This is a paper that I assisted in putting together: Mercy college

Communication Plan

NCATE

Professor Abtan – EDUC 514

Chana Sanowicz

4/3/2016

 “Words are singularly the most powerful force available to humanity. We can choose to use this force constructively with words of encouragement, or destructively using words of despair. Words have energy and power with the ability to help, to heal, to hinder, to hurt, to harm, to humiliate and to humble.” (Berg) This is why being able to express one’s self is so essential. Communication is important because it allows two or more parties to understand each other as well as to know what is going on. It is an important skill to have, because with proper communication skills, there is nothing that can hold a person back. This is especially so when it comes to a child’s mental, emotional and educational growth as they grow up.

Communication between parents and teachers regarding the student in question is very important. For if there is no proper communication the student’s chance of growth decreases exponentially. Each party gains something when there are proper channels to communicate. Children gain the growth that they receive due to the support of both their parents and teachers. Parents see what the child is doing, the level that they currently hold as well as how they can help their child grow and mature. Teachers see the parent’s interest, which strengthens resolve to help the child. They also see that what the child might need to grow further as well as learn of new techniques to assist the child when the situation requires it.

When a parent and teacher talk, there needs to be certain standards set for proper communication to occur. A teacher needs to approach the parent on a positive and welcoming note. This shows that the teacher cares about the child and wants what is best. It is essential to open a line of communication that will allow for the parents and teachers to work together for the child’s wellbeing and growth in both the classroom and home. “Understanding positive relationships and supportive interactions as the foundation of their work with young children” is a key element of Standard four in the NAEYC.

 “Parent Benefits: Positive parent-school communications benefit parents. The manner in which schools communicate and interact with parents affects the extent and quality of parents' home involvement with their children's learning. For example, schools that communicate bad news about student performance more often than recognizing students' excellence will discourage parent involvement by making parents feel they cannot effectively help their children.

Parents also benefit from being involved in their children's education by getting ideas from school on how to help and support their children, and by learning more about the school's academic program and how it works. Perhaps most important, parents benefit by becoming more confident about the value of their school involvement. Parents develop a greater appreciation for the important role they play in their children's education.” (Building Parent-Teacher relationships)

There are many forms of communication. The most obvious choice that comes to mind is to talk. However, this is not the only manner and way to communicate with another party. There are actions as well as programs that are put together which can exhibit how someone feels about a cause which is also another one of the many ways of communication between two or more parties. This is especially pertinent to parents as well as teachers, because it can assist them in getting the message across to either side about many matters. This is also due to the fact that many of these programs that are put together allow for free form of communication to take place. This can insure that the message does get across in addition to allowing the family and community to witness what the students have accomplished thus far.

Epstein’s six forms of involvement give six different ways that a parent can assist the teacher so that the child may reap the benefits in the long run. This involves communicating on many fronts. Type one consists of parenting. This consists of assisting families with child rearing to understand the child’s development and setting a system where the child can be supported for every age and grade level. This also includes assisting the school in understanding the families they assist. Type two is all about communication with the family. This allows for the families to know about the programs that occur as well as student progress. Type three focuses on volunteering. It focuses on improving recruitment, training as well as the consistency between all the parties involved when school functions are being planned.

Type four is all about learning at home. To get the parents more drawn in, the homework and other activities done in school are shown to the family while they are at home which gets them more involved. Type five emphasizes decision making. Including families in decisions regarding the school and their child’s welfare through PTA, PTO, school councils or committees among other organizations designed to involve the parent in their child’s education process. Type six is collaborating with the community. It is about the coordination of resources and services for families, students, in addition to the school by way of businesses, agencies, and other groups, moreover offering their services to the community. (Epstein's six types of involvement) 

One of the many ways for children to communicate to the parents and teachers is through a school or class newsletter that is sent home with them. A good communicating newsletter will have things that interest the students and parents and are relevant to what is going on in school. Picture pages in a newsletter allow for the parents to see different activities that are going on in his/her child’s classroom.  Including surveys in the newsletter about different topics each month, for example, “What is your favorite subject in school?”  “What are you summer plans?” or, “Which snack do you bring most often to school?” allows for the students being surveyed to feel that what they have to say is important and it is being published in the newsletter. Surveys also gives parents and teachers a chance to see what the student body likes or does depending on the topic of the survey.  Student’s art as well as their writing printed in the newsletter have the student’s self-confident grow and it motivates the student to do more. The school or teacher can get the parents involved in the newsletter by asking them to contribute an article, recipe or a thank you note.

