It's all about . . . Who?
We just finished our official Week 3 of Virtual Learning (although the first week was really just a couple of days).
I have had multiple opportunities to reach out to parents. Mostly, I've done it via email. I haven't made a lot of phone calls because I'd rather they be able to read it on their time. I've reached out when students haven't reached out during the week. I've reached out to let parents/guardians know I'm posting assignments so they can see what their student is doing.
What I'm getting back has surprised and saddened me. I'm hearing from parents that they hear from very few teachers at the middle level and higher. Some parents/guardians tell me how much of a struggle their student is having. Some parents tell me how difficult it is to coordinate time with their children and do their own work. Some parents tell me that when the child is at a different custodial parent, they have no idea what work is being completed.
I feel for them. I think some of them think we're reaching out because we think they aren't doing what they should. My whole goal has been to try to make sure they know I don't think that.
Their kid - my student - is what it's about. I know that. But it's also about those parents/guardians who are being thrust into a position they didn't sign up for. I can't tell you how many times at conferences I have heard that parents are glad they aren't teaching their kid because of how long it's been since middle school English, and they've forgotten so much. I assure them that's why I'm there.
But now I'm not. And they are trying to answer questions on topics (dangling modifier, anyone? participle or gerund?) that their student shoudl know but might not. These relationships I have with the students are now growing to include stronger relationships with their parents. I'm thankful for these. These parents trust me as they reach out with their concerns and worries. My standard answer is that their student is our primary concern. HOW is the student?? The academic work is my secondary (at the highest) priority. It's good to be able to talk to parents and reassure them.
Feedback that takes time - it is normal for the student, so I provide it. Parents need feedback, too, so I take some time to provide that. I'm in a great place - my kids are grown and gone; my husband is an essential worker and out of the hosue daily; neither of us has lost a job. Several of our parents aren't in that same place, and they need reassured that I'm still here for their student.
This is about all of us. One team working together to make the best of a situation that has a lot of negative aspects. We owe that to ourselves.
***Side story. I was on Facebook reading through some stories on my newsfeed. Stopping at my cousin talking about working with her oldest son (early elemenary), a comment on her status said: "OH MY GOSH. If my son acts for his teacher like he is for me, his teacher deserves way more credit than I ever knew."
I have had multiple opportunities to reach out to parents. Mostly, I've done it via email. I haven't made a lot of phone calls because I'd rather they be able to read it on their time. I've reached out when students haven't reached out during the week. I've reached out to let parents/guardians know I'm posting assignments so they can see what their student is doing.
What I'm getting back has surprised and saddened me. I'm hearing from parents that they hear from very few teachers at the middle level and higher. Some parents/guardians tell me how much of a struggle their student is having. Some parents tell me how difficult it is to coordinate time with their children and do their own work. Some parents tell me that when the child is at a different custodial parent, they have no idea what work is being completed.
I feel for them. I think some of them think we're reaching out because we think they aren't doing what they should. My whole goal has been to try to make sure they know I don't think that.
Their kid - my student - is what it's about. I know that. But it's also about those parents/guardians who are being thrust into a position they didn't sign up for. I can't tell you how many times at conferences I have heard that parents are glad they aren't teaching their kid because of how long it's been since middle school English, and they've forgotten so much. I assure them that's why I'm there.
But now I'm not. And they are trying to answer questions on topics (dangling modifier, anyone? participle or gerund?) that their student shoudl know but might not. These relationships I have with the students are now growing to include stronger relationships with their parents. I'm thankful for these. These parents trust me as they reach out with their concerns and worries. My standard answer is that their student is our primary concern. HOW is the student?? The academic work is my secondary (at the highest) priority. It's good to be able to talk to parents and reassure them.
Feedback that takes time - it is normal for the student, so I provide it. Parents need feedback, too, so I take some time to provide that. I'm in a great place - my kids are grown and gone; my husband is an essential worker and out of the hosue daily; neither of us has lost a job. Several of our parents aren't in that same place, and they need reassured that I'm still here for their student.
This is about all of us. One team working together to make the best of a situation that has a lot of negative aspects. We owe that to ourselves.
***Side story. I was on Facebook reading through some stories on my newsfeed. Stopping at my cousin talking about working with her oldest son (early elemenary), a comment on her status said: "OH MY GOSH. If my son acts for his teacher like he is for me, his teacher deserves way more credit than I ever knew."
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