand where students are coming from, they can plan more relevant curriculum and have a better sense of the context of conflicts.\u003c/p>\n\u003cp>These visits can also help teachers connect to the communities they serve. Lemay remembers feeling adrift at a new school. She didn’t feel she was a part of the broader community and was struggling to connect to her students. “The home visit changed my perception,” Lemay said. “I felt like I had an advocate in this parent; she could advocate for me and I could advocate for her.”\u003c/p>\n\u003cp>\u003cstrong>STUDENTS FEEL CARED FOR\u003c/strong>\u003c/p>\n\u003cp>Schools participating in the Parent-Teacher Home Visit Project have seen profound results in students. The visits have improved attendance, classroom behavior and parent participation. In high school, home visits can help students make a positive transition into freshman year. New students have at least one friendly face, and because the emphasis of the first visit is relationship-building, it helps build a sense of community that keeps kids in school until graduation.\u003c/p>\n\u003cp>At \u003ca href=\"http://www.scusd.edu/school/luther-burbank\" target=\"_blank\">Luther Burbank High School \u003c/a>in Sacramento, students who received visits both their freshman and junior years applied to college at triple the rates of students who did not receive home visits. While the freshman visit focuses on relationship-building, the junior-year visit helps students and parents learn all they’ll need for college-readiness.\u003c/p>\n\u003cp>Beyond statistics about college applicants and attendance rates, sometimes the relationship formed through that simple visit can be a lifeline for students. Luther Burbank High School counselor Emily Catlett remembers one visit in particular, when she visited a student living in a one-bedroom apartment with her mother and six siblings. Later, that student started missing a lot of school. Catlett’s recollection of the home visit made her more determined to find her.\u003c/p>\n\u003cp>It turned out that the student was staying home from school to baby-sit three younger siblings. Two of them had had trouble enrolling in kindergarten and first grade because they didn’t have birth certificates. Catlett helped the family enroll the two brothers and worked with the student’s mother to find care for the youngest child so the oldest could return to school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Every time I see her and make eye contact with her, I know she knows I fought for her,” says Catlett. “That’s one of the hardest things I’ve ever done, but it was well worth it.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43193/how-can-schools-tap-into-parent-power-for-the-good-of-students","authors":["3225"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20961","mindshift_231","mindshift_20737"],"featImg":"mindshift_43471","label":"mindshift"},"mindshift_42715":{"type":"posts","id":"mindshift_42715","meta":{"index":"posts_1591205157","site":"mindshift","id":"42715","score":null,"sort":[1447748137000]},"guestAuthors":[],"slug":"what-can-be-done-to-improve-parent-teacher-communication","title":"What Can Be Done To Improve Parent-Teacher Communication?","publishDate":1447748137,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It’s not that high school English teacher Mike S. is \u003cem>opposed,\u003c/em> exactly, to communicating with the parents of the kids he teaches. It’s just that the idea of calling or emailing parents directly, in the absence of a compelling need, seems unnecessary.\u003c/p>\n\u003cp>“It if ain’t broke, don’t fix it,” he explained.\u003c/p>\n\u003cp>Also, the private school where he works uses an advisory system in which students have an adult adviser who serves as the go-between for teachers and students. He avoids sending even friendly emails to parents.\u003c/p>\n\u003cp>“They can turn into a long back-and-forth correspondence, and I’m already feeling quite pressured juggling all of my school demands with my own life as a parent,” he said. How about receiving messages from parents? “If I saw a parent email in my inbox, my gut reaction would be to shift into ‘defensive’ mode.”\u003c/p>\n\u003cp>As it turns out, parents feel much the same. “With the boys, my first reaction was generally, ‘Uh oh, what did he do?’ ” said Sarah Sangree, mother of four, about her gut response to a teacher phone call. There was no distinguishable pattern to teacher communication -- some teachers never communicated at all -- so the few times she did get a message, she assumed the worst.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I figured no news was good news,” she added.\u003c/p>\n\u003cp>\u003cstrong>What the Research Shows\u003c/strong>\u003c/p>\n\u003cp>This failure to communicate between teachers and parents appears to be the norm. In a 2012 study conducted by the National Household Education Surveys Program, 59 percent of parents with children in public school reported having never received a phone call from a teacher. A mere 49 percent of parents who had been contacted by school staff reported being “very satisfied” with the exchange. And although more parents received emails from schools than they had a decade before, much of that increase went to families living above the poverty line.\u003c/p>\n\u003cp>\u003ca href=\"https://www.brown.edu/academics/population-studies/matthew-kraft\">Matthew Kraft\u003c/a>, who carried out the research, calls that discrepancy an “income-based email communication gap,” one of many holes in the ways teachers and parents exchange information. Kraft is an assistant professor of education and economics at Brown, and he has spent years studying the lapses in parent-teacher communication.\u003c/p>\n\u003cp>Students suffer most from the lack of quality communication between the two camps, Kraft says. “Our intuition that teacher communication with parents is a good thing is exactly right,” he told me. Several studies corroborate that claim.\u003c/p>\n\u003cp>In a recent project on \u003ca href=\"http://scholar.harvard.edu/files/mkraft/files/kraft_rogers_teacher-parent_communication_hks_working_paper.pdf\">“light touch” communication\u003c/a> between teachers and parents, Kraft and co-author \u003ca href=\"https://www.hks.harvard.edu/about/faculty-staff-directory/todd-rogers\">Todd Rogers\u003c/a> found that at-risk high school kids performed better when their parents received a short email at the end of the week that identified student trouble spots and offered specific, actionable information on how to improve. In another study conducted during the summer at a charter school, Kraft and colleague Shaun Dougherty found that regular phone calls home immediately improved a child’s attendance, behavior and class involvement.