Sensitivity

Teacher Sensitivity Teacher Sensitivity Being a good communicator involves knowing your audience and being sensitive to the diversities of those involved. Good parent-teacher communication can be very important to a student’s school success. The teacher demonstrated sensitivity during her presentation in several different ways. The first way she demonstrated this was by simply thanking the parents for attending Back-to-School Night. This shows respect and appreciation for the parent’s time. Another way the teacher showed sensitivity was by having a translator present. The teacher was sensitive to the fact that many of the parents present were English language learners and by having a translator she was accommodating the language barriers that were present for some of the parents. The teacher was also sensitive in accommodating the parents schedule and offering some extended evening hours so parents would be able to meet with her outside of the traditional school day. Parents will respond to the display of sensitivity shown by the teacher in several ways. When parents are shown respect and feel that the teacher values them, they are more likely to feel empowered and become more active in their child’s school career. The teacher showed respect for the language barriers present by have a translator available during her presentation and providing a way to bridge this gap. Mendoza discusses in her article “Communication with Parents” how many English language learners experience frustration over school to home communication. Many of them feel cut off from important school information and have difficulty understanding what the teachers and school staff want from them (Mendoza, 2003). By providing some extended hours the teacher is also helping to maintain open lines of communication between herself and the parents. “By increasing communications, teachers acknowledge and build connections to focus on the common concerns of teachers and parents” (Epstein, 2001, p.34). The speech did have some insensitive instances. The teacher used the term disclosure document throughout her speech. She says several times, “I have written a disclosure document.” This is a term that many people are not familiar with and even though the teacher did provide and explanation of the term, the repetitive usage of this wording may have been threatening to some of the parents in attendance. Another insensitive display is when the teachers says, “There is also a copy of the national standards for Social Studies,” when she discusses a report the students will be working on later in the year. The reading level required to comprehend the national standards may be too high and difficult for some of the parents. These types of insensitivities might intimidate the parents and discourage them from becoming actively involved in their child’s education. Mendoza discusses how teachers need to mindful of the vocabulary they speak and write when working with parents that have lower levels of literacy (Mendoza, 2003). Mendoza discusses that studies have shown that much of the print materials given to parents of young children is often written at levels too difficult for their intended audience (Mendoza, 2003). Mendoza also infers that if the reading level of the materials that are given to some parents is too difficult to understand they may simply ignore the information given to them (Mendoza, 2003). This could lead to a lot of misunderstanding and conflict between parents and the school. The teacher could have demonstrated greater sensitivity in several ways. She could have simply changed the wording of the term disclosure statement to something more understandable such as class information. When using terminology that is simple and clear, the parents feel less intimidated and more empowered to stay involved (Mendoza, 2003). Although e-mail is a very effective way of communicating, the teacher needs to be mindful that not all families have internet access at home. It is important for the teacher to offer several methods of communication in order to accommodate more families. Nothing helps a child succeed in school like an involved parent. Parents first and foremost need to be good supporters when it comes to the education of their children. This includes being available to the child and being enthusiastic and positive about school. It is important for parents to stay connected with the teacher and be involved as much as possible. Parents also need to be an enforcer at times. It is important for parents to enforce a routine and schedule and encourage their children to set goals. As a teacher I will encourage the parents to be involved in their child’s education and offer the parents many opportunities to do this. I will encourage parents to volunteer in the classroom and will also hold family nights to merge the school and family environments. Research suggests that teachers, students and parents benefit from practices that result in the overlap in the school and family spheres of influence (Epstein, 2001). I will be vigilant about maintaining open lines of communication with parents. I will send home weekly newsletters that are clear and understandable for all levels of literacy and language barriers. I will make sure that I am available for parent calls before and after school and provide an email address that will be checked frequently to encourage open communication. Teachers and parents can work together to help students sustain a sense of achievement, gain confidence and be as successful as possible. Reference List: Mendoza, J. (2003). Communicating with parents. Clearinghouse on early education and parenting. University of Illinois at Urbana-Champaign. Retrieved May 22, 2008, from http://ceep.crc.uiuc.edu/eecearchive/digests/2003/mendoza03.html Epstein, J. L. (2001). School, family, and community partnerships. Boulder, CO: Westview Press. (See pages 34–36 and 407–408).