Strategies for effective communication


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It is a guide for school teachers on developing communication strategies with the parents.

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  • Walk the group through the process. Have them share the role of parent and teacher. The experienced teachers in the room should share their ideas on how to gain support from parents at home and resources from the school. Have them draw this format onto the second page of their flip chart book.
  • Remind them that this slide is a direct connection to Component One of DPAS II and mentoring. Take the time to share ways that they have gathered information about their students. The critical piece is addressing how they use the information to plan for the class and/or individual students.
  • Rick Stiggins tells us that in our communications with students and parents, we, as educators, should never diminish a student’s hope of being successful.
  • Have them discuss the answers to these questions at their table. Remind them that school is different from when they were students. We should not replicate what was done to us, but should consider what is currently needed for students to be successful. Have them complete the tab in the following manner: Looking at each of the bullets how will you communicate the answer to the parents?
  • Developing “we-ness” is the best way to involve parents in the process of education. While not all parents may want to be involved, it is still our responsibility to see that they are invited into the process. The quadrant that we used earlier assures the involvement.
  • Have them discuss the actions and potential reactions of each of the parenting styles. List them in the styles and some strategies for dealing with each type in their flip chart book.
  • In this section of the flip chart they will need five sections. One for problems of students, one for parents, one for teacher. The next will be reactions. The last will be triggers. As you discuss the problems they should make notes on how to deal with the situation.
  • New teachers are especially vulnerable in this area. They don’t want to appear rude to parents. As a group brainstorm ideas for how to effectively address each of these issues.
  • You can be the problems, as well. There are times when you must try to overcome the fact that this student just knows how to set you off. However, you are a professional and must maintain the standards of professional behavior.
  • These triggers apply to all of the parties, students, teachers, and parents. How might each of the contribute to problems with communication?
  • Clear communication takes a lot of planning. You need to be totally prepared for discussions with parents. Each of these recommendations would set up the right environment to support communication.
  • Each of these is an important part of communication within the school setting. There are times when one way communication is the best means of just informing parents of events or information about the school. But it is seldom successful when communicating about academics or behaviors.Two-Way communication is far stronger. What are some of the ways that you use two-way communication in your setting? Three-way communication in which the students are involved with the process is by far the strongest. It develops responsibility on the part of the student to be able to explain their progress. It is often done in a format called “student led conferences.” While it is not possible to conduct three-way communication at every meeting with parents, determining one opportunity for parents the experience this event toward the end of the year is not only meaningful, it is rewarding.
  • DPAS II requires that you document your communication with parents. You will be asked to do this at various points during the year. List these sources on the flip chart book. Brainstorm other pieces of evidence that could be used and record them in the book.
  • Communication always has the potential to go wrong. When we are not facing others we cannot see their reactions. The triggers and reactions we mentioned earlier may come into play. If thing do not go well, it is important that you share that with administration. That includes times when it may have been your fault. Be the first to discuss the issues administration. Fully inform them of the events. It is easier for them to deal with the parent when they call and they will assuredly call.
  • Strategies for effective communication

