GENERAL COMMUNICATION PLAN

STANDARD 10

Communication is indeed a complex process with various

components and undergoing different stages which might at any
given time be impeded by barriers to communication.
The most effective way of communication however Is two way
communication where the message that travels through a
channel from sender to receiver while feedback from the
receiver travels back to the receiver (source), however one way
communication as well as it non-verbal communication or body
language are mean of communication. Often expressed.

As a general rule, teachers communication either speaking or in

writing involving impressions created or words expressed.

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According to the Concise Oxford Dictionary the word means

the act of imparting, especially news, or the science and
practice of transmitting information. These definitions clearly
connect teaching and communication since teachers are
constantly imparting new knowledge, or transmitting
information.

ONE WAY COMMUNICATION. PARENT

COMMUNICATION

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One-way communication occurs when teachers want

to inform parents about events, activities, or student
progress through a variety of sources, such as an
introductory letter at the beginning of the school year,
classroom or school newsletters, report cards,
communication books, radio announcements, school
Web sites, etc.
Written communication is probably the most efficient
and effective way we can provide valuable ongoing
correspondence between school and home (Williams &
Cartledge, 1997, p. 30).
Since written communication is a permanent artifacts
it requires a circumspect scrutiny of the content and
format while formulating concise and accurate
information that parents can easily read and
comprehend.

ONE WAY COMMUNICATION. PARENT

COMMUNICATION

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Regardless if using newsletters, emails, school-tohome notebooks or report cards when

communicating one-way, teachers need to use
everyday language with a readability level of
sixth grade or lower while making sure that
grammar, spelling and information is carefully
checked, while ensuring a balance between
positive and negative messages encoded in their
communication.
Frequent communication regarding the progress
of the pupil, phone calls, and/or e-mail messages
should support and improve student performance
prior to the traditional report card (Giannetti &
Sagarese, 1998).

ONE WAY COMMUNICATION.

PARENT COMMUNICATION

I am really happy to have your daughter M. in my class. The year just began and I am
settling in a routine with my new students and try to get to know them as much as possible.
So far M. had been simply wonderful in my class, showed desire to learn and interest in
the lesson presented and participated in class. In fact today during our reviewing routine
with the numerals zero to ten she told me on a low voice she doesn't know them but with
encouragement she did it great. At the end of her performance we all started clapping. I
think she is doing wonderful and will do my best to make sure she knows that!
This quarter we are going to learn proper greeting and introduction, asking and telling
age, nationalities ,countries, numbers, colors, asking and telling time, days of the week,
months, seasons and weather. We will learning about certain aspects of French culture and
other French speaking countries.
What I truly want to inform you about is the fact that in order to achieve proficiency in a
language one needs a lot of practice and repetition, therefore the students homework is to
learn at home all the vocabulary lists provided. I encouraged students to re-teach the words
learned in class, find a study partner, use visual organizer, color code words in French and
English, etc. I believe repetition to be the key to building confidence in speaking a foreign
language, create automaticity and fluency as well.

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Sample of e-mail to parents:

Rebeca Arndt<rarndt@janesville.k12.wi.us>
Sep 22 (9 days ago)
tomakenna234.st..
Dear Mrs. T.,

ONE WAY COMMUNICATION. PARENT

COMMUNICATION

A few things about me: I teach French at Marshall MS and Bilingual

Education (ESL) at Harrison elementary school. It is my second year in the
district and my second year in United States as well.
I moved from Germany to join my husband that is from Janesville. I am
however from Romania and lived in several other countries before moving here.

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What I truly want to inform you about is the fact that in order to achieve
proficiency in a language one needs a lot of practice and repetition, therefore
the students homework is to learn at home all the vocabulary lists provided. I
encouraged students to reteach the words learned in class, find a study partner,
use visual organizer, color code words in French and English, etc. I believe
repetition to be the key to building confidence in speaking a foreign language,
create automaticity and fluency as well.

ONE WAY COMMUNICATION. PARENT

COMMUNICATION
I am passionate about foreign languages and continue my education while

Bien cordialement/ Best regards,

Rebeca Arndt
French teacher at Marshall Middle School
25 S Pontiac Dr, Janesville, WI 53545
608- 743-6155
ESL teacher at Harrison Elementary School
760 Princeton Road,Janesville, WI 53546
608-743-6444

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teaching. I pursue in parallel my third BA and a MA in Education with

concentration in French. I hope to inspire many students to get passionate
about learning, about education in order to explore their full potential.
It would be my pleasure to remain in contact with you throughout the year
and discuss the progress that you daughter is making in French.
Please do not hesitate to contact me for any questions you might have.

ONE WAY COMMUNICATION.

