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Communication with Parents/Guardians
Take-home folder
Teachers and parents can communicate by using a take home folder. Inside the folder, two sides each have a label saying keep at home and return to school. Making it an easy and effective way for parents to understand what the child/children are doing in class, and how to monitor their progress. It can be used to send home report cards, homework, progress reports, school newsletters, announcements, fieldtrips and much more.
Monitoring behavior
On the back of the folder, a single page calendar with the current month is used to display the students daily cooperation. 7 Colors are used and each have a different meaning (outstanding, great day, good day, ready to learn, think about it, teacher's choice, and parent contact) . At the end of the school day, the teacher assigns each student a color based on the way they behaved, and the children color it in.
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Communication with Teachers
Collaboration
“We need to advance our understanding of how different and alternative models of collaboration can promote programs in which classroom teachers, specialists, families, administrators, and other educators are actively engaged in a process that ensures successful literacy learning for all students” (Risko, 2001, p.11).
For teachers to communicate properly, meetings and planning periods should be used so that the teachers can discuss curriculum goals and brainstorm ideas to adjust and/or add assessments and strategies. Each educator has something different to offer students. Therefore, when teachers connect ideas and cooperate together there are many positive outcomes for students.
![Picture](/uploads/2/4/3/4/24347089/1384446553.png)
Communication with Students
Students effectively interacting with one another is just as significant as teachers interacting with their students. Children need to connect and make relationships with one another to further their development.
Theory of Vygotsky
“The value of having students interact with one another has theoretical roots in the social constructivist perspective of Vygotsky (1978), who maintained that the way students talk and interact with one another helps them to internalize new information and shapes the way they think and learn” (Risko, 2001, 125). Communication is key in all aspects of learning, and with children growing up and communicating together, they also learn from each other.
Field Observation
While observing in field, I also noticed the teacher has a rule, “ask three before me”. I found this interesting and very effective for several reasons. Considering there is only one teacher, it is tough for the teacher to address and help each student individually with their questions after teaching a lesson. By having the students ask three other classmates before the teacher, they can help each other by working together. Then, if they ask three other students and no one knows the answer, then the teacher will assist them. Also have their desks formed into groups is helpful so that the collaboration and communication is enforced. This is useful because the students can continue to work together, rather than wasting valuable learning time waiting for the teacher to come to them.
Students effectively interacting with one another is just as significant as teachers interacting with their students. Children need to connect and make relationships with one another to further their development.
Theory of Vygotsky
“The value of having students interact with one another has theoretical roots in the social constructivist perspective of Vygotsky (1978), who maintained that the way students talk and interact with one another helps them to internalize new information and shapes the way they think and learn” (Risko, 2001, 125). Communication is key in all aspects of learning, and with children growing up and communicating together, they also learn from each other.
Field Observation
While observing in field, I also noticed the teacher has a rule, “ask three before me”. I found this interesting and very effective for several reasons. Considering there is only one teacher, it is tough for the teacher to address and help each student individually with their questions after teaching a lesson. By having the students ask three other classmates before the teacher, they can help each other by working together. Then, if they ask three other students and no one knows the answer, then the teacher will assist them. Also have their desks formed into groups is helpful so that the collaboration and communication is enforced. This is useful because the students can continue to work together, rather than wasting valuable learning time waiting for the teacher to come to them.
![Picture](/uploads/2/4/3/4/24347089/1384443661.png)
Language Barriers
As I’ve noticed in my field course at Upper Darby Elementary School, as well as in schools I’ve previously attended, it often is difficult for the students to understand their teacher if English isn’t their primary language. Furthermore, it also makes it difficult for the teachers to reach out to the students so they can understand the curriculum.
Research
Many students from schools all over the United States have the same challenges due to the “increase of diversity and different languages” (Pandey, 2012, 11). Especially in urban environments around the Philadelphia area.
Field Experience:
A few months into the school year, a new student arrived at Upper Darby kindergarten. This was her first time attending school, and not only was she behind on the curriculum, she just arrived from Spain and had trouble speaking English. When the teacher was going over number sets and writing different numbers she froze and was clueless of what to do. It was difficult for the teacher to help her individually while teaching the lesson to the rest of the class; so she struggled for the rest of the lesson, while the rest of the students were learning the information quickly and moving to the next step.
As I’ve noticed in my field course at Upper Darby Elementary School, as well as in schools I’ve previously attended, it often is difficult for the students to understand their teacher if English isn’t their primary language. Furthermore, it also makes it difficult for the teachers to reach out to the students so they can understand the curriculum.
Research
Many students from schools all over the United States have the same challenges due to the “increase of diversity and different languages” (Pandey, 2012, 11). Especially in urban environments around the Philadelphia area.
Field Experience:
A few months into the school year, a new student arrived at Upper Darby kindergarten. This was her first time attending school, and not only was she behind on the curriculum, she just arrived from Spain and had trouble speaking English. When the teacher was going over number sets and writing different numbers she froze and was clueless of what to do. It was difficult for the teacher to help her individually while teaching the lesson to the rest of the class; so she struggled for the rest of the lesson, while the rest of the students were learning the information quickly and moving to the next step.
![Picture](/uploads/2/4/3/4/24347089/2127426.png)
Support and Resources
There are many support systems available in schools to better communication. As I stated earlier, collaboration and working together is key.
The district, teachers, students, and parents/guardians, all need to work as a team to give each child the support and education they deserve. Attending conferences and meetings are available to become more involved. However, if there is an issue meeting at the school, email, newsletters, take home folders, progress reports, grades, and letters from district are also effective ways to communicate.
Also, if the language barrier is an issue, or if the student has any special needs that effect their learning and communication, there are also options and ways to help. English as a Second Language (ESL), is a program where students can work with educators who specialize in helping students who speak other languages learn the curriculum. Also, there are Special Education teachers available to help with any other issues that is stopping the children from learning at their full potential. All of these resources are available for students, and all one needs to do is communicate to find out more information, and to choose what learning approach is best for each child. Communication is essential in schools, and very vital in the education of every student.
There are many support systems available in schools to better communication. As I stated earlier, collaboration and working together is key.
The district, teachers, students, and parents/guardians, all need to work as a team to give each child the support and education they deserve. Attending conferences and meetings are available to become more involved. However, if there is an issue meeting at the school, email, newsletters, take home folders, progress reports, grades, and letters from district are also effective ways to communicate.
Also, if the language barrier is an issue, or if the student has any special needs that effect their learning and communication, there are also options and ways to help. English as a Second Language (ESL), is a program where students can work with educators who specialize in helping students who speak other languages learn the curriculum. Also, there are Special Education teachers available to help with any other issues that is stopping the children from learning at their full potential. All of these resources are available for students, and all one needs to do is communicate to find out more information, and to choose what learning approach is best for each child. Communication is essential in schools, and very vital in the education of every student.
Sources:
Risko, J. (2001). Collaboration for diverse learners: Viewpoints and practices. International Reading Association, 11(14),125-127.
Pandey, C. (2012). Language building blocks: Essential linguistics for early childhood educators. Teachers College Press 5(7) 8-10
Risko, J. (2001). Collaboration for diverse learners: Viewpoints and practices. International Reading Association, 11(14),125-127.
Pandey, C. (2012). Language building blocks: Essential linguistics for early childhood educators. Teachers College Press 5(7) 8-10