Communication SA Part 2 Example
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School
University of West Alabama *
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Course
400
Subject
Communications
Date
Apr 3, 2024
Type
Pages
8
Uploaded by BarristerRoseWaterBuffalo23
Communication Scenarios For each
scenario, address each of the following prompts: Describe Your Communication Actions____________________ Scenario 1:
You are concerned about a disrespectful student in your second period class. When you confronted the student, Mae, about her attitude, she smirked, rolled her eyes, and muttered under her breath. The principal has made an announcement that no one should send students to the office and that all discipline problems should be handled in class. You have tried to contact Mae’s parents, but have had no success. Mae continues to show disrespect daily. Describe and justify the audience(s) for your communication: Mae is my audience for communication. She currently has an ongoing behavior issue that needs to be addressed. Disrespectful behavior is unacceptable, so Mae’s conduct must be handled swiftly to maintain a positive environment for the rest of the second period. I will still try to reach out to her parents or other contact numbers listed underneath her student profile to see if I can contact anyone else who has access to the parents so we can speak about her behavior. An effort must be made to reach someone outside of Mae to help with her behavior issues because student-teacher contact is not enough for ongoing behavior issues. Describe and justify the format of the communication: In reference to my classroom communication plan, if this is consistent behavior for Mae, she will have already been warned verbally and allowed to correct her behavior. Based on the scenario, the action has not changed, so I will need to have a student-teacher conference. To keep the classroom environment calm, I will tell her after she rolls her eyes and exhibits disrespectful behavior to chat after class. I will conduct a student-teacher conference where I begin by asking is everything okay with Mae; getting her comfortable enough to talk to me before I talk about discipline will set the tone for the conversation. According to Van Woerkom (2018), “A one-on-
one chat in which you actively listen can help you better understand a student who’s struggling with behavior. Active listening has the additional benefit of helping people calm down, which can encourage them to be more reflective and open to problem-solving” (para. 13). Hopefully, through the student-teacher conference, I can figure out if anything else is going on with Mae. I
will actively listen, review classroom expectations, and give her consequences that align with her behavior, such as taking away a dojo, silent lunch, or no Fun Friday activities. Mae needs to understand that there is a consequence for every action. However, disciplinarian action will align with what information is discussed and verified. Describe and justify the tone of the communication: The tone of communication in this situation will be calm yet stern. The scenario says that I will confront Mae about her behavior, and that will not happen. Confrontation and anger will never yield a good response. I am staying calm and making sure that my tone of voice is firm and stern will let her know that we are having a conversation, not an argument. Often when a student acts out, there is a more significant issue going on. According to Smith (2021), "All behavior is communication, and when a student is struggling, we need to ask ourselves what happened to this child instead of what's wrong with the child" (para. 9). If I cannot contact Mae's parents, I have to assume that there are issues in her personal life that may cause her to act out. Approaching the situation, yelling and angry is not a good idea; however, sometimes, students are not receptive to calm behavior either when they are acting out. I will need to make sure that I pay attention to Mae's energy and action and adjust communication to keep the conversation productive. Describe and justify any potential collaborative needs. If there are no collaborative needs, justify that decision. Because I am unable to contact Mae's parents, there will be a need for collaboration. The principal has stated that no one should send students to the office, so I will contact the counselor. Not being able to contact Mae's parents is a genuine concern, so I will send the counselor an email letting them know what issues I am having with the student and lack of parental contact. I will ask if there is any way she can check Mae's files and communications for any family members or guardians to contact. These actions do not mean I am handing Mae off to the office. I am merely trying to gain more information. I can also ask other teachers if they have had successful contact with Mae's parents without giving out any personal information. If this behavior is constant in different classes, it may help collaborate with other teachers to see if there
is a plan, we can all follow for Mae's behavior. Ultimately, I want to make sure every effort is taken to handle the behavior and reach Mae's parents. Describe and justify points to be communicated: The points that will need to be communicated with Mae are: 1.
I care about her as a person and her education. 2.
Classroom expectations and Rules 3.
Updated contact information is necessary. 4.
A behavior plan will be created and will be required to follow. These are only a few points that will need to be communicated. I want to make sure that Mae understands classroom expectations, my role as her teacher, and how she should behave as a student. The points are interchangeable based upon the needs of the student. Describe the overarching purpose or goal of the communication:
The overall purpose of this communication is to understand why Mae is acting out in class and being disrespectful, address the negative behavior, and provide an available solution to the problem. Mae’s conduct must be addressed, and a behavior plan is put in place for consequences if the behavior continues. References Ebrahimji, A. (2021, February 26). A middle schooler was insecure about his haircut. So his principal fixed it himself
. wgal.com. https://www.wgal.com/article/a-middle-schooler-was-
insecure-about-his-haircut-so-his-principal-fixed-it-himself/35644501#.