PARENT COMMUNICATION

Love Sara

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Email from a parent:

Sara
Sep 11
tome
Oh wow so wonderful to hear!!
O.says his favorite class is French!! I am so
happy!! I enjoyed French too!! His grandfather is
from Poland so he knows a little of that language
as well!! Thank you for teaching him!!
Merci!!

TWO WAY COMMUNICATION. PARENT

COMMUNICATION
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Two-way communication involves dialogues

between teachers and parents which develops
out of a growing trust, a mutuality of concern,
and an appreciation of contrasting perspectives
(Lawrence-Lightfoot, 2004).
Communication is exchanged during telephone
calls, e-mail exchange, home visits, parentteacher conferences, open houses, and other
various school-based community activities.
The use of both strategies should be actively
incorporated in order to maximize sharing
information with parents.

TWO WAY COMMUNICATION.

PARENT COMMUNICATION
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A brief phone call home is a very popular and

effective communication strategy that can be used
to recognize the students progress in a way that
promotes a positive relationship with the parent.
Parent-teacher conference offers to opportunity
to open a dialogue between the parent and the
teacher to create a strong partnership, however
careful and intense preparation has to be made
prior to this meeting in order to avoid any anxiety
or tension between the two.
Effective parent-teacher conferences also require
important interpersonal skills on the part of the
teacher (Evans, 2004; Perl,1995; Studer,1994)

TWO WAY COMMUNICATION.

PARENT COMMUNICATION
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When communicating with a parent the tone is very

important, a non-threatening tone, which communicate
genuine care for people, transmitting interest and empathy
together with a commonly used language will enable and
encourage conversation.
The utilization of the S-O-L-E-R technique is a valuable
resource to consider (Square posture, Open position, Lean
toward the other, Eye contact, and Relaxed position; Egan,
1990) since it can aide teachers to implement good
listening skills.
Crucial for parents as Lindle (1989) reported in his
findings, parents want to be handleded with consideration,
as equal partners involved in the communication act.
Parents do not want to feel judged on their parenting nor
their choices.

TWO WAY COMMUNICATION.

PARENT COMMUNICATION
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Parent-teacher conferences can also be a prime

situation for cross-cultural miscommunication to
occur (Quiroz, Greenfeld & Altchech, 1999, p. 68).
Sometimes conferences with English Language
Learners parents, might sometime be culturally
conflictive and fruitless however as an ELL
teacher, and ELL learner I feel that I connect
differently with parents and I can communicate
easier with them , with less barriers and
miscommunication involved.

COMMUNICATING WITH ADMINISTRATORS

Defining in other terms Communication is considered to be a
natural means by which the meaning of organizational events
is produced and sustained (Deetz, 2001:24) in a process that
includes fundamental components such as network,
interdependence, relationship, environment, uncertainty and
messages (Goldhaber, 1993).
Organizational communication, between teacher and
administrators as well as communication between teachers is
part of the intrinsic essence of education and a great
communication involves often more than speaking.
Both teachers and administrators spend their day
communicating in various ways since in almost all school
activities, communication plays an important role. How and
what we talk about both construct and form our reality
(CzarniawskaJoerges, 1993), however essential for effective
communication is maintaining a positive attitude and try to
send a positive message even when communicating something
negative.

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COMMUNICATING WITH ADMINISTRATORS

Methods of communication besides verbal communication can be
written but often non-verbal communication such as tone of the voice,
posture, appearance, degree of accessibility, level of care, interest or
level of integrity can enable or disable and effective act of
communication.
Communication with the leaders in the organization I work ( principal,
administration) unfolds two ways; communication from administrators
to teachers and staff and from teachers to administrators.
Because principals have limited time to communicate (Katz & Kahn,
1978) it is vital for the entire organization how the communication is
supported by the organizational structure and culture.
A. Communication administrators-teachers begin early in the morning
with daily announcements, continues with weekly grade level
meetings, weekly newsletters received by all staff, daily e-mails
regarding school related topic. Also the school website, the districts
website, the superintendents blog and emails from the district
administration offers the teacher the insight into what is happening in
the building they work, as well as in the district.

