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The Master Teacher Blog
Providing you, the K-12 leader, with the help you need to lead with clarity, credibility, and confidence in the ever-evolving world of education.
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Five Beginning-of-School Messages Families Want to Hear from Their Child’s Teacher

Communication, In Your Corner

Five Beginning-of-School Messages Families Want to Hear from Their Child’s Teacher

There may have been a time when parents, family members, and other caregivers deferred to their child’s teacher and trusted that said teacher would do what was necessary to support their child’s learning. Families may have sent their child to school without a specific expectation to hear from the teacher unless there was a problem. However, if they existed, those days are long gone.

Parents and caregivers today expect to be informed. They want to know who we are, how we will support their child, and what we will do to ensure their success. They also seek assurance that we value them and want their involvement. Of course, they also want to hear that we are committed to and enthusiastic about our work.

With this context in mind, taking a proactive approach to communicating with parents is a wise decision. As we approach the beginning of the new year, it would be wise for us to develop and share with parents the information and reassurance they seek while also setting the stage for a strong, positive relationship.

Obviously, we need to share information on beginning-of-school logistics, including schedules, necessary supplies, and other need-to-know information. In addition, we might share with parents several key messages to introduce ourselves and reassure them of our commitment to their child’s success and our readiness to partner with them. Here are five key parent and caregiver messages to consider, modify, and share before the year begins.

I am looking forward to getting to know your child and building a relationship with them. You might discuss the early and ongoing activities you have planned to help their child feel welcome and develop a sense of belonging. Share your anticipation of the opportunity to learn the child’s unique personality, strengths, and interests. Invite parents to share any concerns, advice, and hopes that they believe would be helpful to your getting to know their child and forming a relationship. The invitation might be general and informal, and it may be followed by a survey or, if practical, a conversation with the child’s parents or caregivers.

I look forward to developing a productive partnership with you on your child’s behalf. Note that a crucial component of learning and social success is a sense of shared commitment and expectations among the adults in a child’s life. A strong partnership featuring frequent and timely communication and coordination of effort can make an enormous difference for students, especially when they struggle or lose focus. Provide parents with specific options and opportunities to connect with you. Share examples of when parents can expect to hear from you and what they can do if they have questions, concerns, or need to connect. This also is a good time to highlight school events, opportunities to volunteer, and other avenues for parents to participate as partners in their child’s school life.

I am committed to your child’s success. Be explicit in your commitment to make each day an important experience and step in the child’s learning journey. Emphasize the importance of regular reinforcement of past learning, building learning through the introduction of new concepts and skills, and the crucial role of practice to strengthen and lengthen retention of what is learned. Underscore the importance of the child’s regular attendance to sustain strong relationships with classmates, maintain learning momentum, and build continuity and rhythm in the school experience.

I want to help your child grow intellectually, develop socially, and gain strength of character. Remind them that while formal education is about building academic knowledge and skills, a strong, well-rounded education also helps students to develop and manage relationships with others. Further, for students to make the best use of what they learn, they need to grow their character. Honesty, compassion, fairness, responsibility, and other character elements help students become more than informed and knowledgeable; they become better people.  

I am excited and energized to begin a new learning journey with your child. You cannot know all that lies ahead in the coming months. There will be hours of exhilaration, days of disappointment, and weeks of amazing progress. Yet, with each step in the journey, you will be creating with their child a unique path of learning and growth. You can expect some twists and turns, maybe even a few side trips, but you can assure parents that your focus will remain on building knowledge and skills, nurturing good people, and encouraging their best work.

The beginning of school is an exciting time, but it is also crucial to setting the stage for a successful year. Sharing key messages of reassurance, expectations, and commitment can help us get off to a great start.

Five Student Behaviors to Recognize and Reinforce Daily

In Your Corner, Student Learning

Five Student Behaviors to Recognize and Reinforce Daily

It is no secret that students learn more from us than what can be found in the formal lessons we teach. In fact, students often learn more from what we notice, what we ignore, and what we avoid than what is in their textbooks, the curriculum, or the standards they are expected to master.

Students often repeat what we say, imitate what we do, and embrace what we value. Consequently, it is important for us to be planful and strategic about what we notice, call out, and hold up in response to student behavior.

We know that if we spend most of our time correcting unacceptable behavior rather than reinforcing positive, appropriate behavior, many students will misbehave just to receive our attention. On the other hand, when students recognize that expected behavior is noticed and reinforced, they are more likely to adjust their behavior in that direction. This insight is one of the secrets of good classroom management.

The dynamic is also at play in more subtle and nuanced ways relative to specific behaviors. What we notice and reinforce every day, and in every circumstance, sends a message to students about what matters and the behavior patterns they should develop. When we focus our attention and recognition on specific circumstances and student actions, our influence can be even more pervasive.

Let’s examine five student behaviors that are closely associated with success in school and life. When we consistently recognize and reinforce these behaviors, we teach students their value and deepen their impact. We also increase the likelihood that students will see these behaviors as part of their identity and continue to practice them long after they leave us.

The first behavior is hustle. Students who hustle give consistent effort. They are often self- starters who need minimal encouragement to begin tackling a problem, practicing a skill, or completing a task. Self-starters frequently do more than the minimum or what is expected. They give consistent effort and look for ways to move ahead.

Also important is persistence. Students who demonstrate persistenceconsistently show up ready to work, even when it is hard. Persistent students keep going even after a setback. They push through struggles while looking for better approaches and more effective strategies. These students are committed to finding success and remain confident even before the outcome of their efforts is assured.

Another behavior that is closely associated with success is mastery of mistakes. This behavior should not be confused with carelessness. These students are willing to take learning risks that may lead to mistakes because they see mistakes as lessons to be learned and opportunities to try a difference approach. They accept mistakes as temporary, natural parts of learning.

Still another key success-generating behavior is optimism. These students are not unrealistically positive. They understand that learning and other efforts may be difficult, and they know they will experience setbacks. But they also believe that if they give their best effort and remain patient, the situations they face will improve, and they will eventually succeed. These students are more likely to see opportunities in difficulties than to become distracted by what is frustrating to them.

The fifth behavior is curiosity. Admittedly, curious students can sometimes be a challenge for us. They may ask lots of questions, have an active imagination, or present a unique perspective on the topics and issues at hand. However, their curiosity can be a powerful learning tool. Curiosity can open doors to possibilities, uncover hidden insights, and suggest new approaches to explore. In fact, curiosity is so powerful that it alone can overcome the typical learning challenges associated with poverty. We need to do all we can to preserve and nurture our students’ curiosity.

We might choose to formalize our recognition of these behaviors into daily shoutouts, weekly acknowledgments, or periodic awards. We just need to be certain that any student, regardless of academic performance, can receive them. Meanwhile, we need to remember that it is our daily recognition and reinforcement that will make the greatest impact.

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