This document discusses parent-teacher communication and its impact on student learning based on Bronfenbrenner's ecological model. It emphasizes the importance of two-way communication between parents, teachers, and students to create a collaborative learning environment. Barriers to effective communication are also examined, as well as how technology can help overcome some barriers. The goal of communication is to motivate students and ensure their learning experience is productive.

1. Classroom Communication
The Relationship between Parent-Teacher Communication and Pupil’s Learning
Experience

2. DIRECTORY
 Bronfenbrenner Model
 Bronfenbrenner model cont.
 One-way Communication
 Two-way Communication
 Conclusion
 Barriers
 Technological communication
 Introduction
 Desired Communication
 Desired Communication cont.
 Communication
 Negative Communication
 Positive Communication
 Effective Communication
 Credits

3. 3
Introduction
• The relationship between parent and teacher communication and the effects of this relationship
on the learning experience of the learner.
• The foundational aspect of this topic which would be the Bronfenbrenner Human Ecological
Model
• Urie Bronfenbrenner's Model which proposes that the
immediate environment of the learner plays an immediate
role in the development of the learner.

4. 4
Bronfenbrenner Model
Microsystems
Bronfenbrenner (1994) refers to
microsystems as the patterns of
activities and social roles experienced
by the developing person in a given
face-to-face setting with particular
factors such as classrooms and
households.
Figure 1: Ecological Model
The microsystem is therefore the
immediate environment (physical,
socially and psychologically) where
proximal processes offer a
reference point. Therefore,
communication plays a major role
when it comes to the relationship
between the parent and teacher
and learner’s learning experience.

5. 5
• The immediate environment is referred to as the “microsystem”
• Understanding the role which the microsystem plays in the development of the
learner provides us with a substantial basis for presenting on the communicational
relationship between parents and teachers and the effects of this communication
on the learner’s learning experience.
Bronfenbrenner Model cont.

6. 6
Desired communication
Parents to learners/pupil
• Motivating/ encouraging.
• Must show mutual respect.
• Must be two way communication.
Parents to Teachers:
* must indicate mutual respect.
* must be two way communication.
* collaborative effort to ensure effective learning experience

7. 7
Teacher to learners/ pupils.
* must be motivating
* mutual respect
* must not indicate/ show authority
Learner to Teachers/Parents
* mutual respect.
* collaborative.
* must be two way communication.
WHY?
* to ensure effective communication that leads to an effective and productive learning experience
* to avoid conflicts or misunderstanding that leads to violence in schools.
* to ensure that learning is a collaborative efforts between learner, teachers and parents.
Desired communication cont.

8. 8
One way communication
 The sender sends the message to the recipient and there is
no feedback or response.
 The sender sends the message to the
recipient and there is no feedback or
response.

9. 9
Two way communication
 The sender sends the message to the receiver, furthermore the
receiver replies and provide feedback of the message back to the
sender of the message.
Two-way communication
advantages
 allows for instant feedback
 clarification and interaction
between the sender and the
receiver.
 more efficient than one-way
communication for
information and feedback
delivery.

10. 10
Physical Barriers
Boundaries
Poor
lighting
Background
noise
Barriers
Sematic Barriers
Lack of
clarity in
the
message
Poor
vocabulary
Poor
grammar
Lack of
common
language
Language Barriers
No clarity in
speech
Use of
jargon Different
languages
Physical Barriers Sematic Barriers Language Barriers

11. 11
Physical Barriers
Field of
experience
filtering
Barriers
Language Barriers
General
sound
interruption
NoisePsycho social

12. 12
Technological Communication
 Any means of conveying information or data from
sender to receiver through the use of ICTs (information
communicating technologies).
 examples of those ICTs include but not limited to;
email, texting, instant messaging, social networking,
tweeting, blogging and video conferencing.

13. 13
Technological Communication cont.
WHY ICTs (Information communicating technologies)?
 Economic friendly & Ideal for most people
 Advancing with communicating evolution to the 21st century.
 This may Not be a viable solution for most schools in South Africa especially
poor schools, but effectively utilizing the limited ICTs available,
communication between the teacher, parent and learner is guaranteed to
improve learner performance.

14. Conclusion

15. 15
Communication
The Bronfenbrenner's component: microsystem.
Effects of communication: negative and positive effects
 The forms of communication: one-way and two-way
communication.
 Barriers to communication

16. 16
Negative Communication
Communication between a
parent and the child.
Communication between the
teacher and the child.

17. 17
Positive Communication
Communication between the
parent and the child at home.
Communication between the
teacher and the child at school

18. 18
Effective communication between the teacher, learner and the
teacher.

20. Credits
1. BOIPELO MAETLA – 215000176
2. AMOS PATRICK MAMBANE – 201435810
3. PHINDOKUHLE FELIX VILANE – 201588197
4. SIYABONGA TENDERNESS SITHOLE – 201448818
5. COLANI JEPHREY NKOSI – 201572236
6. LWANDO GELA -201442715
7. SIPHAMANDLA BENEDICT MNISI – 215016343
8. FUNDILE CHARISMA SAMBO – 215062258
9. MCOLISI GODFREY NKOSI – 201573117
10. AMOS HLALEFANG THAFENI – 215075017