EFFECTIVE COMMUNICATION AND COLLABORATION Riffle 1

Effective Communication and Collaboration

Ronald Riffle
Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2019.

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Introduction

Communication is an essential component to the success of any organization or group of

people. In the classroom, communication can mean the difference between a good day, and a bad

day. Teaching students how to properly communicate, will ultimately build the culture of the

classroom, and be useful for themselves in the future. The best way to teach, in many

professional opinions, is by the example of the teacher. When a teacher can effectively model

communication, it changes the classroom for the better.

Rationale for Artifacts

The artifacts used are found from in my second placement during student teaching in a

second grade classroom. These two artifacts help showcase my thoughts, and my heart to show

to students and parents alike inside and outside of my classroom. These artifacts have also been

viewed by different administrators as well, ultimately to show that they can trust me with their

students as well.

Artifact 1: Introduction

First of all, this was A LOT of fun to create. I love being able to introduce myself to

students, but creating a space where the student’s parents can trust me is really important.

Parents ultimately influence the students the most, and this affects the classroom dynamic quite a

bit. This letter was created specifically for my second placement at Camelot Elementary in a

second grade classroom. Informing the parents of who you are, helps create a relationship and

establish trust between the (student) teacher and the parents. Building this relationship is

imperative to the success of their student, can be very beneficial when it comes to parent-teacher
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conferences, chaperoning opportunities, school events, and classroom events too. Without the

parents, the students would not be in our classrooms.

Artifact 2: Letter from a Student

One of the things that is used in my second placement for classroom management, is

Classroom Dojo. Students earn and lose points throughout the day based off of their behavior,

work ethic, and overall recognition of students. The points added and deducted are able to be

checked by parents if they register themselves in the Dojo. One of our students, had a highly

unusual day in which he lost three or four points in the day due to his actions. The points lost

were of his own doing, but by the highlighting of me. His parents checked it, and had him write a

letter apologize to my cooperating teacher and I for his behavior. As the student teacher, I took it

upon myself to write back to the student and his parents, encouraging him and reminding him of

the student he is. When he got the letter back, he was really surprised by what I said about him,

but it completely changed his day. He smiled so much, compared to when he gave me the letter.

Just by showing that he is loved, his day was changed.

Reflection on Theory and Practice

As teachers we serve our fellow teachers, the admin, the students, and their parents as

well. Creating a sense of trust is highly effective in having a classroom that functions

independently, and without needing to have the worry of administration. When working with

students about behavior, understanding the links between the home and the student, and the

student to the school (teacher and administration), is imperative to the success of teaching and

helping the student. “It is essential to have the support and cooperation of the family in working

effectively with students” (Nolan) to create a safe and classroom climate. When communicating
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with parents, utilizing letters home, notes home, periodic phone calls, and emails will be the

main ways to contact parents. Ultimately, this will depend on the community of the school and

parental involvement at school. Many Title I schools may not have as much parental

involvement, but that does not mean teachers should not reach out. Going the extra mile and

working with the administration is a step that may be necessary.

At many schools, moments of intervention are needed for negative behavior or for SPED

referrals, and this comes with partnering with the administration. Generally, the counseling staff,

social worker, if needed, and the principal and assistant principal are present for those moments.

These days are not easy, for some parents may not even show up for a meeting on their student.

Home visits may be conducted by the administration to ensure home life is suitable. This is

really difficult, and can be hard on the teacher. Relying on the administration by being honest,

clear, and informing of what happens will be needed. However, it’s not always bad! A lot of

administrations work hard at creating a positive community in the school. Working with teachers

on professional development, visiting classrooms, and providing positive support is largely

communicated through in person staff meetings, fliers, and emails.

One thing that must be remembered, is that not every student and parent partnership is the

same. “It’s important to remember that your own world is just a grain of sand on a beach of

experiences. Do not assume your individual experiences are representative of everyone else’s,”

(Jensen, 2013) for each person is different and a reflection of beauty found in the Creator. Just

because tough love and authoritarian leadership works for one student, does not mean it will

work for another who receives that all the time and has grown stale to it, and vice versa.

Teachers have a great duty to learn the students and the community to properly create a

community in the classroom that exudes excellence and love for the students in it. John 15:12
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says, “This is my commandment, that you love one another as I have loved you” (The Holy

Bible, 2011) and it should always be the forefront communicating with parents and

administration. Not everyone is perfect, not everyone tries their best, but if we do our best, it will

spread slowly and steadily to other people in the school.

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References

The Holy Bible. (2011). Wheaton, IL: Crossway, a publishing ministry of Good News.

Jensen, E. (2013). Engaging Students with Poverty in Mind: Practical Strategies for Raising

Achievement. Alexandria, VA: ASCD.

Nolan, F., J., Levin, James. Principles of Classroom Management: A Professional Decision-

Making Model, 7/e. [Textbooks.com]. Retrieved from

https://bookshelf.textbooks.com/#/books/9780133064056/