When Teachers and Parents Listen to One Another
Building upon earned trust
In order to fully focus upon the needs of children, it is imperative that teachers and parents truly listen to each other with open minds and open hearts. This of course requires a high level of trust as well as the willingness to listen to concerns that one party or another might find discomforting and disquieting. Moreover, a certain degree of caring for the “other” is a prerequisite if people are to listen to each other with understanding and empathy.
I recall in my early years sitting in on some teacher-parent conferences which were more akin to a client meeting with his or her banker. Information was exchanged, questions were raised and answered and that was that. Neither teacher nor parent was able to zero in on the essence of the child. I’m sure both adults left the meeting with an empty, if not hostile feeling, not quite understanding what really had transpired. What a pity!
As the level of trust grew, teachers and parents were going beyond exchanging statements and comments, and were beginning to probe further into what the other was really trying to communicate about the child. They were truly listening to each other!
Parents felt more comfortable sharing their satisfactions or concerns about the child’s school program, in addition to relevant information about the child’s home life. Important bits and pieces about the child were revealed that could
In order to fully focus upon the needs of children, it is imperative that teachers and parents truly listen to each other with open minds and open hearts. This of course requires a high level of trust as well as the willingness to listen to concerns that one party or another might find discomforting and disquieting. Moreover, a certain degree of caring for the “other” is a prerequisite if people are to listen to each other with understanding and empathy.
I recall in my early years sitting in on some teacher-parent conferences which were more akin to a client meeting with his or her banker. Information was exchanged, questions were raised and answered and that was that. Neither teacher nor parent was able to zero in on the essence of the child. I’m sure both adults left the meeting with an empty, if not hostile feeling, not quite understanding what really had transpired. What a pity!
As the level of trust grew, teachers and parents were going beyond exchanging statements and comments, and were beginning to probe further into what the other was really trying to communicate about the child. They were truly listening to each other!
Parents felt more comfortable sharing their satisfactions or concerns about the child’s school program, in addition to relevant information about the child’s home life. Important bits and pieces about the child were revealed that could