Running head: EFFECTIVE COMMUNICATION AND COLLABORATION 1

Effective Communication and Collaboration

Leigh Yarbrough

Regent University

In partial fulfillment of requirements of UED 495, Spring 2019

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Introduction

During my practicum and student teaching experiences, I have learned how important it

is for teachers to be skilled in communication while making sure to listen to students and making

sure to explain things clearly to them. Effective communication includes transforming what

students feel is boring content into something interesting while having energetic presentation

skills. The most important aspect is to establish a strong relationship with each of the students as

well as their parents as this allows for all of the other parts of teaching to be easier. Effective

communication and collaboration are also extremely important while planning with the other

grade level teachers. When new teachers begin it is pertinent that they communicate with the

other teachers to be able to plan for their students effectively as well as be open and honest with

their mentor so they do not burn out quickly.

Rational

I chose the letter I sent home to parents as my first artifact as I feel it is important not only

to have communication with students but as well with their parents. Parents are a great resource

for problems solving when a student is struggling or when you just feel something is off with the

student. It is also important for parents to not only be involved but to be aware of what is going

on in their child’s classroom. I wanted to establish a connection with the parents so that they

would know whom their child was talking about if I came up in conversation as well to be aware

that I would be in the class for daily for eight weeks.

I found this to be very helpful because in the second week of my student teaching the

classes had earned a pizza party for a community project that they were apart of earlier in the

school year. Mrs. Wyman and Mr. Lewis invited parents that also where also apart of the project

and it made introductions much easier since they had already received the letter. I know from
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my experience of being a parent I had to pull information out of my son’s as to what was going

on in school or what they had been working on. I personally would have appreciated a letter like

this anytime a different person was in their classes as well as it would have provided me with

information that I could have asked them about.

The second artifact that I chose was the notes I took during the collaboration meeting. On

every Friday from 9:00 – 10:30 a.m. all of the fifth-grade teachers meet and review any

important information and then break up into science/math and language arts/social studies. I

team-teach since the students switch half way through the day. During this time they discuss the

curriculum standards, objectives, SOL’s and how they plan on teaching for each unit. This

involves lessons that have been used in the past to new ideas that they have thought of. I used

this time to gather as much knowledge as I could since beginning my fourth-week students

would be starting new units in both math and science and I would be responsible for planning

and writing all of the lessons.

Reflection on Theory and Practice

The classes at Tidewater Community College and Regent University have helped me

understand the theories of many different strategies for becoming a successful teacher. During

my time during student teaching allowed me to practice communication and collaboration with

students, parents, staff, and administrators. All of these relationships require effective

communication and collaboration so that we can all work together to the common goal of

teaching elementary students to our fullest abilities.

I know that effective communication can be helpful in fostering the relationships with

students, this helps students to be aware of the expectations the teacher has in the classroom. By

setting high expectations from the beginning then the classroom will have fewer behavior issues
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and will allow students to set high goals that allow academic growth no matter the level they are

at. Woodstock Elementary is one of the many schools in Virginia Beach that focuses on Positive

Behavior Support (PBS); this offers schools a structured approach to address children’s behavior

from the individual level to the school-wide level. For the best outcome and use of PBS is for all

stakeholders, especially families, in actively planning, implementing, and evaluating the supports

provided (Minke & Anderson, 2005).

Effective communication is important in building the school and family partnership and is

the basis of parental participation in education. This partnership can help the parents as well as

the students. The manner in which schools communicate and interact with parents affects the

extent and quality of parents’ home involvement with their children’s learning (American

Federation of Teachers, 2013). Parental involvement can help by getting ideas from teachers on

the areas their child can be more supported to allow for academic success, which in return

provides students the benefit. Students whose families are involved in their education, regardless

of family background or income, are more likely to earn higher grades, be promoted, show

improved behavior, and enroll in postsecondary education programs (Hoke-Chandler & Hunt,

2015).

Teachers have many expectations set on them and the best way to deal with all the

requirements is to have strong support from seasoned teachers in the building. I have found that

veteran teachers are willing to share their knowledge and lesson plans if you ask for assistance.

It is important to use these relationships to help with continuously absorbing knowledge,

growing, and getting new ideas that you may have not thought of. Collaboration is one of the

best ways to allow this to happen and makes a more effective educator.
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References

American Federation of Teachers. (2013, November 07). Building Parent-Teacher Relationships.

Retrieved February 3, 2019, from http://www.readingrockets.org/article/building-parent-

teacher-relationships

Hoke-Chandler, R., & Hunt, K. (2015, September 16). Impact of Parents on Student Success.

Retrieved February 3, 2019, from https://inclusiveschools.org/impact-of-parents-on-

student-success/

Minke, K. M., & Anderson, K. J. (2005, July 1). Family-School Collaboration and Positive

Behavior Support. Retrieved February 3, 2019, from

https://journals.sagepub.com/doi/10.1177/10983007050070030701