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COMMUNICATING WITH ADMINISTRATORS

B. Communication teachers-administration is enabled by the accessibility to the principals
agenda in order to arrange a private meeting, possibility to send e-mails or drop written notes
in the principals mailbox or conduct after school quick check-in, etc.
Sample of written communication with my principal:
Rebeca Arndt<rarndt@janesville.k12.wi.us>
Sep 29 (4 days ago)
toSynthia
Synthia,

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thankyouso much for being willing to pay for the WAFLT conferences I requested to
go to in November. It is no nice to be supported!!! I am indeed overwhelmed with your care and
attention in everything I do, from projects in the classroom to professional development.
I did however managed to have Julie DeCook approve my request and finance my
conferences from the ELL funds, as I am an ELL teacher and most topics coincided for
bilingual education with ELL area as well.
Have a marvelous day!
Bien cordialement/ Best regards,
Rebeca Arndt
French teacher at Marshall Middle School
25 S Pontiac Dr, Janesville, WI 53545
608- 743-6155
ESL teacher at Harrison Elementary School
760 Princeton Road,Janesville, WI 53546
608-743-6444

COMMUNICATING WITH
ADMINISTRATORS
Synthia T
Sep 30 (3 days ago)
tome
Well EXCELLENT then! :)

That conference connects us to a greater network of educators

and I am so proud ofyoufor your willingness to attend and
learn!
I hopeyouhave a great time! I am confident thatyouwill.
Thanksfor the feedback!Youare very kind and appreciated!
Have a great day!

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I have always believed that theWAFLT conferencesis

necessary to maintaining French for the east side of
Janesville.

TEACHER-TEACHER
COMMUNICATION

Teacher- teacher communication is rarely a

discrete, individual act but rather occurs within the
context of ongoing exchanges (Adler & Rodman,
1994).
Teachers exchange verbal messages daily, exchange
e-mail, phone-calls, they come together during
meeting, workshops and other opportunities for
professional development or continuing education,
they come together to co-teach and support one
another.
In my school, I am one person department, therefore
my communication extends with WL teachers in the
district on themes that are mostly French related.
Our communication is mainly collaborative.

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TEACHER-TEACHER
COMMUNICATION
My teacher-teacher communication log contains
the following:
A. E-mail exchanges;
B. Phone calls;
C. Attending together to Continuing Education
workshops;
C. Redesigning the curriculum and co-planning;
D. Attending WL events such as concerts (Stomae,
a Belgian singer) and conferences (WAFLT
conferences);
F. Plan and attend fieldtrips.

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TEACHER-TEACHER
COMMUNICATION

Mme Sarah Shea

sshea@janesville.k12.wi.us
www.madameshea.com
(608) 743-5189

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Sample of my latest teacher-teacher communication:

Sarah Shea<sshea@janesville.k12.wi.us>
Sep 28 (5 days ago)
toLinda,me,Andrea
Bonjour!Does anyone want to do a fieldtrip to this?http
://www.imdb.com/title/tt3488710/Sarah

TEACHER-TEACHER
COMMUNICATION

Bien cordialement/ Best regards,

French teacher at Marshall Middle School
25 S Pontiac Dr, Janesville, WI 53545
608- 743-6155
ESL teacher at Harrison Elementary School
760 Princeton Road,Janesville, WI 53546
608-743-6444

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Rebeca Arndt<rarndt@janesville.k12.wi.us>
Sep 30 (3 days ago)
toAndrea,Sarah,Linda
Will have to ask all my students about this movie. Most
likely they will like to see it....it is just that I heard that a lot of
people throw up during the movie because its 3 D and so real. I
guess is not recommended if you are afraid of height...Dunno :)

TEACHER COMMUNITY
COMMUNICATION
One of the Six Types of Partnerships Framework, developed
by Joyce Epstein (1995) and her colleagues at Johns
Hopkins University, Collaborating with Community refers
to the identification and integration of resources and
services to and from the community. Improving the
communication with the community while allowing the
community to learn about the things that happen in the
school will only straighten the partnership between school,
parents and community.
In the school I work communication with community
develops as following:
A. By working closely with the agencies and service
providers such as the ELL department/social
worker/pshichologists /police department/medical
department that deal with parents and families to assure
equal opportunities for services and shared information
about community;

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TEACHER COMMUNITY
COMMUNICATION
By establishing clear policies about the magnitude of
confidentiality school policy or BYOD policy (bring
your own device);
By extending the use of school buildings to host events
such as Recreation Night, Parties, Fund Raisers or
simply conduct various classes;
By connecting with businesses in the community to
support certain school projects or events (KonaIce,
Applebees, Calvers, etc.).

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Aside my involvement and volunteering in various

school-community activities, the French Department
in the district had a booth about France at the
Multicultural P4JFair Janesville, where preschool
students and parents learned about France.

TEACHER COMMUNITY
COMMUNICATION
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TEACHER COMMUNITY
COMMUNICATION

and crpes.

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Also in February 2015 I participated for the first time at the event Mardi
Gras Janesville, which is an event born from the collaboration that last for
about a decade between the French Language Department and the
Hedberg Public Library in Janesville. Teachers, parents, students and
children in the community come together to celebrate a French holiday
while crafting masks and necklaces, playing games, eating Kings Cake