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Woerkom, M. van. (2018, October 26). A proactive approach to discipline
. Edutopia. https://www.edutopia.org/article/proactive-approach-discipline
. Describe Your Communication Actions____________________ Scenario 2: Your 8th grade student’s mom shows up at your door five minutes before the bell rings to start class. This parent wants to know the grade that her son has in your class (he’s failing, and you have already exchanged several emails) and wants to explain why her son should not be required to take an assessment with the rest of the class later in the day. Due to his participation in a local swim meet the evening prior, he was unable to study. Describe and justify the audience(s) for your communication: The student’s mother is my audience for communication. We have already exchanged emails, meaning there has been communication about her child’s grade and the necessary steps to move forward. The parent currently wants to talk immediately, so; I will have to acknowledge her presence. However, I need to clarify that I am unable to discuss her child’s grade and extra-
curricular activities because there is not enough time, and I have another class coming. Conducting a conference right before the bell rings is not proper timing, and that has to be communicated to the parent, but I will let the parent know we can schedule a conference to sit down and talk so that we will have more time to talk. Describe and justify the format of the communication: Here are multiple forms of communication that need to take place for this communication. First, I need to acknowledge the parent's presence and let her know we can meet face to face at another time. According to Tingley (2015), "Invite them in to meet with you rather than trying to resolve a problem over the phone or email. That way, you can show them samples of their child's work or records of attendance. You can also share evidence of the times you discussed the issue with them" (para. 2). If the emails we exchanged were not enough, I would invite the parent to have a parent-teacher conference with me. I will also let her know that later
in the day, I will either call or set up a time to meet. These steps are to ensure that I am fair and also following the correct protocol for documentation. Describe and justify the tone of the communication: Communication and tone are vital in this situation. I must maintain a positive attitude despite the unannounced intrusion. Showing the parent, I care about her concerns and leading with positivity will go a long way (Aguilar 2015). I must remain professional and calm. The parent seems to be persistent and wants to walk immediately, and I cannot allow her to intrude right before class. I have to make sure that I lead with positivity, acknowledge her presence and concerns, and follow up with her to discuss the pressing issues. Describe and justify any potential collaborative needs. If there are no collaborative needs, justify that decision. The potential collaboration needed is notifying the office not to let parents come to my classroom during class periods or between unless they have approval. When I meet face to face with the parent, we will need to have a solution-based conversation. This means letting the parent know that I am concerned about her child's failing grade and the steps we can take to improve the student's quality. Another proposition will be asking for support from the parent within her sphere of influence (Aguilar 2015). This can include telling the parent how essential extracurricular activities are and explaining that maintaining good grades determines eligibility for those activities. We can create a schedule for the student, look at their assignments, and develop a solution that benefits students' academic success.
Describe and justify points to be communicated: Some points that need to be communicated are, I cannot have a conference five minutes before a class starts because there is not enough time to discuss the child's grade and provide solutions to the issue. Conferences must be scheduled in advance according to my syllabus policy unless there is an emergency. A student cannot be exempt from a test because they could not study because of an extracurricular activity. Lastly, I care about the parent's concerns and the
success of the student. However, we have a process that has to be followed to prevent any confusion or misunderstandings. Describe the overarching purpose or goal of the communication:
The goal of communication is to ensure that I am just as concerned about their child's grade and want to see them achieve academically. It is also to make sure that my communication methods are restated and followed to keep a clear and consistent routine within my classroom. Overall, communicating positively with the parent is vital in handling this situation. References Aguilar, E. (2015, August 20). Tips for Parent-Teacher Conferencing
. Edutopia. https://www.edutopia.org/blog/parent-teacher-conference-tips-elena-aguilar
. Tingley , S. C. (2020, April 13). 7 Tips for Teachers on Dealing with Difficult Parents
. wgu.edu . https://www.wgu.edu/heyteach/article/7-tips-teachers-dealing-difficult-parents1804.html. Describe Your Communication Actions____________________ Scenario 3: At a local grocery store on a Saturday morning while you are shopping with your children, a parent comes up to you and begins discussing her child’s academic progress in your class. Describe and justify the audience(s) for your communication: The audience for communication will be the parent because we will be face-to-face speaking. The parent is my primary audience for communication because there is no way to avoid them, so having a short conversation does not violate ethics. Running into a parent is not an issue but discussing academic progress outside of school is not ethical, so I would have to keep a short and simple conversation with the parent. Describe and justify the format of the communication:
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The best form of communication for this situation will be face-to-face. There is no way to avoid this conversation unless I run and hide. However, as a teacher, this happens often. As a pillar of the community, I must acknowledge the parent, carry a short conversation greeting them, and tell them how I would be happy to have this conversation later in the week at a parent-
teacher conference. I must not let the parent walk over me and force me to have the conversation because that is not ethical; however, acknowledging them and their concerns is the most honest way to handle the situation. Describe and justify the tone of the communication: Communicating with parents outside of school can be a grey area. Some parents speak and go on about their day, while others want to discuss their children’s grades, behavior or give their opinions on how I run my classroom. When faced with a situation such as this, I must maintain professionalism and handle the situation ethically. Showing that I care first is essential to success. Parents want to know that teachers are human outside of the classroom and care about their student's success. Staying calm, talking in a low voice, but maintaining my authority is imperative in this situation (Learners Edge 2016). I would say, “Hey, I am glad you are interested in your child’s education. I would love to set up a parent-teacher conference to talk about your child’s grade. Therefore, I can give you accurate information about your child’s grade” I would then follow up by saying it was great seeing you, and I look forward to speaking with you when we have our conference. These steps allow for positive communication and ultimately do not violate any ethics policies in place
. Describe and justify any potential collaborative needs. If there are no collaborative needs, justify that decision The only potential collaborative need will be conducting the parent-teacher conference. If the student is struggling, I will develop a plan that benefits the student and adheres to the parent's schedule for assistance. I will strive to maintain a positive relationship with the parent because it is vital for the student's success. Describe and justify points to be communicated:
Some points that need to be communicated are I cannot have parent-teacher conferences outside of school. I appreciate the parent’s concern about their child’s grade. Lastly, I am willing to talk at a more reasonable and appropriate time for the level of conversation needed. Describe the overarching purpose or goal of the communication:
This communication aims to show that I am an average person outside of school with my family. Maintain professionalism, but do not come off as not wanting to be bothered because I am not on the clock. As a teacher, I am a part of the community, so I cannot handle parents as if their children are just State ID numbers. I must be welcoming to parents but make sure that no ethics violations occur. References The Chalk Blog. (2015, March 11). 10 Strategies for Dealing with Difficult Parents. https://www.learnersedge.com/.