1, communication is too short
Xx has just entered the park and is not used to kindergarten life. Xx's mother wants to talk to the teacher when she picks up the child, but every morning the teacher often refuses because she is afraid of affecting xx's mood. It's the same after school. Say goodbye in a hurry.
The whole pick-up process was completed in a few minutes. As soon as the parents came, the kindergarten teacher gave the children to the parents and left. In addition, the division of labor is not clear. Generally, only one or two teachers are responsible for picking up and dropping off. At that time, the scene was chaotic and it was not feasible to communicate alone.
In view of this situation, kindergartens can implement relevant systems, plan which parents to communicate with in the first week and which parents to communicate with in the second week within one month, and try to communicate with each parent once or twice within one month; Before the arrival of the pick-up peak, one teacher is responsible for organizing children's activities and the other teacher is responsible for receiving parents, so that the pick-up time can be fully utilized.
2. Lack of initiative in communication
Xx's mother wants to communicate with the teacher, but every time she asks a question, the teacher always answers, or talks about some vague parenting experience, and sometimes asks the child's performance, and the teacher is also ignorant.
The reason is that kindergarten teachers are negligent in observation, so they will be vague; Lack of communication skills and professional knowledge, afraid of exposing shortcomings in front of parents; Exposing self-confidence in front of some highly educated parents will also affect communication between the two sides.
In order to improve the effectiveness of chatting up, teachers should be conscientious and do everything for their children? Know fairly well? . It is necessary to carefully observe and record the performance of children in one day, such as eating and sleeping, and communicate with parents in time.
We should strengthen our study, improve our own quality and the level of education and teaching, and learn to communicate with different types of parents as soon as possible. For example, teachers should not simply perfunctory their parents, let alone ignore them or treat them with a negative attitude.
3. Unequal communication opportunities
Xx is an introverted child. xx's mother hopes to communicate with her teacher more, and hopes that the teacher can give xx more opportunities to communicate. Every time xx's mother asks the teacher about the child's performance, the teacher always answers: very good, very good. Children are ignored and parents are often ignored, which leads to unequal communication between teachers and parents.
Teachers should have equal opportunities when talking with parents and be willing to communicate with any parents. When parents feel that teachers treat themselves equally and friendly, understand and respect themselves, they will eliminate psychological distance, be willing to be close to teachers, and be willing to communicate and cooperate with teachers. If an emotional bridge is built between teachers and parents, it will lay a solid foundation for family communication and cooperation.
4. Dislocation of communication roles
Xx's father came to pick up the children, and the teacher said: xx likes to be picky about food when eating in the garden. Dad was just about to say that he was not picky about food at home when he was interrupted by the teacher, saying: to cultivate children's good eating habits, parents should set an example, so xx dad had to bite the bullet and agreed.
Does this mean that the communication between teachers and parents is occupied by teachers? Authority? The role of parents seems to be only? Accept? It is easy to misunderstand. Parents and teachers should be clear about their roles, don't be above xx, be good at listening and try their best to solve problems.
Teachers and parents should establish a sense of equality, avoid too many technical terms, and feedback the real situation of children to parents. For the existing problems, the two sides should communicate in time and solve them together.
Teachers should also be good at listening, capture the information sent by parents in time, be able to change roles and look at problems from the perspective of parents. At the same time, it is necessary to arouse parents' subjective consciousness and become the leading force to solve children's problems.
In addition to the above common problems, kindergarten teachers often meet some parents with problems. What are the coping strategies of these parents?
One: Arrange alternative types
Some parents often say? Teacher, my child can't wear shoes. Please help him put it on. My children eat slowly, but the teacher feeds them more? Something like that They never mention letting children learn life skills, but let teachers do it for them.
Most of these parents dote on their children and are willing to do everything for them, completely ignoring the cultivation of their abilities.
Response measures:
1. Use the parents' open day to let parents discover the gap between their children and other children in self-care.
2. Communicate with parents individually to let parents know what life skills children of this age should master. Help parents to establish a correct view of education.
3. Teach children life skills, provide them with more exercise opportunities in kindergarten, help them build up their self-confidence, make them willing to serve themselves, and feedback their success to their parents in time.
Two: ambitious.
Some parents have a long talk with the teacher as soon as they pick up their children, and often call the teacher to ask about their children's performance in kindergarten. How is the baby eating? How did you sleep? Did you answer the questions in class? Have you mastered everything you have learned? How parents need counseling at home and so on.