Another way for the parents to be able to see what their child is up to is if there is a school and/or class website. The website with a summary of the material covered in class in addition to a tab of photos allows the parents to observe what level the child is on as well as the activities they are completing on a weekly basis. The websites allows for the parents to talk to their children about what they accomplished during the week, discuss what they learned in class as well as hearing feedback from the children as to how they think they did.

Parents can also view their child’s homework on a class website this ensures that homework can always be done even when a child misses a day of school or misplaced his homework papers. There are also educational websites and videos that a teacher can link on her website which are related to the lessons that were taught during the week. Pictures of awards that are given out on a monthly basis are posted on the class website as well; this allows the child to feel a sense of pride for his/her accomplishments. Lastly, on the website there is a communication tab where parents are able to send a message to the teacher and the teacher responds.  

For a child to communicate with their teachers, in some cases with assistance from their parents, allows them an opportunity to show the teacher and the class who they are and what they can bring to the class. Those who are young often show this through show and tell. This is when a student brings an item from home that means something to them, for example a favorite toy or book that they enjoy. There are also the occasions where the teacher asks that the show and tell to be connected to the lesson. For example, the teacher asks the students to bring in costumes of what they want to be when they grow up. The student can show what they want and even write a piece describing the job, why they want it and what they think the job requires. This allows the teacher to perceive how the child interprets the lessons in addition to seeing the student’s interpretation of the events.

This activity also brings the parent in due to the fact that the child, who is filled with excitement regarding the activity, will often share with their parents what is going on. Children can ask for assistance for show and tell, which enables the parents to play a role in their child’s school activity. This allows for communication between the parents and the children with the help of the teacher.

A different way for the teachers to communicate to the students is to have them bring in costume, props and/or food in connection to a book or chapter that they have finished for a party celebrating the completion. The child picking the snack gives them the opportunity to brainstorm and allows for them to show the creativity they possess. For instance, a student can bring black and white cookies to connect to the first day of creation after the class finished learning the first chapter of genesis. The costumes and props that the students bring in will be used to make a play depicting the episodes in the story or chapter covered.  

There is another way to showcase communication. This is through attending a child’s school events. For the parent, this is a show of support for the child who is completing whatever program is planned as well as a show of support for the teacher or planner who is putting the event together. The parent’s attendance shows the teachers that the parent cares and they want to be a part of their child’s life and growth in school. Teachers that give compliments to the students and parents shows that the teacher cares as well as pays attention to the student. There are many school events from kindergarten through high school that parents can attend to show support for their child. This showing of support is another form of communicating.

There are many different kinds of school events. There are the simple programs that are done when a child is young-plays and small concerts. The plays and concerts allow for a parent to watch their child shine on stage. Programs in school are an effort to communicate with children as well as the child enjoying what they learn. The graduations that occur throughout a child’s life allow for the parents to celebrate in the growth in addition to thanking the teachers for the work they have done for the student.

Such an instance would be the high school production that Beis Rivkah does. This event is one of instances that the community plays a part in the communication process. This is due to the advertising for the event and the community taking part to show support and see what the students are capable of. The parents and family members of the students more often than not attend because of the love they have for the student who participates and to enjoy the show.

Children can have many opportunities to work with and in the community to learn about the world and develop lines of communication which can lead to lasting friendships and connections. Teachers can arrange for children to go to old age homes and sing for the elderly on Friday afternoons in honor of Shabbos. Different parents who play instruments can come and do so for the school when there are programs that ask for it. EMTs and policemen are able to show children the inside of an ambulance and police station and answer questions about what it means to have such a job. Firefighters can show children how to respond to an alarm by showing them escape plans and maneuvers that keep them safe.

