Improving GT Parent-Teacher Communications
Unique challenges exist in relationships between GT parents and teachers, and this week on #gtchat we discussed ways to improve how parents and teachers of gifted students communicate with each other. In many situations, gifted-identified students have an education plan which places certain requirements and responsibilities on all parties involved in the agreement. GT students often receive accommodations or interventions which place additional stressors and constraints on the teacher/student/parent relationship.
In a perfect world, good parent-teacher relations most often benefit the student. Depending on their age, a student can explore their potential with the help of a supportive teacher/mentor. Good parent-teacher relationships don’t just happen. They need to be cultivated and maintained in the spirit of mutual respect. A good start is to make sure all stakeholders have a firm grasp of the need for gifted education.
Today there exists a wide range of tech tools and apps to facilitate open communication between parents and teachers. Schools have long acknowledged that open lines of communication can avoid misunderstandings between parents and teachers. Educators and schools, however, must be cognizant of a family’s ability to access technology and take steps to provide access when it doesn’t exist or provide other means of communication.
Face-to-face activities can improve parent-teacher relations. This relationship can be enhanced through participation in extracurricular activities, breakfast/coffee with a teacher/admin opportunity, and even pre-scheduled after school meetings.
What best practices can parents use to improve their child’s education? Parents need to learn the ‘lingo’ used by educators; they will earn the respect of those who are responsible for making decisions affecting their child. Best practices for parents advocating for their gifted child include researching state and local education laws and diligent planning concerning their child’s educational needs prior to meeting with school personnel.
Parents and teachers many never see eye-to-eye regarding a child’s education plan, but remaining calm, professional and open-minded will serve everyone’s best interests. When researching a child’s particular school, always be aware of the ‘chain of command’ and follow it precisely. Know who the teacher reports to, but start with the teacher first. Most schools recognize this chain of comment: teacher >>> administrator >>> principal >>> superintendent >>> school board. To learn more about improving parent-teacher communications, you can check out the resources below and read a copy of the transcript from this chat at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: firstname.lastname@example.org
Photo by rawpixel on Unsplash
Graphic courtesy of Lisa Conrad.
Posted on August 7, 2018, in Advocacy, Education, family, gifted and talented, gifted education, parenting, Teaching and tagged education, gtchat, parent teacher relationships, TAGT, Twitter. Bookmark the permalink. Leave a comment.