Such parents? Looking forward to success? My mind is very heavy, and I hope that my children will excel in everything. The more so, my children are often timid and lack creativity.
Response measures:
1. Communicate with parents alone, let parents know all kinds of abilities that children of this age should have, discuss the seriousness of the adverse consequences caused by excessive control of children, and help parents establish a correct educational concept.
2. Teachers take the initiative to communicate with children when they enter or leave the park, reporting more good news and less worries. Better make a long story short.
3. Relieve children's emotions and encourage them to finish everything seriously, as long as they try their best.
Three: ignore the type of education
Some parents never take the initiative to communicate with their teachers about their children in kindergarten or at home. If the teacher gives him feedback about the children in the garden, he just agrees with the good side and says the bad side? Cooperate with the teacher to help the child correct? But I didn't see his real action. Such parents are actually neglecting education.
Response measures:
1. First understand the real reason why parents don't communicate: Is it busy at work? Still don't know how to cooperate with the teacher?
2. Communicate with parents individually, teach parents the method of cooperation and explain the effect of cooperation. For busy parents, teachers can communicate with them through letters to help parents solve educational problems.
3. Publicize the colorful activities of kindergarten to parents, encourage children to actively participate in various activities, and report to parents in time after obtaining good results.
Although kindergarten teachers will meet many parents, some make people angry, others are helpless, but when communicating with parents, we should pay attention to the art of speaking, and it is easy to deepen the contradiction by grasping the wrong words. So, what idioms will kindergarten teachers avoid when communicating with their parents?
( 1)? Impossible, this can't happen. ? I should say: let me check. ?
Some teachers, such as some more dedicated teachers, are full of confidence in their teaching work. When parents complain, they instinctively blurt out such words. However, such language will seriously hurt parents, because since? This can't happen? So, parents' complaints must be? Lies. Yes. Invisibly, the teacher put the parents in a position of distrust, which made the already emotional parents even more angry.
(2)? No way! ? It should be said: what can I do?
When parents ask their teachers to exceed the goals of preschool education, such as teaching their children to write Chinese characters, pinyin and other primary school knowledge, preschool teachers will most confidently say to their parents:? No way! ? However, using this blunt language to refuse, it is easy to leave parents with the impression that the teacher is difficult to communicate.
Therefore, for parents' unreasonable demands, preschool teachers should consider more: What can I do for parents? Even if our educational concept is correct, we should explain to parents why we can't educate like this. what can I do? The beginning of this sentence can euphemistically express the intention of kindergarten education, which is easy to reach the understanding of the family.
(3)? That's not my job. ? It should be said: How should this matter help you?
When parents ask teachers to do things other than their duties or have doubts about kindergarten work, teachers can't take them? That's not my job? Instead, we should take a positive attitude to help parents solve problems, take parents to find relevant departments or classes that can help them solve problems, and show our attention to parents.
(4)? You should talk to our supervisor about it. ? I should say: I tried my best to help you solve it. ?
Parents sometimes ask teachers some requirements that may exceed the normal practice of kindergartens. In this case, parents and kindergartens quickly pushed this kind of thing to the director, which is actually a bit irresponsible. Teachers should consider what they can do to help parents solve this problem. If the director really needs to participate in this matter, the teacher can reflect this original situation to the director and then come to the parents with a solution. In this way, in the eyes of parents, teachers can establish a trustworthy image.
(5)? I am busy! ? It should be said: please wait a moment. ?
It is not always easy for a teacher to stop what he is doing to serve a parent who asks for help. Especially when parents pick up their children, teachers often have to face many parents' inquiries or requests. For example, when a teacher is talking to one parent, another parent is eager to ask questions.
Faced with this situation, some teachers can easily say to their parents:? I am busy! ? This is equivalent to saying to parents: Why bother me? Can't you see I'm busy? Good teachers often say: A moment, please. ? Such a short sentence, coupled with a pleasant tone, can make parents understand that the teacher is aware of his existence and will definitely help him as soon as possible.
(6)? Calm down. ? It should be said: I am sorry! ?
When parents are disappointed, angry, depressed and worried, tell them to be calm and show that their feelings are not important. If the teacher wants to calm the parents down, he should apologize to them in the opposite way. Apologizing does not mean that the teacher agrees with the parents' views, nor does it mean that the teacher is wrong, but only means that the teacher is sorry for what happened and the negative impact on the parents.