Can you hear me now?
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Transcript Can you hear me now?
Home-School Communication
Can You Hear Me Now?
Presented by
The Department of Family
and
Community Outreach
Prince George’s County Public
Schools
The Department of Family and
Community Outreach
Warm-up Activity
Intended and Perceived Meanings
1.
2.
3.
4.
Objective: To become aware that intended meanings may
not be the same as perceived meanings
Pair off into groups of two. Stand back-to-back.
One person will give verbal directions to the other person in
order to have that person complete a drawing. Only verbal
directions can be provided, questions cannot be asked or
answered.
Allow 5-10 minutes to complete the warm-up. Have pairs
turn face-to-face and share the results of their communication
exercise
Have the person giving directions show the “drawer” the
original document from which he/she was giving directions to
draw. Compare the duplicate to the original, how accurate is
the duplicate to the original? How clear were the directions
given by the director?
Communicating with Parents
Objectives
At the end of this workshop participants
will:
Be aware of different means of communication
Be able to utilize resources in the school to
enhance home-school communication
Recognize how different communication
approaches can strengthen or weaken teacherfamily relationships and impact student
achievement
Gain practice in using different communication
approaches under various circumstances
Communication
What does “communication” mean to
you?
As a classroom teacher, what comes to
mind when you think of communicating
with parents?
Communication
Defined
The imparting or interchange of thoughts, opinions,
or information by speech, writing, or signs –
(Webster’s College Dictionary)
Communication may involve impressions created or
words expressed
Communication involves one or two way exchanges
(Berger, 1991)
Communication is a message sent and a message
received
Communication is a process
One-way vs. Two-way
Communication
One-way
Newsletters
Bulletin boards
School handbooks
Progress notes
Report cards
Two-way
Surveys
Focus groups
Informal
conversations
Progress reports
with request for
parent response
Resources to engage families in
home-school communication
Activities/Events
First day of school
Back to school night
Parents observing classrooms
Parents Assisting Teachers
Parent/Family workshops
People
Parent Liaisons
P-Team
Parent Organizations PTA/PTO
Principal/Administrator
Research on Home-School Communication
Benefits of Home-School Communication
Parents and teachers consider communication the
number one factor in establishing and maintaining
trust
(Adams & Christenson, 2000)
Strong communication can encourage higher and
realistic parental expectations (Drake, 2000; James,
Jurich & Estes, 2001)
Communication serves as the first step to other types
of parent involvement (Elman,1999)
Parental insight can provide additional information to
help meet the needs of students (Kronowitz, 2008)
Home-School Communication Standards
Framework for Teaching: Domain 4- Professional
Responsibilities: Component 4C-Communicating with Families
National PTA- National Standards for Family-School
Partnerships: Standard 2: Communicating Effectively
PGCPS Master Plan-Goal 7: Strengthen relationships with family,
school, business, community, and institutions of higher
education to support improved student achievement
PGCPS Core Beliefs & Commitments: # 2 Parents are our
Partners We commit to increasing family engagement in the
education process through communication and outreach
MSDE Goal 5: School systems and schools will communicate
more frequently with families and communities
Joyce Epstein’s Framework of Six Types of Family Involvement:
Type 2-Communicating
Topics of Home-School Communications
Formal and Informal
Student Progress
Information about school & community events
Information about school’s overall performance
Goals & strategies of instructional programs
Teacher expectations
Parenting information
Needs & strengths of students
Needs & strengths of parents/families
Family issues that may impact learning
Expectations of parents/guardians
Family ability to volunteer and/or support school
Methods of Home-School Communications
Personal
Face-to-Face
Telephone
Home visits
Writing
Notes
Letters
Report cards/Progress reports
Newsletters
Student portfolios
Student agenda books, logs
Methods of Home-School Communications
(Continued)
Electronic/Technological
Internet Websites
E-mail
School Communication System
School Information System
Video technology
Process for Communication
Identify the goal and reason for the
communication
Consider the audience
Choose a communication approach that
opens a two-way conversation
Six Approaches to Open Home-School
Communication
1.
Instructing
2.
Following up
3.
Asking for help
4.
Revealing
5.
Informally exchanging
6.
Active listening
Instructing
Definition
Explicating and
elaborating
Example
Providing an
explanation of how
to help a student
with a homework
assignment
Following up
Definition
Reminding and
monitoring
Example
Remind parent
about due date for a
project
Asking for Help
Definition
Looking for
assistance
Example
Asking parent to
share information
about their child
(strengths and
needs)
Revealing
Definition
Sharing information
openly
Example
Informing parents of
your class goals and
expectations
Informally Exchanging
Definition
Having a reciprocal
dialogue
Example
Taking time to sit
and chat with no
formal agenda
Active Listening
Definition
Listening and paying
attention
Examples
Actively listening to
a parent express
their concerns,
opinions, etc.
Challenges to Home-School
Communication
Pragmatic
Cultural
Economic
Time
Transportation
Logistics
Technological
Language difference
Ethnic difference
Gender difference
Non-verbal cues
Institutional
School climate
Teacher/Staff attitude
8 Tips for Communicating with a
Person from a Different Culture
1.
2.
3.
4.
5.
6.
7.
8.
Take personal responsibility to make the communication effective
Clarify the communication, seek feedback, ask questions
Recognize that some persons may not be comfortable discussing
certain issues. Try to empathize.
Avoid being judgmental. Respect differences and accept the person
as an individual.
Observe verbal and non verbal behaviors
Pay attention to personal space
Be aware of different uses of eye contact. Indirect eye contact is
the norm in many cultures, especially in male-female
communications
If the person is non-English speaking, try to learn the language
and/or use an interpreter
Strategies to Overcome Home-School
Communication Challenges
Challenges
1.
Language differences
2.
3.
4.
Time limitations of
teachers & parents
Perceptions of teachers &
parents
Teacher preparation & lack
of knowledge
Strategies
1A Use of interpreters
1B Correspond in the
language of families
2A Establish a schedule
2B Establish mutually agreed
upon times & venues
3A “Seek first to understand”
4A Pre-service training
4B Professional development
Case Study Activity
Tim Kelly: A Teacher Responds to a Family
in Need
Closing, Evaluation & Next Steps
Review of Objectives and Q & A
Evaluation of workshop
Next Steps
Continued professional development
opportunities
Read chapter 7 in The Teacher’s Guide to
Success (Ellen Kronowitz) and pages 92-96
in Enhancing Professional Practice-A
Framework for Teaching (Charlotte
Danielson)