Dreaming Together - Building Stronger Families Through SALT : A Personal Reflection

[Md. Shadman Islam]

Personal Reflection of Chattogram Visit

Date: May 26, 2025

Session Title: SALT Conversation and Positive Parent-child Relationship
Facilitators: Md. Shadman Islam and Nusrat Jahan Priya
Participants: 44 primary-grade students and their 44 parents
Venue: J Battoli Government Primary School Premises, Chattogram

As a part of the “Green Valley” project, initiated in the Kulgao, Oxygen area of Chattogram, with the goal of educating parents about the importance of parent-child communication in early childhood development, an initiative was launched by a current Teach For Bangladesh fellow who reached out to me seeking a partnership, recognizing the need for expert support in guiding beneficiaries toward building stronger parent-child relationships. After our initial meeting and understanding the project’s goals, I realized that the SALT Approach would be a highly effective framework to address the core focus of the project. I followed up with the fellow to present the structure and philosophy of SALT, and he enthusiastically agreed that it aligned perfectly with his desired outcomes. He noted that the approach would be not only impactful but also entirely new and refreshing for the community. This shared vision led us to design the session in a way that helps to give the parents and students a comprehensive experience of SALT Conversation. The aim was to help families connect more deeply, appreciate each other's strengths, and co-create a shared vision for their dream family life. The session brought together 44 primary-grade students and their parents, who were engaging in this kind of reflective and appreciative conversation for the very first time. 

My colleague, Nusrat Jahan Priya, facilitated the SALT Conversation while I led the follow up activities. We co-designed the experience in a way that was simple, meaningful, and accessible to both young children and their parents. What unfolded was a heartwarming journey of sharing, laughter, emotional expression, and a commitment to positive change. Below is my reflection on what I observed, experienced, and learned from this session.

1) What did I observe during the SALT Conversation?

During the SALT Conversation, I witnessed a remarkable emotional transformation among the participants. At the beginning, most of the parents and students seemed slightly hesitant and unsure of what to expect, especially since this was their first experience with a structured and intentional conversation like this. However, once my colleague Priya and I demonstrated a sample conversation and invited them to pair up, the room began to shift. Each student was paired with their parents, and slowly, they began to open up.

As the conversation unfolded, I noticed a softening of expressions. Students started to share proud moments and express appreciation for their parents. Likewise, parents opened up about their admiration and sacrifices for their children. The most touching part was witnessing how these simple conversations led to visible emotional connections – smiles and expressions of gratitude began to emerge across the room. The atmosphere became warmer, filled with a kind of energy that only an honest connection can create.

When Priya apa asked about their feelings after doing the conversation, the responses added further insight. One student mentioned, "I didn’t have this feeling before. I can feel how much my parents sacrificed for me and my sister." A father reflected, "I usually don't get time to talk to my son a lot. I feel good to know about his helpful intentions for others". These moments revealed the emotional gaps that existed, but also the deep appreciation that had been waiting to surface. Overall, I observed that the SALT Conversation helped break down emotional walls and initiated meaningful communication between parents and their children.

1.1) What did I learn from the experience?

From this experience, I learned that families often don’t engage in intentional conversations that allow for mutual appreciation and emotional expression—not due to a lack of love, but because of the rush and routine of everyday life. Yet, when given a safe space and a gentle structure like the SALT Conversation, both parents and children respond with sincerity and depth.

I also realized that appreciation is a powerful tool to strengthen relationships. Many parents and students shared that they had never had this type of conversation before, and the responses highlighted how much this simple exercise meant to them. It became clear to me that active listening and genuine appreciation can unlock emotions and bring people closer. I learned that the role of a facilitator is not just to guide, but to create that safe space where people can feel seen, heard, and valued.

2) Experience of Facilitating the next activities

Facilitating the following session was an enriching and uplifting experience. I started by asking participants to reflect on their dream family, using the contrasting stories of Toma and Akib shared by Priya apa. These stories were simple but powerful. Toma had a family where everyone gossips, laughs, and shares food with each other, and she was very jolly and excelled in her academic part as well. On the other hand, Akib and his family members had a silent gap between them. They don't talk with each other a lot, don't laugh together, or do any shared activities. Gradually, Akib has become very introverted, doesn't talk, only responds with gestures, and has collapsed in his academic performance. 

