The document discusses effective teacher-student and teacher-parent communication strategies. It states that the teacher is the decisive element that determines the classroom climate and can make a student's life miserable or joyous. The teacher's daily mood and responses to crises impact whether students feel humanized or dehumanized. It recommends avoiding labeling, rhetorical questions, lectures, and losing one's temper with students. For parent communication, it suggests establishing partnerships, making regular contact through phone calls, weekly folders, and encouraging volunteers. Effective parent-teacher conferences involve preparing positively, listening to parents, and developing action plans with follow-ups.

1. ADDITIONAL THOUGHTS
ON CLASSROOM
COMMUNICATION
Dr. Brian Housand
East Carolina University
ELEM 6500
Summer 2010

2. Haim Ginott
http://www.betweenparentandchild.com

3. Haim Ginott
http://www.betweenparentandchild.com

5. As a teacher I have come to the frightening conclusion
that I am the decisive element in the classroom.

6. As a teacher I have come to the frightening conclusion
that I am the decisive element in the classroom.
It is my personal approach that creates the climate.

7. As a teacher I have come to the frightening conclusion
that I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.

8. As a teacher I have come to the frightening conclusion
that I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a teacher I possess tremendous power to make a
child’s life miserable or joyous.

9. As a teacher I have come to the frightening conclusion
that I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a teacher I possess tremendous power to make a
child’s life miserable or joyous.
I can be a tool of torture or an instrument of
inspiration.

10. As a teacher I have come to the frightening conclusion
that I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a teacher I possess tremendous power to make a
child’s life miserable or joyous.
I can be a tool of torture or an instrument of
inspiration.
I can humiliate or humor, hurt or heal.

11. As a teacher I have come to the frightening conclusion
that I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a teacher I possess tremendous power to make a
child’s life miserable or joyous.
I can be a tool of torture or an instrument of
inspiration.
I can humiliate or humor, hurt or heal.
In all situations it is my response that decides whether
a crisis will be escalated or de-escalated, and a child
humanized or dehumanized.

12. Ginott says avoid:
• Labeling students by referring them
negatively.
• Asking rhetorical why questions.
• Giving moralistic lectures.
• making caustic or sarcastic remarks to
students.
• Denying student feelings.
• Demanding students’ cooperation.
• Showing that you have lost your temper and
self-control.

13. Roadblocks to Communication

14. Gordon says avoid:
• Giving Orders
• Warning
• Preaching
• Advising
• Criticizing
• Questioning

15. Gordon’s I-Messages
• When you do ______________
(nonblameful description of other’s
behavior).
• The tangible effect on me (now or in the
future) is _____________________.
• That makes me feel _______________
(name the feeling).

16. Canter’s I-Messages
• I feel ____________ (name the feeling),
• When you ___________ (state the
problem).
• I would like _______________ (say what
you want to happen to make things better).

17. Communication with
Parents

18. When Parents are involved, students have
Higher grades, test scores, and
graduation rates
Better school attendance
Increased motivation, better self-esteem
Lower rates of suspension
Decreased use of drugs and alcohol
Fewer instances of violent behavior

19. Communicating with Parents
Establish a Partnership
Make Regular Phone Calls
Peek of the Week
Weekly Folders
Website / Blog
Encourage Volunteers

20. Open House
Refreshments Email / Cellphones /
Contact Info
Student Work
Handouts
Name tags
Rules
Schedules
Grading Policies
Textbooks / Materials
Procedures
Question Box
Volunteer Signups
Student Guides

21. Parent-Teacher Conferences
Confirm date / time Think about 3 adjectives to
describe the student
Have them prepare
questions Establish waiting area
Arrange for an interpreter if Dress professionally but not
needed intimidating
Examine student’s portfolio Use Adult sized chairs
Make a list of 3-4 points to Sit side by side at a table
cover beginning with
strengths

22. Parent-Teacher Conferences
Be a gracious host.
Thank them for coming.
Start out on a positive note and find something good to
say about the student.
Begin the Six Step Process
1. Provide the data.
2. Seek information.
3. Listen actively to parents / guardians.
4. Synthesize their suggestions with your own.
5. Devise a plan of action.
6. Arrange for a follow-up.