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PARENT-TEACHER
COMMUNICATION
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Parent-teacher communication
Introduction to communication skills
David Johnson: Effective messages
Use first person singular pronouns- "I", "My"
Make messages complete and specific
Make verbal and nonverbal messages congruent
Be redundant
Johnson ...
Ask for feedback concerning the way messages are being received
Make messages appropriate to receiver's frame of reference
Describe behavior without evaluating or interpreting
Johnson: Increasing credibility
Dependability, predictability, and consistency influence perceptions of reliability
Intentions and motives--be open to effect you want message to have
Expression of warmth and friendliness important, if genuine
Credibility ...
Majority opinion is very influential. If our friends tell us someone is trustworthy, we tend to believe them
Relevant expertise is important
Assertive speakers are seen as more credible than passive speakers
Monitor voice tone and body language
Be specific
Give your point of view as information
Be honest and direct about what you expect
Share "on air" time
Show respect
Don't assume your message is clear
Focus on the positive--5 or more/1
Avoid jargon
Don't soft pedal
You always know what I mean
I should always know what you mean
Misunderstanding is common because clarity of communication often does not happen
Paraphrasing: responding to basic messages
Clarifying: restating a point or requesting restatement to ensure understanding
Perception checking: determining accuracy of feeling or emotion detected
Leading skills
Indirect leading: getting a conversation started
Direct leading: encouraging and elaborating discussion
Focusing: controlling confusion, diffusion, and vagueness
Questioning: inquiring about specific procedures
Reflecting skills
Reflecting feelings: responding to the emotions being expressed
Reflecting content: repeating ideas in new words for emphasis
Summarizing skills
Summarizing: pulling themes together. EXAMPLE--Let's take a look at what we've decided so far. We have agreed