Teacher’s Communication With Families

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Table of Contents

Introduction
Main Body
Conclusion
Reference

Introduction

The speech of the teacher demonstrates sensitivities to the parents include a teacher’s desire to help parents understand the class and its tasks; sensitivity, in this case, is that a teacher cares about students and wants them to receive assistance from their parents as well. As such, parents should understand the tasks and the system of grading. Besides, a teacher invited translators knowing that the families of his/her students can lack language skills. Finally, a teacher demonstrated understanding of their schedule and his/her ability to cooperate by staying late at school so that parents could come and ask about their concerns.

Main Body

The first instance of sensitivity includes a desire of a teacher to cooperate and parents should treat it positively. At the same time, a teacher invited translators which should positively affect parents as well because they should clearly understand what is required. As Mendoza (2003) claims, “language differences may cut parents off from important information” (par. 3). The teacher indicates that he/she realizes the difficulties with parents’ schedule and offers some extra hours when it would be convenient for those who work till night. This can bring a great relief to those parents who want to participate in their children’s school life but are not able to do that.

At the same time, a teacher also demonstrates insensitivity while offering “a written disclosure document” which can be difficult to comprehend for parents that have poor reading skills as suggested by Mendoza (2003, par. 2). The second instance of insensitivity is when a teacher mentions computers at home and suggests that “E-mail is one of the best ways for us to communicate!”. Low-income families may not afford a computer and they may lack computer literacy skills if they have a computer at home.

The two instances of insensitivity could affect parents in the most harmful way for potential further partnership. As suggested in the study by Epstein (2001), “schools in more economically depressed communities make more contacts with families about the problems and difficulties” of children (p. 407). The school under discussion should use every opportunity to build bridges between the educators, students, and families. In this respect, a teacher should understand that insensitivity might discourage parents from coming to class and asking questions even if their child experiences difficulties in learning.

Though Mendoza (2003) believes that “Internet access becomes more common among low-income families” (par. 13), greater sensitivity could have been demonstrated by a teacher while offering the ways to communicate. It is important that all parents are willing to take part in partnership between a school and a family. At the same time, a teacher could have demonstrated more sensitivity while outlining the information given in the disclosure document. For instance, tasks and assignments as well as national standards may be discussed while a teacher have only mentioned those.

Conclusion

The role of parents in education is great though “teachers control the flow of information to parents” (Epstein, 2001, p. 34) by outlining only the problems they believe to be important and affecting students and cooperation between school and family. I think that a teacher can include such two specific things as

suggestions of parents concerning scheduling of hours for communication;
phone calls by a teacher, if required by parents that have poor reading skills, to inform parents about some events, difficulties, or necessary interventions to facilitate parental input in the classroom.

Access to information is important though Mendoza (2003) emphasizes difficulties in physical and intellectual access to information by parents.

Reference

Epstein, J. L. (2001). School, family, and community partnerships. Boulder, Co: Westview Press.

Mendoza, J. (2003). Communicating with parents. Clearinghouse on early education and parenting. University of Illinois at Urbana-Champaign. Web.

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Teacher’s Communication With Families

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