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Communication and Parent Programs Chapter 5. Perry C. Hanavan. Effective Communication. Parents have high expectations regarding teacher’s communication No spelling errors Articulate. Communication Components. M E L T. Message. Talker. Listener. Environment. Communication.

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Communication and parent programs chapter 5

Communicationand Parent ProgramsChapter 5

Perry C. Hanavan

Effective communication
Effective Communication

  • Parents have high expectations regarding teacher’s communication

    • No spelling errors

    • Articulate

Communication components
Communication Components

  • M

  • E

  • L

  • T






  • What is said

    • Words/Verbal Stimuli

      • (7% of input)

  • Auditory message conveyed

    • Vocal and Tonal Stimuli

      • (38% of input)

  • Visual message conveyed

    • Gestures/Body Language/Visual Stimuli

      • (55% of input)


  • Aggressive conversational style

    • hostile, belligerent, bad attitude

    • blames others

    • denies, dominates, interrupts

  • Passive conversational style

    • withdraws, bluffs, avoids

  • Assertive conversational style

    • takes responsibility for managing communication

    • respects the rights of others

    • openly and honestly expresses needs and emotions


During the next two days:

1. analyze your communication behavior

2. analyze 2 people you communicate with daily and determine their style

3. select the communication style you prefer others use


  • Sharing ideas

  • Relating experiences

  • Telling stories

  • Expressing needs

  • Instructing

  • Influencing

  • Establishing intimacy

Rules of conversation
Rules of Conversation

  • Agree to share one another’s interests

  • Ensure all share in talking

  • Participate in topic

  • Take turns talking

  • Relevant topic discussion

  • Succinct messages

Conversational fluency
Conversational Fluency

  • Definition:

    • how smoothly conversation unfolds

Conversational fluency factors
Conversational Fluency Factors

  • Time spent repairing communication breakdowns

    • if need for clarification is low, then fluency is high

  • Exchange of information and ideas

    • is conversation easily and successfully share information, then fluency is high

  • Speaking time shared

    • equal time, few silences, few interruptions, then fluency is high

Index of sharing speaking time
Index of Sharing Speaking Time

  • Conversational turn:

    • period participant delivers a contribution to a conversation

  • Mean length (speaking) turn (MLT)

    • average number of words spoken during a set number of conversational turns

  • Mean length turn ratio (MLT ratio)

    • ratio of two speakers in a conversation

Example 1 conversational fluency
Example 1: Conversational Fluency

Teacher: Is Sarah studying at home, much?

Parent: Yes, and I’m thrilled with her.

Teacher: You said several weeks ago she only watched TV and used her PlayStation after school.

Parent: Yes, but we have been following your suggestions of turning off the TV.

Teacher’s MLT = 8.0 words (16 words/2 utterances)

Parent’s MLT = 9.0 words (18 words/2 utterances)

MLT ratio: 0.9 (1.0 = equal length of speaking time)

One way communication
One-Way Communication

  • Newsletters

  • Media

  • Handbooks

  • Letters

  • Notes

Two way communication
Two-Way Communication

  • Telephone

  • Email

  • Home visits

  • Parent visits

  • Parent-teacher conferences

Parent roadblocks
Parent Roadblocks

  • Protector role

  • Inadequate-me role

  • Avoidance role

  • Indifferent role

  • Don’t make waves role

  • Club-waving role

School roadblocks
School Roadblocks

  • Authority-figure role

  • Sympathetic-counselor role

  • Pass the buck role

  • Protect the empire role

  • Busy teacher role

Cooley s looking glass self
Cooley’s Looking-Glass-Self

  • How you view yourself depends on your perceptions of how others see you

    • the imagination of our appearance to the other person (imaging self)

    • the imagination of other’s judgment of that appearance (interpreting others reactions)

    • some sort of self-feeling, such as pride or mortification (self-image)

A teacher s looking glass
A Teacher’s Looking Glass

"I shall always be a flower girl to Professor Higgins because he always treats me as a flower girl, and always will; I know I can be a lady to you because you always treat me as a lady and always will."

  • View parents as subordinates (flower girl)

  • View parents as partners (lady)