Effective and Efficient Parent-Teacher Communication

This action research study examines parent-teacher communication using a combination of an online email program called MailChimp, a text app called Remind, and a class web page. A group of 17 parents from a private elementary classroom in a Montessori school agreed to participate in this study. Time sheets, check-off lists, feedback from parents, and statistics from MailChimp were used to collect data. The majority of the parents were pleased with the school-to-home communication during this period. The email and text message programs were the most efficient communication methods. Updating the class web page proved to be the most time-consuming communication process. This study showed why teachers should use a variety of correspondence methods in order to be effective communicators. While I will continue to use MailChimp, Remind, and my web page for parent-teacher communication, I also discovered there is room for improvement in my communication method

Parent teacher communication

Includes bibliographical references.Research suggests that parental involvement in the educational system fosters intellectual and emotional growth in children. Parents, however, often feel threatened by the educational system; consequently, they do not play an active role in their child's educational experience. Because research suggests that it is in the best interests of the child for parents to playa more active role, teachers need to assume the responsibility of creating a learning environment that welcomes parental involvement. On-going parent/teacher communication becomes essential to this process. Based on observations of special education classes, surveys, and informal interviewing of both teachers and parents of children with disabilities, the manual serves as a tool for fostering positive teacher/parent relations. The paper serves as further justification for the necessity of positive communication between parents and teachers.B.S.Ed. (Bachelor of Science in Education

Communicating With Teachers: Perspectives From Parents of Children With and Without Exceptionalities

Parental involvement in education, such as parent-teacher communication, is important for promoting students' success (e.g., Jeynes, 2007). Parental involvement is especially important for students with exceptionalities who face greater challenges to their learning than their peers (Keen, 2007; Taylor, 2000). However, there is very little research on the subject. This study investigated the present state of parent-teacher communication regarding students with exceptionalities and compared it to communication regarding students without exceptionalities. It also examined the barriers to satisfactory parent-teacher communication and solutions for improvement. Family systems theory provided the framework for the research questions (Friend & Cook, 2013) and data analysis. Parents or primary caregivers of a student with an exceptionality (n = 199) or without an exceptionality (n = 423) completed the Parent-Teacher Communication Survey (PTCS). Results found parents and teachers of students with exceptionalities chose to communicate by text or email when communication was infrequent. However, the few parents that were in contact more than once a week tended to use written or face-to-face interactions. Parents of children with and without exceptionalities did not differ significantly in how often they communicated. However, parents of students with exceptionalities were more likely to discuss a variety of topics related to their child's performance in school (e.g., homework completion, peer relationships, classroom behaviour) and be less satisfied with their communication experiences. While some parents reported satisfactory parent-teacher communication experiences, many parents of children with and without exceptionalities struggled to obtain high quality, high frequency, two-way communication with teachers. This research provides an initial understanding of parents' perspectives on the current practices of parent-teacher communication (e.g., modes of communication, topics, frequency, barriers to satisfactory communication) that can inform educators, and other professionals who work with students with exceptionalities and their families, and enable all parties to evaluate and improve their own communication practices. Future research is needed to further our understanding of parents' and teachers' experiences communicating about students with exceptionalities, particularly explorations into teachers' perspectives and the effect of student age on parent-teacher communication

Predictors of parent-teacher communication during infant transition to childcare in Portugal

Although literature reports associations between parent-teacher communication and childcare quality, little is known about how such communications are related to family, child and childcare characteristics. This study examines whether child, family and childcare experience characteristics predict the level of parent-teacher communication, and differences between parents’ and teachers’ reports of communication. Participants were mothers of 90 infants and their teachers in childcare in Portugal. Results show that both parents and teachers report higher levels of communication in higher-quality programmes. Teachers reported more frequent communication than parents. Teachers, but not parents, reported more frequent communication when children spent fewer hours in childcare. Discussion highlights the relevance of monitoring the quality of childcare contexts, especially in early ages, and to increase parent-teacher communication when children spend more time in childcare. The importance of promoting high-quality childcare and accounting for variables at the mesosystemic level of development in teacher training are also discussed.info:eu-repo/semantics/publishedVersio