\u003c/p>\n\u003cp>If better communication is so effective, why don’t teachers do it more?\u003c/p>\n\u003cp>“Implementation barriers” are the first hurdle, Kraft says, including defunct email addresses and phone numbers, language barriers and outdated address books. Even more troublesome is the absence of norms, in most schools, on the frequency and content of teacher-parent communication. “There’s no clear expectation on best practices, or what that communication should look like,” he explained. The limitations of the clock also factor in: Teachers in large public schools who might be teaching as many as 150 kids a day are hard-pressed to find time for meaningful one-on-one communication with parents.\u003c/p>\n\u003cp>“It’s not sustainable for all teachers to use parent calls,” Kraft said.\u003c/p>\n\u003cp>\u003cstrong>How Schools Can Set Norms\u003c/strong>\u003c/p>\n\u003cp>Despite obstacles, schools can do much to help teachers contact parents, starting with establishing norms for communication that defuse built-in tensions and make allowances for teachers’ time. Having a communication policy that asks teachers to contact parents monthly, say, would subvert parents’ expectations that a phone call from the teacher means trouble at school.\u003c/p>\n\u003cp>To make outreach more attractive to teachers, schools need to make communication central to the teachers’ work, not just an add-on to their growing list of responsibilities. In practice, that means making time \u003cem>during\u003c/em> the school day for teachers to contact parents, Kraft says. As well, teachers need guidance on the content of those messages and how to say them. And what works for one school won’t work for all, Kraft cautions.\u003c/p>\n\u003cp>None of this will be easy. And low-income schools with underachieving students have an additional challenge: These parents can be the hardest to engage. Kimberly, who taught English for three years at a low-performing charter school in New Jersey, said she had to chase down parents to share feedback.\u003c/p>\n\u003cp>“I never had a situation where parents were too involved,” she told me. On back-to-school night, the first opportunity for parents to talk with their children’s teachers in person, just a handful of parents showed up. In Kraft’s own experience teaching in Oakland and Berkeley, he found much the same: “The parents you most need to talk to are the least likely to come,” he said.\u003c/p>\n\u003cp>He believes schools can do better in making this annual event more accessible, convenient and “translatable” for low-income parents. And all parents, no matter the school district, benefit if back-to-school night is early enough in the school year that parents and teachers can get a good start on establishing a partnership that serves the students,\u003c/p>\n\u003cp>\u003cstrong>The Promise of Text Messaging\u003c/strong>\u003c/p>\n\u003cp>As for the most underused and promising form of parent-teacher communication, Kraft is clear: It’s texting. “It’s not a rich technology, but it’s a mode of communication that’s the least utilized, with the highest upside,” he said.\u003c/p>\n\u003cp>Texting allows senders to “push” information out to recipients. The ubiquity of phones, even among low-income families, makes them a convenient portal for transmitting vital news, allowing teachers to reach parents with individualized messages. The space limitations that texting imposes, furthermore, encourage quick and direct messaging from teachers. Even simple instructions like “needs to study for test,” or “attendance has slipped” -- some of the “light-touch” messages that produced good outcomes in one of Kraft’s studies -- can be useful. And teachers who text might consider doing the following: alternate positive reinforcement with suggestions for improvement; remind parents about important assignments and upcoming tests; fill in parents on what students are studying in class.\u003c/p>\n\u003cp>“The combination of our collective wisdom about best practices, on top of the growing body of research on communication, suggests that schools should invest in formal communication systems,” Kraft says.\u003c/p>\n\u003cp>For some teachers, of course, communicating with parents comes naturally, system or no system. “I talk to parents all the time,” said Marcy Rosner, a history teacher in Oakland. “My students know that I have a relationship with their parents, which gives them a sense of accountability.\"\u003c/p>\n\u003cp>Conflict in the classroom diminishes as a result, Rosner said, though the routine communicating devours her free time. Still, she believes that connecting with parents is crucial for the well-being of her students because it builds a support net for the kids. “They have a community of folks who care about them,” Rosner explained.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“What we are getting is this haphazard mix of some teachers communicating effectively and others who are not,” Kraft said. “That is not fair to parents or students. We need to help teachers share their best practices and make communication the norm rather than the exception.”\u003c/p>\n\n","blocks":[],"excerpt":"Built-in time for communication and text messages could help grown-ups communicate better for the benefit of the student. ","status":"publish","parent":0,"modified":1447772971,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1347},"headData":{"title":"What Can Be Done To Improve Parent-Teacher Communication? | KQED","description":"Built-in time for communication and text messages could help grown-ups communicate better for the benefit of the student. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Can Be Done To Improve Parent-Teacher Communication?","datePublished":"2015-11-17T08:15:37.000Z","dateModified":"2015-11-17T15:09:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42715 http://ww2.kqed.org/mindshift/?p=42715","disqusUrl":"https://ww2.kqed.org/mindshift/2015/11/17/what-can-be-done-to-improve-parent-teacher-communication/","disqusTitle":"What Can Be Done To Improve Parent-Teacher Communication?","path":"/mindshift/42715/what-can-be-done-to-improve-parent-teacher-communication","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s not that high school English teacher Mike S. is \u003cem>opposed,\u003c/em> exactly, to communicating with the parents of the kids he teaches. It’s just that the idea of calling or emailing parents directly, in the absence of a compelling need, seems unnecessary.