× EXIT Opening the School Gate | Meeting management Arranging seating When running a parent meeting, consider the seating arrangements in the room as this will impact on ... how comfortable parents feel how parents interact with each other and school staff and your ability to create an environment conducive to constructive dialogue Seating options for MULTIPLE language groups. Seat parents around tables according to their language group. You will need more than one table and interpreter for large groups, allowing for two to three people and an interpreter at each table. Seat parents in clusters around an interpreter in auditorium seating (in rows). This style is less preferable and should only be used if no other options are available. People might not be able to hear well if there are multiple languages being spoken at the same time. Latecomers are often too far away from their interpreter, and this style of seating is hierarchical and discourages parents from active engagement. Seating options for SINGLE language groups. Arrange seating so that the interpreter and speaker(s) are located at the front of the room facing the parents of the bigger group so they can hear the interpreter. It is also important to explain to parents why you are using interpreters and the school’s inclusive approach. We’ve learnt two things... First, you’ve got to give parents something they really want, as well as introduce your agenda. Second, if you talk to parents about issues without allowing them to respond, or raise other concerns they have .... 'otherwise they don’t turn up' 'they are turned off' Resources 0 Course menu Introduction 1 Welcome tour 2 Getting started 3 Overview 4 Benefits of engaging families 5 Issues for migrant and refugee families 6 Issues for schools Planning for engagement 1 Overview 2 Involving key staff 3 Identifying the target groups 4 Targeting communities 5 Working with community partners 6 Setting objectives 7 Allocating resources Planning meetings & events 1 Overview 2 Deciding on a format 3 Setting the agenda 4 Seeking parent and student input 5 Choosing an appropriate time 6 Finding a suitable location 7 Arranging childcare 8 Arranging catering 9 Arranging transport 10 Inviting families 11 Translating information 12 Arranging interpreters Meeting management 1Overview 2Arranging seating 3Preparing and managing interpreters 4Greeting parents 5Keeping the discussions on track 6Building trust 7Exploring expectations about school involvement 8Explaining practical systems and roles 9Seeking feedback from parents 10Sustaining parent involvement Ongoing support 1 Overview 2 Creating a welcoming environment 3 Seeking consent 4 Addressing parent concerns about camps 5 Catering for cultural dietary needs 6 Discussing welfare concerns with parents 7 Addressing discipline issues 8 Reporting on student progress 9 Holding parent-teacher meetings 10 Creating opportunities for meaningful involvement Acknowledgements 1 Acknowledgements Resources 0
× EXIT Opening the School Gate | Meeting management Arranging seating When running a parent meeting, consider the seating arrangements in the room as this will impact on ... how comfortable parents feel how parents interact with each other and school staff and your ability to create an environment conducive to constructive dialogue Seating options for MULTIPLE language groups. Seat parents around tables according to their language group. You will need more than one table and interpreter for large groups, allowing for two to three people and an interpreter at each table. Seat parents in clusters around an interpreter in auditorium seating (in rows). This style is less preferable and should only be used if no other options are available. People might not be able to hear well if there are multiple languages being spoken at the same time. Latecomers are often too far away from their interpreter, and this style of seating is hierarchical and discourages parents from active engagement. Seating options for SINGLE language groups. Arrange seating so that the interpreter and speaker(s) are located at the front of the room facing the parents of the bigger group so they can hear the interpreter. It is also important to explain to parents why you are using interpreters and the school’s inclusive approach. We’ve learnt two things... First, you’ve got to give parents something they really want, as well as introduce your agenda. Second, if you talk to parents about issues without allowing them to respond, or raise other concerns they have .... 'otherwise they don’t turn up' 'they are turned off' Resources 0 Course menu Introduction 1 Welcome tour 2 Getting started 3 Overview 4 Benefits of engaging families 5 Issues for migrant and refugee families 6 Issues for schools Planning for engagement 1 Overview 2 Involving key staff 3 Identifying the target groups 4 Targeting communities 5 Working with community partners 6 Setting objectives 7 Allocating resources Planning meetings & events 1 Overview 2 Deciding on a format 3 Setting the agenda 4 Seeking parent and student input 5 Choosing an appropriate time 6 Finding a suitable location 7 Arranging childcare 8 Arranging catering 9 Arranging transport 10 Inviting families 11 Translating information 12 Arranging interpreters Meeting management 1Overview 2Arranging seating 3Preparing and managing interpreters 4Greeting parents 5Keeping the discussions on track 6Building trust 7Exploring expectations about school involvement 8Explaining practical systems and roles 9Seeking feedback from parents 10Sustaining parent involvement Ongoing support 1 Overview 2 Creating a welcoming environment 3 Seeking consent 4 Addressing parent concerns about camps 5 Catering for cultural dietary needs 6 Discussing welfare concerns with parents 7 Addressing discipline issues 8 Reporting on student progress 9 Holding parent-teacher meetings 10 Creating opportunities for meaningful involvement Acknowledgements 1 Acknowledgements Resources 0