    2. 2. Agenda of the Discussion • Exploring effective communication strategies with parents • Issues and challenges with non-native English language teachers • Research issues with strategies
    4. 4. Key Strategies • Greet parents with respect and interest in their child. • Develop “we-ness” in communication • Be prepared with interesting, • Solicit parent questions, meaningful information comments, and advice. • Be honest- be patient • Think about homework and its importance and • Be professional…in a personal impact way
    5. 5. • The top page should read “communications” • Directions: • Tab One: Quadrant Communication • Tear two pieces of paper in a • Tab Two: Homework • Tab Three: Parent Styles and Strategies • Tab Four: Problems. Reactions, and Solutions • Tab Five: Evidence of Communication • Tab Six: Preparing to Communicate • Tab Seven: If Things Go Wrong Creating Your Flip Book hot dog manner (length wise) • Align the sheets so they are about ¼ of an inch apart, creating four tabs. • Fold the tabs over so that you now have a front page and seven tabs.
    6. 6. Greet with Respect and Interest
    7. 7. Simple Structure of Conversations What does your child feel that he/she is successful in doing in my class? What are some of the challenges that he/she says he/she is facing in my class? Looking at the challenges can any What resources or assistance do I of them be addressed and need to try and provide for you corrected by the student? and/or your child? Is the challenge something that you can work with at home?
    8. 8. Interest, Questions, and Comments • Starting off the year by asking parents or others to provide you with information about the interests of the child builds an understanding that you care about the child as an individual. • How will parents be able to pose questions of you during the course of the day/ year? • Do you have a means for the parents to make comments about work, behaviors, or concerns in a communication to you during the course of the day /year?
    9. 9. Diminish No Hope
    10. 10. Homework Considerations • How often? • Is it meaningful? • Is it differentiated to meet the needs of the child? • Is it balanced? • Which students have parents who can help? Which do not? • What is the purpose of my homework? • If is it practice do I grade it? Am I careful to assure that homework does not fail or defeat the child?
    11. 11. Develop We-ness
    12. 12. Parent Styles • Supportive • Helicopter Parents- Have been known to travel from California to Gwalior to argue a grade for their child • Swoop-in Parents- Are immediately reactive to what took place in school and want to see you at once • Avoidance- Parents who found school difficult or feel that they cannot help their child.
    13. 13. If the Problem is the Student • Focus on the needs of the student • Begin or continue an open dialogues with the parent(s) • Use shared language – yours and the parent’s- to solve the problem • Be prepared for the challenges of dealing with divorced parents, children being raised other family members, and/or parent of adopted children.
    14. 14. If the Problem is the Parent • Wanting to talk with you in public places • Expecting a response from you immediately when your schedule does not permit you to respond • Abusive language • Being caught between two parents
    15. 15. What if the Problem is Yours? •Focus on the needs of the student. •Consider alternate actions to try. •Be willing to admit mistakes. •Focus on good, well and success.
    16. 16. What May Trigger Actions • Being tired • Stress • Same issues every day with no improvement • Lack of time
    17. 17. Communicating
    18. 18. How to Prepare • Make certain that you have the documents that you need for the communication. • If held during a school event, preparing folders for each student is advised. • Give parents some time to review the information and encourage them to ask questions and voice their concerns. • Be honest about what the data says. • Remember to break down the information for the parents.
    19. 19. Communication Guidelines • Be positive • Listen carefully • Speak calmly so that parents can understand your intentions • Find ways to involve the parents • When appropriate, involve the student • Follow up
    20. 20. Types of Communication • One- way • Two- way • Three- way
    21. 21. Sources and Evidence of Communication • Phone calls • Weekly/daily communication tools • Emails • Websites • Invitations to events in the classroom
    22. 22. What If Things Go Wrong • If there were issues during any communication the best thins to do is to inform your administrator. • Be honest • Describe what happened • Do it as soon as possible • It is easier to let them know up front than it is to have an angry parent calling them with only their side of the issue first.
    23. 23. STRATEGIES FOR CLASSROOM TEACHING In focus of Students
    24. 24. Classroom teaching isn't easy • Speak slowly. • Look at your students. • Welcome students' questions on any topic. • Write a short outline of your presentation on the board in advance (or use overhead transparency slides or computerbased slides). • Write each key term on the board (or use slides). • Also, make particularly sure that you have the correct pronunciation of the key terms you're teaching about.
    25. 25. Classroom teaching isn't easy (cont…) • Developing fluency in a second language doesn't happen overnight; • It's a developmental process that occurs over many years. • Nobody should expect to speak like a TV announcer right away. • Listen to English television and radio. Even reading the newspaper in English will help develop your language skills.
    26. 26. RESEARCHING STUDENTS In focus of School Management
    27. 27. Assume • That you have a data of students based on their marks out of 25 for different dimensions of English language: • Students are of 4 different classes, i.e., Class I (1), II (2), III (3) & IV (4). • With two teacher Mr. X (1) teaching classes I (1) & III (3) and Mr.Y (2) teaching in classes II (2) & IV (4) • With two gender M (1) and F (2)
    28. 28. THANKS Their success lies with your ability to communicate.
    29. 29. RAHUL PRATAP SINGH KAURAV Asst. Professor (Marketing), Prestige Institute of Management, Gwalior +91.98265.69573