\u003c/p>\n\u003cp>“It if ain’t broke, don’t fix it,” he explained.\u003c/p>\n\u003cp>Also, the private school where he works uses an advisory system in which students have an adult adviser who serves as the go-between for teachers and students. He avoids sending even friendly emails to parents.\u003c/p>\n\u003cp>“They can turn into a long back-and-forth correspondence, and I’m already feeling quite pressured juggling all of my school demands with my own life as a parent,” he said. How about receiving messages from parents? “If I saw a parent email in my inbox, my gut reaction would be to shift into ‘defensive’ mode.”\u003c/p>\n\u003cp>As it turns out, parents feel much the same. “With the boys, my first reaction was generally, ‘Uh oh, what did he do?’ ” said Sarah Sangree, mother of four, about her gut response to a teacher phone call. There was no distinguishable pattern to teacher communication -- some teachers never communicated at all -- so the few times she did get a message, she assumed the worst.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I figured no news was good news,” she added.\u003c/p>\n\u003cp>\u003cstrong>What the Research Shows\u003c/strong>\u003c/p>\n\u003cp>This failure to communicate between teachers and parents appears to be the norm. In a 2012 study conducted by the National Household Education Surveys Program, 59 percent of parents with children in public school reported having never received a phone call from a teacher. A mere 49 percent of parents who had been contacted by school staff reported being “very satisfied” with the exchange. And although more parents received emails from schools than they had a decade before, much of that increase went to families living above the poverty line.\u003c/p>\n\u003cp>\u003ca href=\"https://www.brown.edu/academics/population-studies/matthew-kraft\">Matthew Kraft\u003c/a>, who carried out the research, calls that discrepancy an “income-based email communication gap,” one of many holes in the ways teachers and parents exchange information. Kraft is an assistant professor of education and economics at Brown, and he has spent years studying the lapses in parent-teacher communication.\u003c/p>\n\u003cp>Students suffer most from the lack of quality communication between the two camps, Kraft says. “Our intuition that teacher communication with parents is a good thing is exactly right,” he told me. Several studies corroborate that claim.\u003c/p>\n\u003cp>In a recent project on \u003ca href=\"http://scholar.harvard.edu/files/mkraft/files/kraft_rogers_teacher-parent_communication_hks_working_paper.pdf\">“light touch” communication\u003c/a> between teachers and parents, Kraft and co-author \u003ca href=\"https://www.hks.harvard.edu/about/faculty-staff-directory/todd-rogers\">Todd Rogers\u003c/a> found that at-risk high school kids performed better when their parents received a short email at the end of the week that identified student trouble spots and offered specific, actionable information on how to improve. In another study conducted during the summer at a charter school, Kraft and colleague Shaun Dougherty found that regular phone calls home immediately improved a child’s attendance, behavior and class involvement.\u003c/p>\n\u003cp>If better communication is so effective, why don’t teachers do it more?\u003c/p>\n\u003cp>“Implementation barriers” are the first hurdle, Kraft says, including defunct email addresses and phone numbers, language barriers and outdated address books. Even more troublesome is the absence of norms, in most schools, on the frequency and content of teacher-parent communication. “There’s no clear expectation on best practices, or what that communication should look like,” he explained. The limitations of the clock also factor in: Teachers in large public schools who might be teaching as many as 150 kids a day are hard-pressed to find time for meaningful one-on-one communication with parents.\u003c/p>\n\u003cp>“It’s not sustainable for all teachers to use parent calls,” Kraft said.\u003c/p>\n\u003cp>\u003cstrong>How Schools Can Set Norms\u003c/strong>\u003c/p>\n\u003cp>Despite obstacles, schools can do much to help teachers contact parents, starting with establishing norms for communication that defuse built-in tensions and make allowances for teachers’ time. Having a communication policy that asks teachers to contact parents monthly, say, would subvert parents’ expectations that a phone call from the teacher means trouble at school.\u003c/p>\n\u003cp>To make outreach more attractive to teachers, schools need to make communication central to the teachers’ work, not just an add-on to their growing list of responsibilities. In practice, that means making time \u003cem>during\u003c/em> the school day for teachers to contact parents, Kraft says. As well, teachers need guidance on the content of those messages and how to say them. And what works for one school won’t work for all, Kraft cautions.\u003c/p>\n\u003cp>None of this will be easy. And low-income schools with underachieving students have an additional challenge: These parents can be the hardest to engage. Kimberly, who taught English for three years at a low-performing charter school in New Jersey, said she had to chase down parents to share feedback.\u003c/p>\n\u003cp>“I never had a situation where parents were too involved,” she told me. On back-to-school night, the first opportunity for parents to talk with their children’s teachers in person, just a handful of parents showed up. In Kraft’s own experience teaching in Oakland and Berkeley, he found much the same: “The parents you most need to talk to are the least likely to come,” he said.\u003c/p>\n\u003cp>He believes schools can do better in making this annual event more accessible, convenient and “translatable” for low-income parents. And all parents, no matter the school district, benefit if back-to-school night is early enough in the school year that parents and teachers can get a good start on establishing a partnership that serves the students,\u003c/p>\n\u003cp>\u003cstrong>The Promise of Text Messaging\u003c/strong>\u003c/p>\n\u003cp>As for the most underused and promising form of parent-teacher communication, Kraft is clear: It’s texting. “It’s not a rich technology, but it’s a mode of communication that’s the least utilized, with the highest upside,” he said.