Parent/teacher communication in a middle school setting

This paper discusses the importance of parental involvement in a child\u27s education. It examines the barriers that occur which prevent communication from taking place between parents and teachers. Effective communication strategies are presented to foster genuine interaction between families and schools. This paper explores the following question: How do effective middle school teachers create and maintain a positive working relationship with parents. The purpose of this study is to: 1) research current literature to find different communication techniques being used by teachers, with an emphasis at the middle school level, and determine why parents and teachers communicate less often as students get older, 2) discuss teacher-parent communication methods used in a parochial school classroom in a rural community over a two-year period, and 3) survey parents of students in a rural parochial school to elicit their feedback in regard to what has been done over the past two years

Parent-Teacher Communication: Best Practices for First-Year Teachers

The purpose of this project was to develop a handbook containing the best practices in parent-teacher communication for first-year teachers (or any other person seeking further knowledge on this subject). According to The MetLife Survey of The American Teacher (2004-2005), new teachers reported the greatest challenge they face is communicating with parents. They also included it was the area in which they were the least prepared. The literature review covers research dating back nearly 30 years on practices veteran teachers and practitioners used for improving parent-teacher communication. The content of the handbook covers (a) the initial meeting; (b) building relationships; (c) encouraging on-going communication; (d) ways of communicating; (e) parent-teacher conferences; and (f) encountering difficult parents

The Efficacy of Classroom Management Software on Parent-Teacher Communication

This action research was conducted with the parents of a private Montessori preschool kindergarten class. The study implemented the use of Montessori Compass software and measured its effectiveness to improve parent-teacher communication. The use of messaging, daily activity reports, and photo albums were implemented within the Montessori Compass classroom management software. The study compared the response times between when the information was sent and accessed by traditional email, messaging, and daily activity reports. Other traditional methods of communication such as person interactions, phone conversation, and paper transmission were studied and compared. Survey responses provided feedback on the effectiveness of the different forms of communication prior to the study and after the study. The common theme that emerged from the research was that communication must be convenient and viewed across various devices. The result shows the positive impact of the use of Montessori Compass as an effective parent-teacher communication tool. Increased communication of the children’s daily activities through Montessori Compass software helped to increase parents’ feelings of connectedness with their young children. Additionally, the positive impact of the increased effective communication could benefit the students, the parents, the teacher, the school, and the community

Parental Involvement of Chinese International Students in Regards to Their Children’s School Selection and Communication with Teachers

This research explores two broad areas in relation to the experiences of international students located in Ontario. The first area explores how international students, who are also parents, selected schools for their children. The second area explores how they communicated with their child’s teacher. Six participants were recruited to participate in this study. Data was collected through semi-structured interviews. This small-scale study reveals that participants considered five key factors when selecting schools for their children, including peers’ family background, school ranking, language of instruction, impression of the teachers and school staff, and parents’ religious background. These factors are shaped by the Chinese culture, the participants’ class identity, and their anxiety towards their children’s future. In relation to the second area explored in this study, participants communicated with teachers in different ways with a preference of written form. More parent-teacher communication took place among participants who had younger children or children with behavioural issues. Participants viewed attending parent-teacher meeting as their responsibility. Their expectations of parent-teacher communication were to obtain information about their children’s school performance and to share their parental concerns and care. The major challenges in parent-teacher communication included unfamiliarity of the schooling system and cultural differences. Suggestions were given to the universities so that they will fully address the needs of such a unique group of graduate students

Parental Effects on Academic Achievement

Prior studies have shown differing opinions on whether factors such as the makeup of the family or the level of a parent\u27s education have an effect on academic achievement of a student. This study looks at students at a small K-8 inner city school in Minneapolis to see exactly what aspects of parenting indeed have an effect on a student\u27s academic achievement. Through the use of qualitative research it was found that high levels of parent-teacher communication and high expectations for both level of education and performance in school give the student the best chance of experiencing academic success. Strategies that increase parent teacher communication and educate parents about the importance of high expectations are recommended to improve the previously mentioned aspects of parenting

Communicating Effectively with Parents in the Montessori Environment

The purpose of this action research was to examine the most effective ways of communicating with parents in the Montessori environment, and to see if incorporating technology and communication skills into the classroom would improve parent-teacher communication and relationships. This study was conducted with the parents of children ages two and a half to six years old in a private Montessori classroom. Classroom management and communication technology in the form of Montessori Compass was introduced into the classroom in order to see the impact on parent-teacher communication. Techniques for improved communication with parents were also used during parent-teacher interactions to order to build stronger relationships. The results of the study were largely positive, with 69% of parents preferring the communication interventions. Further research is implicated in the area of introducing counseling skills to teachers in order to see additional improvement