At your
wits end? Not sure how to handle the growing number of students who are
not handing in work, misbehaving, or just simply not showing up? I know
the feeling. Working with a higher percentage of students who struggle
with reading (and by default school), I have to employ as many tools in my
toolbox as possible. One of the most important, is the call. As a
teacher, I have to admit that I’ve always shied away from “the call.”
They are time consuming, they usually communicate bad news, and they
require a live conversation (which can be unpredictable at times).
However, despite my reservations, I have found it to be one of the most
useful tools in my toolbox. And when talking about creating more
culturally proficient environments and practices that promote equity, I believe
practices like the call are especially important in building school-to-home
relationships.
Now I am
going to preface this newsletter with the understanding that not everyone will
be able to implement the following practice-- at least in the way that I have
done so. Limitations of time and class sizes would prohibit most teachers
from making the types of calls I make on a regular basis. So I do not
mean to suggest that everyone should be calling the families of all students on
a regular basis. Instead, my intent is to explain why I do it and to
encourage the use of “the call” as another tool in the toolbox.
The
call-- as I use it-- is a regularly timed communication with families that goes
like this. Hello, this is Scott Voss, and I am your student’s English
teacher calling with a quick update. Do you have two minutes to hear a
little about how your student is doing in class? Great, right now your
student has a __ in English. This is what they are doing well. This is
what they need to work on. Our next big assignment is due on ____.
Do you have any questions or concerns? I will call again in about
three weeks, but if you have any questions or concerns before then, please feel
free to call or email me and I’ll get right back to you. Have a good
day!”
The call
is important for three reasons. First, it creates a connection with families.
The calls generally last about two minutes, but you get to hear a voice, you
get to share a little about what is happening beyond just the grade, and you
get the chance to hear the thoughts of the family members. Second, the
call allows you to indicate any outstanding or missing work. Third, (if
you do it regularly), students begin to prioritize your class because they know
the call is coming soon.
Of
course, there are obstacles to making the call. First and foremost, there is
the problem with time. A teacher with a full load would never be able to
call every family on a regular basis. Second, they take a lot of energy.
Getting names right when you talk to parents and guardians can be
difficult. Hearing or understanding what they say can also be a struggle.
I find that after an hour of making calls, I am both physically and
emotionally exhausted. Sometimes even finding the right space to make the
call can be tricky.
Reaching
families that don’t use English as their primary language is also a challenge.
However, I will say that the Over-the-Phone Interpreter that our district
makes available is really, really easy to use. It takes a minute or two
to set-up, but I have found this to be a fantastic resource. If you are
interested in learning more about it, see me or Tracy Cavalli to get the
easy-to-use information sheet.
Again,
while it is not easy, I have found some remarkable results in using the call.
The day after the calls, I usually see a healthy amount of late work come in.
Students are also a little more likely to be on their best behavior with
you, since they know that you are never very far from a call home.
Finally, I overwhelmingly receive expressions of gratitude for the call.
Families are so appreciative for the news. They are eager to hear how
they can help. And they get especially excited when the news is good.
So many times, I have walked away from these phone calls with a better
understanding of the students and the situations in which they live and an
overwhelming sense that I am appreciated for what I do. In addition to
all of this, the call is just about the best PR campaign a school can run, as
it makes a huge institution (like AVHS) feel like a small community school.
Here are
some tips for the logistics. First, start small. Don’t try to do all of
your classes. Choose one. Or better yet, choose a small number of
families (5-10) that you intend to call on a semi-regular basis. Look for
students who might best benefit from that exchange-- not only in terms of
missing work, but who appear to be getting “lost in the crowd” and would
benefit from a more personal connection (namely with the family).
Sometimes I might do it for that student who is showing disruptive
behavior. The first call might express concerns, but I’ll follow up a week or
two later with a positive note call. Another option is to set aside one hour
every three weeks, reaching as many students as you can in that time--
spreading out the calls between those who struggle and those whose families
would benefit from a little good news. Sometimes, I’ll give students the chance
to request a call. In other words, “Who here would like me to call home
to tell your family how great you are doing in class right now?”
Of
course, some of the same objectives can be met through email. But it has
to be personalized in some way. Mass emails are less likely to achieve
that positive sense of connection that we hope for. Looking back on it,
I’ve had so many revelations during these calls home. The things I have
learned truly test some of the assumptions I had unknowingly made about
students and the struggles they face. I consider the time well spent, not
only for the things these calls do for students, but for the things that help
me further grow as an educator, striving to meet the needs of all students.
Find the full newsletter here.