\u003c/p>\n\u003cp>Texting allows senders to “push” information out to recipients. The ubiquity of phones, even among low-income families, makes them a convenient portal for transmitting vital news, allowing teachers to reach parents with individualized messages. The space limitations that texting imposes, furthermore, encourage quick and direct messaging from teachers. Even simple instructions like “needs to study for test,” or “attendance has slipped” -- some of the “light-touch” messages that produced good outcomes in one of Kraft’s studies -- can be useful. And teachers who text might consider doing the following: alternate positive reinforcement with suggestions for improvement; remind parents about important assignments and upcoming tests; fill in parents on what students are studying in class.\u003c/p>\n\u003cp>“The combination of our collective wisdom about best practices, on top of the growing body of research on communication, suggests that schools should invest in formal communication systems,” Kraft says.\u003c/p>\n\u003cp>For some teachers, of course, communicating with parents comes naturally, system or no system. “I talk to parents all the time,” said Marcy Rosner, a history teacher in Oakland. “My students know that I have a relationship with their parents, which gives them a sense of accountability.\"\u003c/p>\n\u003cp>Conflict in the classroom diminishes as a result, Rosner said, though the routine communicating devours her free time. Still, she believes that connecting with parents is crucial for the well-being of her students because it builds a support net for the kids. “They have a community of folks who care about them,” Rosner explained.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“What we are getting is this haphazard mix of some teachers communicating effectively and others who are not,” Kraft said. “That is not fair to parents or students. We need to help teachers share their best practices and make communication the norm rather than the exception.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42715/what-can-be-done-to-improve-parent-teacher-communication","authors":["4613"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_231","mindshift_20737","mindshift_917"],"featImg":"mindshift_42801","label":"mindshift"},"mindshift_37500":{"type":"posts","id":"mindshift_37500","meta":{"index":"posts_1591205157","site":"mindshift","id":"37500","score":null,"sort":[1411480847000]},"guestAuthors":[],"slug":"why-students-should-take-the-lead-in-parent-teacher-conferences","title":"Why Students Should Take the Lead in Parent-Teacher Conferences","publishDate":1411480847,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37856\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/faces.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/faces-640x360.jpg\" alt=\"Mia Christopher\" width=\"640\" height=\"360\" class=\"size-large wp-image-37856\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mia Christopher\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The following is an excerpt from \"\u003ca href=\"http://thenewpress.com/books/deeper-learning\" target=\"_blank\">Deeper Learning How Eight Innovative Public Schools Are Transforming Education in the Twenty-First Century\u003c/a>,\" by Monica R. Martinez and Dennis McGrath.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">A particularly vivid example of putting students in the driver’s seat of their own education is the way they handle what traditional schools refer to as parent-teacher conferences. At these time-honored encounters, it’s not uncommon for students to stay home while the adults discuss their progress or lack thereof. But at schools built on Deeper Learning principles, the meetings are often turned into student-led conferences, with students presenting their schoolwork, while their teachers, having helped them prepare, sit across the table, or even off to the side. The triad then sits together to review and discuss the work and the student’s progress. The message, once again, is that the students are responsible for their own success.\u003c/p>\n\u003cp>The specific dynamics of these conferences vary widely. At California’s Impact Academy, three or four different sets of students and their families meet simultaneously, as teachers circulate through the room, making sure parents are getting their questions answered, and only intervening if the student is struggling. Yet in all cases, the basic spirit is the same: this is the student’s moment to share his or her reflections on achievements and challenges.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Over time, the parents begin to set a higher bar for their students at these conferences.\"\u003c/aside>\n\u003cp>At King Middle School, the twice-yearly student-led conferences are “one of the most important things we do to have students own their own learning,” says Peter Hill, who helps prepare kids in his advisory class, or crew, for their meetings. “And yet, the students’ first impulse is to tear through their folders to find every best thing that they have done to show their parents.”\u003c/p>\n\u003cp>Instead, Hill encourages students to reflect on the connection between the effort they have made and the quality of their work. To this end, he asks them to choose three examples that help them tell their parents a deeper story: one that shows they have recognized both a personal strength and an area in which they are struggling. Most students, he says, have never thought about their learning in this way. Nor have most of their parents.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Indeed, many parents need some time to adjust to the new format, Hill acknowledges. Often, he says, a mother or father “just wants to ask me about how their child is doing, or how they are behaving. Sometimes I have to nudge the conversation back to let the child lead. We also have to teach the parents how to be reflective about their kids’ work and how best to help.”\u003c/p>\n\u003cp>Eventually, however, most if not all parents appreciate the new process, teachers told us. “They come to realize that report cards don’t tell them anything very useful,” says Gus Goodwin, Hill’s colleague. “And over time, the parents begin to set a higher bar for their students at these conferences.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"s8SZqBZAQSjDVGOSqGLyW3Wmml31QBBZ\"]\u003c/p>\n\u003cp>As crew leader, Hill has his students practice how they’ll discuss their work products with their parents. We watched as he spoke with one eighth-grade boy who initially shyly lowered his head as he confessed that he felt uncomfortable showing his work to anyone, including his mother and father. Hill told the boy he understood how he felt, and then offered some strategies for discussing his work in math, which both of them knew was a problem area. “You have done some good work of which you should be proud,” he told him. Together, they then picked out a paper that demonstrated the boy’s effort, after which Hill suggested: “When we have the conference, why don’t you use this assignment and begin by saying, ‘I have done a good job in math when I . . . .’ ” The boy wrote the phrase in his notebook, and visibly began to relax, after which Hill used the rest of the advisory period to find more examples of work that showed his effort.\u003c/p>\n\u003cp>As kids learn to advocate for themselves in this way, they discover how to let their parents know more specifically how to support them. Hill tells the story of one student who was clearly intelligent, but struggling with his independent reading. Rambunctious in class, the boy surprised Hill by sitting straight and quietly in his chair when his father, a seemingly stern man, walked into the room. But what surprised him even more was when the boy spoke up for himself during the conference, telling his father: “I realize now that I need to spend more time reading on my own and I need your help with that. I need my three brothers out of the room at night so I can read in silence.”\u003c/p>\n\u003cp>Such exchanges empower both students and their parents, Hill noted, adding: “When I checked in on the student a few weeks later, he was very pleased that his dad was keeping his brothers out of his room so he could do his silent reading.”\u003c/p>\n\u003cp>At Science Leadership Academy, health educator Pia Martin coaches her students in how to communicate with parents about difficult topics, such as why they might have received a C in a class. “How will your parents respond?” she asks. “What are the things that will trigger your parents and how will that play out? Will this lead to lost privileges or other forms of punishment? How do we minimize this?”\u003c/p>\n\u003cp>“In conference, I’m your advocate,” she always reminds them. Like Hill and several other teachers we spoke with, Martin said she usually helps begin conferences by encouraging students to talk about what they are good at, to prevent meetings from turning into blame-fests. She tells the students to start the meeting with two questions: “What do I do well?” and “How can I build on this?”\u003c/p>\n\u003cp>“I always tell them, ‘Own what you got,’ ” Martin says. Only after students spend a moment to recognize what they’re doing right does she encourage them to tackle the challenges, with the following questions: “What have I not done well?” and “How can I improve this?”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Copyright ©2014 by Monica R. Martinez and Dennis McGrath. This excerpt originally appeared in \"Deeper Learning How Eight Innovative Public Schools Are Transforming Education in the Twenty-First Century,\" published by The New Press Reprinted here with permission.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Students own their struggles and strengths when they lead parent-teacher conferences.","status":"publish","parent":0,"modified":1411483060,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1129},"headData":{"title":"Why Students Should Take the Lead in Parent-Teacher Conferences | KQED","description":"Students own their struggles and strengths when they lead parent-teacher conferences.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Students Should Take the Lead in Parent-Teacher Conferences","datePublished":"2014-09-23T14:00:47.000Z","dateModified":"2014-09-23T14:37:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37500 http://blogs.kqed.org/mindshift/?p=37500","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/23/why-students-should-take-the-lead-in-parent-teacher-conferences/","disqusTitle":"Why Students Should Take the Lead in Parent-Teacher Conferences","path":"/mindshift/37500/why-students-should-take-the-lead-in-parent-teacher-conferences","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37856\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/faces.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/faces-640x360.jpg\" alt=\"Mia Christopher\" width=\"640\" height=\"360\" class=\"size-large wp-image-37856\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mia Christopher\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The following is an excerpt from \"\u003ca href=\"http://thenewpress.com/books/deeper-learning\" target=\"_blank\">Deeper Learning How Eight Innovative Public Schools Are Transforming Education in the Twenty-First Century\u003c/a>,\" by Monica R. Martinez and Dennis McGrath.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">A particularly vivid example of putting students in the driver’s seat of their own education is the way they handle what traditional schools refer to as parent-teacher conferences. At these time-honored encounters, it’s not uncommon for students to stay home while the adults discuss their progress or lack thereof. But at schools built on Deeper Learning principles, the meetings are often turned into student-led conferences, with students presenting their schoolwork, while their teachers, having helped them prepare, sit across the table, or even off to the side. The triad then sits together to review and discuss the work and the student’s progress. The message, once again, is that the students are responsible for their own success.\u003c/p>\n\u003cp>The specific dynamics of these conferences vary widely. At California’s Impact Academy, three or four different sets of students and their families meet simultaneously, as teachers circulate through the room, making sure parents are getting their questions answered, and only intervening if the student is struggling. Yet in all cases, the basic spirit is the same: this is the student’s moment to share his or her reflections on achievements and challenges.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Over time, the parents begin to set a higher bar for their students at these conferences.\"\u003c/aside>\n\u003cp>At King Middle School, the twice-yearly student-led conferences are “one of the most important things we do to have students own their own learning,” says Peter Hill, who helps prepare kids in his advisory class, or crew, for their meetings. “And yet, the students’ first impulse is to tear through their folders to find every best thing that they have done to show their parents.”\u003c/p>\n\u003cp>Instead, Hill encourages students to reflect on the connection between the effort they have made and the quality of their work. To this end, he asks them to choose three examples that help them tell their parents a deeper story: one that shows they have recognized both a personal strength and an area in which they are struggling. Most students, he says, have never thought about their learning in this way. Nor have most of their parents.