A nurse coming in to classes of students and discuss with them the changes that their bodies are having. Reassurances such as those that the nurse offers will offer the children a chance to talk, even about concepts that may make them uncomfortable. Many parents and professionals who have a specific talent, such as chefs, decorators of food as well as those who work with non-edible variety, those in the music business can volunteer to come and create an exhibition for the school to give the children and even the teachers a great enjoyment.

Another manner of how parents can volunteer in the classroom is when a teacher sends a note to the parents, preferably in the beginning of the school year, asking parents to volunteer. Sending this note will automatically have more parents involved in their child’s education. The teacher can ask parents to help in or out of school in various methods. Parents can join the PTA committee, collect money for class activities, chaperone the class on a field trip, help set up class events, donate books and/or games to the classroom, and help out during recess or lunch are some examples which parents can volunteer and show their child they care about their class, school and education.    

Schools should give to the community as well fostering the constructive two way communication system. In Beth Rivkah schools, the school connects with the community by hosting community events that the students are well aware of.  The school often prepares lunch for visitors in the community; at times the students share the lunchroom with the visitors. The school also has the option for all students in the community to join the after school program. It is a two hour program after school that provides working parents the option for their child to stay in school in a safe, educational and fun environment. In another school, Queens Gymnasia, the school has a food pantry. Every Friday food is given to the community members who need it. Also, every year before the holidays the students pack goody bags and make a card related to the holiday for students in the area who attend other schools.

In preschool, another form of parent communication is the Teaching Strategies GOLD assessment tool. The teacher observes, documents, and assesses the student using its computer system in areas of social emotional, physical, language, cognitive, literacy, mathematics, science and technology, social studies, the arts and English and language. The assessment is valid and reliable. The Teaching Strategies GOLD system fulfills a key element of standard three of the NAEYC, “Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.”

  After the teacher completed the assessment for the students, the program generates a conference form summarizing the child’s progress to show the parents. In addition, Teaching Strategies Gold also has a family tab where the teacher is able to invite the parents to the program. When a parent is invited they are able to communicate with the teacher using the messaging system of the program, view a class calendar and read the class newsletter.

“Teaching Strategies Gold offers a dedicated portal for communicating online with families about children’s experiences and progress. Teachers can invite families to use “Family Central” and then send and receive messages to and from family members who choose to register. All exchanges between teachers and families are saved and searchable. Online calendars help teachers share information about what’s happening in the classroom, and teachers can send resources to help families promote their children’s development and learning at home. A Family Quick-Start Guide that helps families through the process of registering and using Family Central offers step-by-step guidance for setting up the two-way communication process.

“Family Conference Forms” make it easier for teachers and families to develop a mutual understanding of each child’s strengths and challenges, and to share expectations for the child’s development and learning. Teachers begin to fill out the form by summarizing the child’s developmental progress during a particular period. The rest of the form is completed during a conference as the teacher and family together decide next steps. “Family Conference Forms” can be created in English or Spanish, helping to ensure successful communication. Completed forms can be printed, and they can be shared with families electronically.” (Teaching Strategies )

In the classroom, aside for taking care of general communication with parents, teachers must also pay attention to the culturally different families and have them involved in their child’s education. If there are parents who do not speak English, have volunteers translate important notices into the necessary languages. Teachers should also assist parents in locating community resources, such as libraries. To establish a connection with the parents and to get a feel of the background and culture the student is coming from the teacher encourages the parents to come in and share an exciting lesson, a song or make a project with the class about their culture. This creates unification between teacher, parents, child and the class by having everyone understand and appreciate the culture. Teachers should also show parents that receiving a good education from our school makes a difference in their child’s life by bringing examples of students who came from the same culture and background and have been successful. By catering to all parents especially the parent who are culturally different satisfies a key element of Standard two of the NAEYC, “Supporting and engaging families and communities through respectful, reciprocal relationships.”

Communication is an important tool that allows for people to truly connect to one another. Positive communication is key for a happy relationship. This is especially true when it comes to students and the growth that they experience over time. The growth can only occur when there is an open and positive line of communication. Teachers who involve the parents of their class change the whole year for everyone comprised. This is essentially because the student comprehends that there is good communication system; the student’s parents and teachers are on the same team working together to better help the child grow in all areas.