Teaching Young Learners

Checklist for Communicating with Parents

Teens 13-17

Medium
Channel of
communication Strategy Face to face Written/Visual
British Council to Using effective recruitment procedures and appropriate competencies All concerned staff, e.g. security Ads
Parent Having job descriptions which explicitly include aspects of parent care guards, customer services staff, Brochures
Providing CC and PC training for all staff concerned registration staff, teachers, middle Signage
Ensuring clean, safe, welcoming and attractive premises managers, Heads, Country Registration forms
Ensuring that all written communication meets BC identity standards, Directors, other BC staff Parent guides
conveys information in a clear and accessible way, is culturally appropriate Rules and regulations and
and meets parental expectations Formal/informal meetings disciplinary procedures/AUP
Planning, time tabling and managing time effectively to ensure: Health and Safety guidelines
- a manager is visible at times when parents come to the Centre Focus groups Newsletters
- teachers are in their classes a minimum of 5 minutes before a Web pages/portals
class begins and remain in their class 5 minutes after a class has finished Special events: story Letters
Ensuring there is a clear, structured learning path presentations, parties, exhibitions, Language learning folders/learning
Teaching children to account for their learning open days, book sales diaries
Providing parent training Class contracts
Managing parental expectations Parent training courses Posters/Notices
Dispelling common misconceptions and fixed attitudes Whos Who
Reporting regularly and honestly on a childs progress Learner training Plans
Ensuring that ample prior notice is given for all formal meetings or special Pupil displays
events and organised at times convenient to parents Art displays
Involving parents in decision-making e-mail
Knowing who our parents are Pupil report forms
Arranging special events and informing parents of other BC events Questionnaires/surveys
Establishing rules and regulations for parents and children Observation sheets
Observing classes
Monitoring lateness and absenteeism

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Parent to British Speaking to a manager who is available when I go to the centre Formal or informal meetings Suggestions box/Questionnaires
Council Following BCs advice to deal with any enquiries/complaints promptly Focus groups Letters
Using channels of communication and times established by BC e-mails
Respecting BCs rules and regulations ( Notice
Respecting other parents points of view Posters
Speaking to my childs teacher and building a partnership Parent guides
Establishing rules and regulations and disciplinary procedures Good classroom management Pupil guides/Welcome letter
British Council to Explaining course content and methodology and aims of each lesson Visits to the classroom Class contract/AUP
Child Teaching children to account for their learning by stating aims of lessons Learner training Parent guides
and reviewing and checking learning outcomes Lesson plans
Visiting the classrooms Whos who
Posters/Displays
Language learning folders/learner
diaries
Child to Expressing my preferences about learning to my teacher Focus groups Course evaluations
British Council Talking to teaching centre staff when I arrive at the centre Class discussions Language learning folders/learner
Understanding what I am going to learn, what I heave learnt and how well I Informal discussions in corridor diaries
am doing End of lesson review sessions Displays
Understanding what I can and cannot do Pupil reports

Parent to Child Asking about my childs learning and encouraging and praising my child Parent training/support Language learning folder
Helping with my childs homework/setting up an English time Giving informal advice Lists of additional materials/web
Reviewing my childs language learning folder/work site addresses for home learning
Understanding how children/my child learn(s) Parent guides
Supporting my childs learning at home Communities of interest/portals
Observing my childs behaviour before and after class to monitor attitude to
attending class
Child to Parent Expressing my preferences about learning Learner training Language learning folder
Being responsible for organising my language learning folder, passing on Systematic and explicit statement Lesson plans
letters and getting my homework record sheet signed of aims and end of lesson
Accounting for my own learning/telling my parents what I have done/learnt reviewing
in class
Teaching my parents what I have learnt
Accepting my parents help

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Being aware of and nipping any elements of discontent/discord in the bud Informal/formal meetings Notice boards
Parent to Parent from other parents/Telling other parents about the BC Exchange boards
Setting up SIG/self-help groups Discussion lists
Showing respect for and recognising the potential of my classmates Good classroom management Rules and regulations and
Child to Child Building friendships/Telling my friends about the BC Presentations and other events disciplinary procedures
Respecting BC rules and being responsible for reporting any form of Displays
abuse/bullying Pupil guides
British Council to Spreading best practice Conferences/video conferences Intranet
British Council Exchanging experiences Focus groups Discussion lists/forums
Seeking solutions to common problems SIGs Portals
Global village

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Notes