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Indeed, many parents need some time to adjust to the new format, Hill acknowledges. Often, he says, a mother or father “just wants to ask me about how their child is doing, or how they are behaving. Sometimes I have to nudge the conversation back to let the child lead. We also have to teach the parents how to be reflective about their kids’ work and how best to help.”\u003c/p>\n\u003cp>Eventually, however, most if not all parents appreciate the new process, teachers told us. “They come to realize that report cards don’t tell them anything very useful,” says Gus Goodwin, Hill’s colleague. “And over time, the parents begin to set a higher bar for their students at these conferences.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>As crew leader, Hill has his students practice how they’ll discuss their work products with their parents. We watched as he spoke with one eighth-grade boy who initially shyly lowered his head as he confessed that he felt uncomfortable showing his work to anyone, including his mother and father. Hill told the boy he understood how he felt, and then offered some strategies for discussing his work in math, which both of them knew was a problem area. “You have done some good work of which you should be proud,” he told him. Together, they then picked out a paper that demonstrated the boy’s effort, after which Hill suggested: “When we have the conference, why don’t you use this assignment and begin by saying, ‘I have done a good job in math when I . . . .’ ” The boy wrote the phrase in his notebook, and visibly began to relax, after which Hill used the rest of the advisory period to find more examples of work that showed his effort.\u003c/p>\n\u003cp>As kids learn to advocate for themselves in this way, they discover how to let their parents know more specifically how to support them. Hill tells the story of one student who was clearly intelligent, but struggling with his independent reading. Rambunctious in class, the boy surprised Hill by sitting straight and quietly in his chair when his father, a seemingly stern man, walked into the room. But what surprised him even more was when the boy spoke up for himself during the conference, telling his father: “I realize now that I need to spend more time reading on my own and I need your help with that. I need my three brothers out of the room at night so I can read in silence.”\u003c/p>\n\u003cp>Such exchanges empower both students and their parents, Hill noted, adding: “When I checked in on the student a few weeks later, he was very pleased that his dad was keeping his brothers out of his room so he could do his silent reading.”\u003c/p>\n\u003cp>At Science Leadership Academy, health educator Pia Martin coaches her students in how to communicate with parents about difficult topics, such as why they might have received a C in a class. “How will your parents respond?” she asks. “What are the things that will trigger your parents and how will that play out? Will this lead to lost privileges or other forms of punishment? How do we minimize this?”\u003c/p>\n\u003cp>“In conference, I’m your advocate,” she always reminds them. Like Hill and several other teachers we spoke with, Martin said she usually helps begin conferences by encouraging students to talk about what they are good at, to prevent meetings from turning into blame-fests. She tells the students to start the meeting with two questions: “What do I do well?” and “How can I build on this?”\u003c/p>\n\u003cp>“I always tell them, ‘Own what you got,’ ” Martin says. Only after students spend a moment to recognize what they’re doing right does she encourage them to tackle the challenges, with the following questions: “What have I not done well?” and “How can I improve this?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Copyright ©2014 by Monica R. Martinez and Dennis McGrath. This excerpt originally appeared in \"Deeper Learning How Eight Innovative Public Schools Are Transforming Education in the Twenty-First Century,\" published by The New Press Reprinted here with permission.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37500/why-students-should-take-the-lead-in-parent-teacher-conferences","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_939","mindshift_1040","mindshift_20737"],"featImg":"mindshift_37856","label":"mindshift"},"mindshift_37805":{"type":"posts","id":"mindshift_37805","meta":{"index":"posts_1591205157","site":"mindshift","id":"37805","score":null,"sort":[1411070405000]},"guestAuthors":[],"slug":"three-tips-to-focus-parent-teacher-conferences-on-creating-a-partnership","title":"Three Tips to Focus Parent-Teacher Conferences On Creating a Partnership","publishDate":1411070405,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37808\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/parent-teacher-conference.jpg\">\u003cimg class=\"size-large wp-image-37808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/parent-teacher-conference-640x360.jpg\" alt=\"LA Johnson/NPR\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">LA Johnson/NPR\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Elissa Nadworny\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">So you finally get the chance to meet one on one with your child's teacher — now what?\u003c/p>\n\u003cp>Like a good Boy Scout, be prepared: Educators agree that doing your homework before a parent-teacher conference can make a big difference.\u003c/p>\n\u003cp>The Harvard Family Research Project's \u003ca href=\"http://www.hfrp.org/var/hfrp/storage/fckeditor/File/Parent-Teacher-ConferenceTipSheet-100610.pdf\">Tip Sheet for Parents\u003c/a> suggests reviewing your child's work, grades and past teacher feedback. Ask your child about his experience at school and make a list of questions ahead of time to ask during the conference. \u003ca href=\"https://www.care.com/a/20-questions-to-ask-during-a-parent-teacher-conference-1309201640\">Care.com\u003c/a> — a website that matches up parents and child caregivers — created a list of questions to print out and take with you.\u003c/p>\n\u003cp>A good parent-teacher conference, experts say, should cover three major topics: the child, the classroom and the future.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>The Child\u003c/strong>\u003c/p>\n\u003cp>Most experts suggest telling the teacher about your child: Describe what they're like at home, what interests and excites them, and explain any issues at home that may be affecting your child at school.