Transcript Communication and Parent Programs Chapter 5

Communication
and
Parent Programs
Chapter 5
Perry C. Hanavan
Effective Communication
• Parents have high expectations regarding
teacher’s communication
– No spelling errors
– Articulate
Communication Components
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M
E
L
T
Message
Talker
Listener
Environment
Communication
• What is said
– Words/Verbal Stimuli
• (7% of input)
• Auditory message conveyed
– Vocal and Tonal Stimuli
• (38% of input)
• Visual message conveyed
– Gestures/Body Language/Visual Stimuli
• (55% of input)
Communication
• Aggressive conversational style
– hostile, belligerent, bad attitude
– blames others
– denies, dominates, interrupts
• Passive conversational style
– withdraws, bluffs, avoids
• Assertive conversational style
– takes responsibility for managing communication
– respects the rights of others
– openly and honestly expresses needs and emotions
Assignment
During the next two days:
1. analyze your communication behavior
2. analyze 2 people you communicate with
daily and determine their style
3. select the communication style you prefer
others use
Conversation
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Sharing ideas
Relating experiences
Telling stories
Expressing needs
Instructing
Influencing
Establishing intimacy
Rules of Conversation
• Agree to share one another’s
interests
• Ensure all share in talking
• Participate in topic
• Take turns talking
• Relevant topic discussion
• Succinct messages
Conversational Fluency
• Definition:
– how smoothly conversation unfolds
Conversational Fluency Factors
• Time spent repairing communication
breakdowns
– if need for clarification is low, then fluency is high
• Exchange of information and ideas
– is conversation easily and successfully share
information, then fluency is high
• Speaking time shared
– equal time, few silences, few interruptions, then
fluency is high
Index of Sharing Speaking Time
• Conversational turn:
– period participant delivers a contribution to a
conversation
• Mean length (speaking) turn (MLT)
– average number of words spoken during a set
number of conversational turns
• Mean length turn ratio (MLT ratio)
– ratio of two speakers in a conversation
Example 1: Conversational Fluency
Teacher: Is Sarah studying at home, much?
Parent: Yes, and I’m thrilled with her.
Teacher: You said several weeks ago she only
watched TV and used her PlayStation after school.
Parent: Yes, but we have been following your
suggestions of turning off the TV.
Teacher’s MLT = 8.0 words (16 words/2 utterances)
Parent’s MLT = 9.0 words (18 words/2 utterances)
MLT ratio: 0.9 (1.0 = equal length of speaking time)
One-Way Communication
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Newsletters
Media
Handbooks
Letters
Notes
Two-Way Communication
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Telephone
Email
Home visits
Parent visits
Parent-teacher conferences
Parent Roadblocks
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Protector role
Inadequate-me role
Avoidance role
Indifferent role
Don’t make waves role
Club-waving role
School Roadblocks
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Authority-figure role
Sympathetic-counselor role
Pass the buck role
Protect the empire role
Busy teacher role
Cooley’s Looking-Glass-Self
• How you view yourself depends on your
perceptions of how others see you
– the imagination of our appearance to the other
person (imaging self)
– the imagination of other’s judgment of that
appearance (interpreting others reactions)
– some sort of self-feeling, such as pride or
mortification (self-image)
A Teacher’s Looking Glass
"I shall always be a flower girl to
Professor Higgins because he always
treats me as a flower girl, and always will;
I know I can be a lady to you because you
always treat me as a lady and always
will."
• View parents as subordinates (flower girl)
• View parents as partners (lady)
Parent Teacher Conference
• Ten tips