Then I asked which family is their dream family. Which story do they want to replicate in their family? 100% of the parents and students responded by saying "Toma's Family". Without hesitation, every participant expressed their desire to replicate Toma’s family, which was full of laughter, conversations, and warmth.

This shared vision provided a strong foundation for the rest of the session. I reminded the group that dreams don’t come true without action, and they agreed. I then divided the parents (4) and students (4) into separate groups and invited each group to identify three actions they could take to bring their dream family to life. The discussions were lively and collaborative. It was inspiring to see both parents and students take the activity seriously and work together in outlining concrete steps.

When the groups presented their actions, I saw pride and ownership in their voices. The responses were heartfelt and practical. For example, students pledged to talk more openly, appreciate their parents, and spend quality time together. Parents are committed to listening more, spending intentional time, and creating a supportive environment. In response to my question: “how we would make sure that we are doing all of these?”, one student’s humorous yet insightful comment - “I will show these actions to my parents from the WhatsApp group and tell them we agreed to do this” - sparked laughter across the room, but it also reflected the genuine impact the session had on the participants.

2.1) What did I learn from the experience?

I learned that when people are guided through reflective storytelling and co-creation, they naturally move toward action and accountability. The session revealed that parents and children often share the same values and dreams - they simply need the space to articulate them together.

I also learned the power of shared ownership. When families collectively imagine a better version of their relationships and then make plans together, they become more motivated to follow through. I realized that facilitating is not about giving answers - it is about asking the right questions that allow people to find the answers within themselves. The process reminded me that children are not just passive recipients in the family unit; they can be powerful agents of change and accountability, often encouraging their parents just as much as parents guide them.

3) How can the SALT approach empower students and parents to build a more positive relationship and wellbeing?

The SALT can empower both students and parents by recognizing the strengths already present within them, rather than focusing on problems or deficits. Through appreciation and shared storytelling, the SALT approach encourages individuals to reflect on their experiences, values, and aspirations.

By creating a safe and structured space for dialogue, SALT can help family members see each other with fresh eyes. Parents begin to recognize their children's emotional maturity, while children understand the depth of their parents’ sacrifices and care. This mutual understanding fosters empathy, trust, and a sense of shared purpose.

What Went Well (Personal):

I maintained a natural and authentic tone during the facilitation and connected my examples with their regular life which helped me to make the session highly engaging. It was visible while they were showing emotional reflections in their expressions, responding and interacting.

What Could have been done Better (Personal):

I would need to facilitate the space with a more SALT mindset, would definitely listen more and speak less. It could have been done if I could ask more questions. In my next facilitation, I definitely want to improve this area and I believe this will enhance the impact of the conversation.

[Shahrukh Atpade]

Using SALT Talk in schools, they tell us every little thing that is on their mind. Parents were mainly present in this and they were able to appreciate the children.

[Sadia Jafrin]

Thank you for such a deep and heartfelt reflection. I truly appreciated the way you highlighted the SALT mindset and the importance of listening — it really touched me. I have no doubt that, with your openness and thoughtfulness, you’re already well on your way to becoming a truly great listener. I’m rooting for you, gently and wholeheartedly.

[Md. Shadman Islam]

Thank you so much Rituu for your acknowledgement. Yes, this will give the initiative the fuel to continue, also visible in the below mentioned reflection of the organizer.

The Teach For Bangladesh Fellow who initiated the “Green Valley” project was deeply appreciative of the session and the collaborative effort that went into its design and execution. After the session, he shared that the SALT Approach exceeded his expectations in terms of both engagement and impact (just the beginning of a change). He specifically highlighted how the structure of the SALT Conversation allowed parents and children to open up in ways he had never witnessed before in the community.

He mentioned that seeing parents and students emotionally connect, some even for the first time in such a meaningful way, affirmed the relevance of our approach. He also appreciated how we co-designed the session with sensitivity to the local context and ensured it was accessible for both children and adults. According to him, the storytelling, paired conversations, and follow-up actions created a space that was not only reflective but also forward-looking.

He expressed interest in integrating similar reflective practices in future sessions within the project as well as the follow-up continuation of this session. Overall, his response was one of gratitude, inspiration, and a strong desire to build on this momentum.

[Rituu B. Nanda]

Thank for your powerful reflections. SALT conversations will give the initiative the fuel to continue. What was the response of the Teach for Bangladesh Fellow to what you both did?