Running head: EFFECTIVE COMMUNICATION & COLLABORATION 1

Effective Communication & Collaboration

Cameo Roman

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2017

EFFECTIVE COMMUNICATION & COLLABORATION 2

Introduction

I have learned through my courses and through my student teaching experience that being

a well-rounded teacher requires effective communication within the classroom between students,

at meetings between fellow teachers and professionals, and after school with parents. I'm

learning more each day how teaching is not only about planning lessons and executing them, but

also about fostering various relationships with people who depend on the teacher's responsibility

and competence. To show some examples of how I have been communicating during my

placement, I included a letter I sent to the parents, as well as a feedback note template that I am

using with the students. To show how I have been collaborating, I included notes that I took

while my cooperating teacher and I prepared for the first three weeks, as well as notes on

feedback that I received on my lessons.

Rationale for Selection of Artifacts

I included a letter that I sent home with each student when I first began my second

placement. I wanted to introduce myself and let the parents know that I'll be spending a good

amount of time with their child in the classroom. I felt that this was important for parents to

know just in case they had any questions or concerns. I let them know a little bit about myself

and stated my interest in getting to know their child and in seeing them grow academically. My

goal was to inform parents about my presence and make them feel comfortable.

To show my collaboration efforts, I included notes that I took while my cooperating

teacher and I discussed ways for me to start taking some responsibility of the classroom. She told

me what content and topics were on the agenda. She also gave me necessary resources that I

needed to use and suggestions, but she made it very clear that I was open to add my own ideas in
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the lessons. If I had any ideas of my own on the spot, then I would share them with her. I also

wanted to include notes that I took while my cooperating teacher gave me feedback on my

lessons. I wrote down things that she thought were great, things that she thought I could improve

on, and things that she suggested that I should include in the upcoming lesson.

Lastly, because my last group of students revealed to me that I needed to improve on

giving them feedback, I wanted to include an example of a feedback slip that I decided to

incorporate in this placement. I recently started giving each student a slip with a praise and an

improvement based on how they did that week. This will be done each week because I learned

earlier how valuable it is to let students know how they are doing and how they can improve. I

realized that it is not enough to just grade students work and hope that they go back to see their

mistakes.

Reflection on Theory and Practice

My time at Regent University has taught me how a great amount of effort must be

exerted in order to help students reach the highest level of success that they are capable of. It

involves constant communication between other professionals in order to improve the quality of

instruction. Studies have shown a connection between teacher collaboration and increases in

students achievements, as well as with teachers performances (Ronfeldt, Farmer, McQueen, &

Grissom, 2015). Giving feedback also has these same outcomes when it is done correctly.

Because there are many components of giving feedback (e.g. being specific, being given

immediately, carefully stated, etc.), it is a skill that requires getting used to (Stegner, 2014).

These components of teaching are time consuming, but highly necessary. I am learning that

without implementing communication and collaboration on a daily basis, a teachers job would

only be half complete.

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God calls us to be a model of good works, (Titus 2:7, ESV) and to do all things we do

with all of our might (Ecclesiastes 9:10, ESV). Because of the seriousness of the teaching

profession, teachers do not have the time or the right to slack off in any way. Although

communicating with various people and collaborating may not be a glorious part of the job, I

know that it is an essential part that cannot be swept under the rug. I want to do everything to the

best of my ability, but I cannot do that if I am not willing to share my thoughts with my

coworkers, my students, or their parents.

When I become a teacher, I would like to communicate with parents with an email or

with a physical newsletter each month. Along with any important announcements, I would

include information about what's taught in class, as well as ways the parents can assist their child

at home. I believe that this is a positive way of showing the parents that their child depends on

more than just the teachers at school to enhance their learning. I am a true believer in the idea

that a child's education can soar when their guardians take interest in their academics. This is

why teachers should make an effort to involve them. Not in a way that's overbearing, but in

simple ways that benefits everybody involved.

I also plan on continuing to discuss with students verbally and in written formats about

their progress. I want to see everyone succeed and grow; I hope that if the students trust and

respect me, they would be open to any feedback that I have to give. Because I know that teaching

is not a one-person job, I also want to improve on the ways that I collaborate with others. I tend

to be shy about sharing my thoughts and ideas, but I know that I am capable of stepping out of

my comfort zone because I would share a common goal with those who I would work with

to teach students and inspire them to do their best.

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References

Holy Bible. New International Version.

Ronfeldt, M., Farmer, S., McQueen, K., & Grissom, J. (2015). Teacher collaboration in

instructional teams and student achievement. American Educational Research Journal,

52(3), 475-514.

Stenger, Marianne. (2014, Aug). 5 Research-Based Tips for Providing Students with

Meaningful Feedback. edutopia.org. Retrieved from https://www.edutopia.org/blog/tips-

providing-students-meaningful-feedback-marianne-stenger