\u003c/p>\n\u003cp>\"Often times we don't have any understanding of what happens when a child leaves school,\" says Amanda Wirene, a reading specialist at the Montessori School of Englewood in Chicago. \"Often parents are our only way to know what's going on at home.\"\u003c/p>\n\u003cp>Be thorough, but do be aware of the time.\u003c/p>\n\u003cp>\"You always get that one parent who wants to stay forever and tells you in great detail all about their child,\" says Colleen Holmes, assistant principal at Lincoln Elementary School in Erie, Pa. Share information, she says, and if you need to talk more, schedule another time.\u003c/p>\n\u003cp>\u003cstrong>The Classroom\u003c/strong>\u003c/p>\n\u003cp>Ask about what's happening in the classroom — both academically and socially.\u003c/p>\n\u003cp>\"Parents have more access to student information than ever before,\" says Scot Graden, superintendent of Saline Area Schools in Saline, Mich. \"Chances are, anything that's going to come up at parent-teacher conferences, the student will already know about it.\"\u003c/p>\n\u003cp>By talking to your child in advance, you can ask more specific questions about grades or behaviors, says Graden.\u003c/p>\n\u003cp>Don't be afraid to ask the teacher to clarify what assessment or grades actually mean.\u003c/p>\n\u003cp>\"Teachers can sometimes use educational jargon that may seem alien to you,\" Karen Mira writes in \u003ca href=\"http://sg.theasianparent.com/10-things-parents-shouldnt-do-during-parent-teacher-conferences/3/\">The Asian Parent\u003c/a>, a parenting magazine in Singapore. \"Don't be shy to ask your child's teacher to explain what a certain educational word means.\"\u003c/p>\n\u003cp>If teachers bring up areas for improvement, don't get defensive, says Holmes, the elementary school assistant principal.\u003c/p>\n\u003cp>And don't let the meetings be a dumping ground for pent-up concerns or frustrations.\u003c/p>\n\u003cp>\"We don't want parents to load up on things they've wanted to discuss and are looking to have a sort of 'gotcha' moment,\" says Graden.\u003c/p>\n\u003cp>The same holds true for teachers: Lindsay Rollin, a second-grade teacher at Teachers College Community School in New York, says conferences should never be the first time parents are hearing about problems their child is having.\u003c/p>\n\u003cp>\"I am not dropping bombs on anybody,\" she says.\u003c/p>\n\u003cp>Before the meeting is over, you should be sure you're clear on the teacher's expectations for your child.\u003c/p>\n\u003cp>\"It's important for everyone to understand what the goal is at the end of the year,\" says Graden, the school superintendent. \"That way you all have a stake in that success.\"\u003c/p>\n\u003cp>\u003cstrong>The Future\u003c/strong>\u003c/p>\n\u003cp>Spin the conversation forward and ask what you can do to help.\u003c/p>\n\u003cp>Parent-teacher conferences are no longer a once-a-year check-in; they can provide useful insight for immediate and clear next steps.\u003c/p>\n\u003cp>\"Conferences are now a progress report timed so parents can actually do something about what they learn from teachers,\" says Heather Bastow Weiss, founder and director of the Harvard Family Research Project.\u003c/p>\n\u003cp>To get the most out of the conversation, she says, both the teacher and the parent should know what comes next. Brainstorm with the teacher to come up with ways to solve challenges your child faces. Ask for concrete examples of things you can do at home to help.\u003c/p>\n\u003cp>\"Go in looking for an opportunity to get involved with supporting your child,\" advises Holmes, who taught for 16 years before becoming an administrator. Parents should leave knowing the resources that are available to them, says Holmes, such as teacher or school websites and assignment calendars.\u003c/p>\n\u003cp>Ask if the teachers can recommend resources outside of school.\u003c/p>\n\u003cp>\"There are many out-of-school programs that can help kids improve their success in school,\" says Weiss. \"The nonschool learning experience should be part of the conversation at conferences.\"\u003c/p>\n\u003cp>Concrete next steps are essential, says Graden. If parents feel as though they didn't get answers to all of their questions, he recommends trying to connect with the teacher again within a week.\u003c/p>\n\u003cp>\"We want both the teacher and the parent to have a positive experience,\" he says. \"When parents and teachers work together, the results are always better.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Copyright 2014 NPR\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Parent-teacher conferences are a great time for the adults in a child's life to get on the same page about the student's educational journey at school and at home.","status":"publish","parent":0,"modified":1411063604,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":833},"headData":{"title":"Three Tips to Focus Parent-Teacher Conferences On Creating a Partnership | KQED","description":"Parent-teacher conferences are a great time for the adults in a child's life to get on the same page about the student's educational journey at school and at home.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Three Tips to Focus Parent-Teacher Conferences On Creating a Partnership","datePublished":"2014-09-18T20:00:05.000Z","dateModified":"2014-09-18T18:06:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37805 http://blogs.kqed.org/mindshift/?p=37805","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/18/three-tips-to-focus-parent-teacher-conferences-on-creating-a-partnership/","disqusTitle":"Three Tips to Focus Parent-Teacher Conferences On Creating a Partnership","nprByline":"Elissa Nadworny","nprStoryId":"349337543","nprApiLink":"http://api.npr.org/query?id=349337543&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2014/09/18/349337543/how-to-make-the-most-of-your-10-minutes-with-teacher?ft=3&f=349337543","nprRetrievedStory":"1","nprPubDate":"Thu, 18 Sep 2014 09:11:00 -0400","nprStoryDate":"Thu, 18 Sep 2014 07:47:00 -0400","nprLastModifiedDate":"Thu, 18 Sep 2014 09:19:39 -0400","path":"/mindshift/37805/three-tips-to-focus-parent-teacher-conferences-on-creating-a-partnership","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37808\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/parent-teacher-conference.jpg\">\u003cimg class=\"size-large wp-image-37808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/parent-teacher-conference-640x360.jpg\" alt=\"LA Johnson/NPR\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">LA Johnson/NPR\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Elissa Nadworny\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">So you finally get the chance to meet one on one with your child's teacher — now what?\u003c/p>\n\u003cp>Like a good Boy Scout, be prepared: Educators agree that doing your homework before a parent-teacher conference can make a big difference.\u003c/p>\n\u003cp>The Harvard Family Research Project's \u003ca href=\"http://www.hfrp.org/var/hfrp/storage/fckeditor/File/Parent-Teacher-ConferenceTipSheet-100610.pdf\">Tip Sheet for Parents\u003c/a> suggests reviewing your child's work, grades and past teacher feedback. Ask your child about his experience at school and make a list of questions ahead of time to ask during the conference. \u003ca href=\"https://www.care.com/a/20-questions-to-ask-during-a-parent-teacher-conference-1309201640\">Care.com\u003c/a> — a website that matches up parents and child caregivers — created a list of questions to print out and take with you.\u003c/p>\n\u003cp>A good parent-teacher conference, experts say, should cover three major topics: the child, the classroom and the future.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>The Child\u003c/strong>\u003c/p>\n\u003cp>Most experts suggest telling the teacher about your child: Describe what they're like at home, what interests and excites them, and explain any issues at home that may be affecting your child at school.\u003c/p>\n\u003cp>\"Often times we don't have any understanding of what happens when a child leaves school,\" says Amanda Wirene, a reading specialist at the Montessori School of Englewood in Chicago. \"Often parents are our only way to know what's going on at home.\"\u003c/p>\n\u003cp>Be thorough, but do be aware of the time.\u003c/p>\n\u003cp>\"You always get that one parent who wants to stay forever and tells you in great detail all about their child,\" says Colleen Holmes, assistant principal at Lincoln Elementary School in Erie, Pa. Share information, she says, and if you need to talk more, schedule another time.\u003c/p>\n\u003cp>\u003cstrong>The Classroom\u003c/strong>\u003c/p>\n\u003cp>Ask about what's happening in the classroom — both academically and socially.\u003c/p>\n\u003cp>\"Parents have more access to student information than ever before,\" says Scot Graden, superintendent of Saline Area Schools in Saline, Mich. \"Chances are, anything that's going to come up at parent-teacher conferences, the student will already know about it.\"\u003c/p>\n\u003cp>By talking to your child in advance, you can ask more specific questions about grades or behaviors, says Graden.\u003c/p>\n\u003cp>Don't be afraid to ask the teacher to clarify what assessment or grades actually mean.\u003c/p>\n\u003cp>\"Teachers can sometimes use educational jargon that may seem alien to you,\" Karen Mira writes in \u003ca href=\"http://sg.theasianparent.com/10-things-parents-shouldnt-do-during-parent-teacher-conferences/3/\">The Asian Parent\u003c/a>, a parenting magazine in Singapore. \"Don't be shy to ask your child's teacher to explain what a certain educational word means.\"\u003c/p>\n\u003cp>If teachers bring up areas for improvement, don't get defensive, says Holmes, the elementary school assistant principal.\u003c/p>\n\u003cp>And don't let the meetings be a dumping ground for pent-up concerns or frustrations.\u003c/p>\n\u003cp>\"We don't want parents to load up on things they've wanted to discuss and are looking to have a sort of 'gotcha' moment,\" says Graden.\u003c/p>\n\u003cp>The same holds true for teachers: Lindsay Rollin, a second-grade teacher at Teachers College Community School in New York, says conferences should never be the first time parents are hearing about problems their child is having.\u003c/p>\n\u003cp>\"I am not dropping bombs on anybody,\" she says.\u003c/p>\n\u003cp>Before the meeting is over, you should be sure you're clear on the teacher's expectations for your child.\u003c/p>\n\u003cp>\"It's important for everyone to understand what the goal is at the end of the year,\" says Graden, the school superintendent. \"That way you all have a stake in that success.\"\u003c/p>\n\u003cp>\u003cstrong>The Future\u003c/strong>\u003c/p>\n\u003cp>Spin the conversation forward and ask what you can do to help.\u003c/p>\n\u003cp>Parent-teacher conferences are no longer a once-a-year check-in; they can provide useful insight for immediate and clear next steps.\u003c/p>\n\u003cp>\"Conferences are now a progress report timed so parents can actually do something about what they learn from teachers,\" says Heather Bastow Weiss, founder and director of the Harvard Family Research Project.\u003c/p>\n\u003cp>To get the most out of the conversation, she says, both the teacher and the parent should know what comes next. Brainstorm with the teacher to come up with ways to solve challenges your child faces. Ask for concrete examples of things you can do at home to help.\u003c/p>\n\u003cp>\"Go in looking for an opportunity to get involved with supporting your child,\" advises Holmes, who taught for 16 years before becoming an administrator. Parents should leave knowing the resources that are available to them, says Holmes, such as teacher or school websites and assignment calendars.\u003c/p>\n\u003cp>Ask if the teachers can recommend resources outside of school.\u003c/p>\n\u003cp>\"There are many out-of-school programs that can help kids improve their success in school,\" says Weiss. \"The nonschool learning experience should be part of the conversation at conferences.\"\u003c/p>\n\u003cp>Concrete next steps are essential, says Graden. If parents feel as though they didn't get answers to all of their questions, he recommends trying to connect with the teacher again within a week.\u003c/p>\n\u003cp>\"We want both the teacher and the parent to have a positive experience,\" he says. \"When parents and teachers work together, the results are always better.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Copyright 2014 NPR\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37805/three-tips-to-focus-parent-teacher-conferences-on-creating-a-partnership","authors":["byline_mindshift_37805"],"categories":["mindshift_192"],"tags":["mindshift_20738","mindshift_1040","mindshift_231","mindshift_20737"],"featImg":"mindshift_37808","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. 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The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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