In the speech, the teacher displays sensitivity towards the parents of the students in multiple instances. Firstly, she illustrates her awareness of the English learning parents' potential unfamiliarity with the term "disclosure statement" by providing an explanation. Secondly, she shows sensitivity by offering suggestions to the parents on effective communication methods, including utilizing the school's website and visiting the classroom.
The teacher demonstrates sensitivity in various ways. One example is by giving detailed instructions on how to access the school's website. This is done to ensure that parents can easily communicate with the teacher. These instances of sensitivity could make parents feel at ease knowing that their children are in caring hands. Additionally, parents may feel accommodated and confident that the teacher genuinely desires open lines of communication. This
...can greatly contribute to the success of the child's education.
This would benefit the student as stated by Epstein (2001), “Students' test scores suggest that schools are more effective when families and schools work together with the student on basic skills” (p. 35). There are also several quotes in the speech that could demonstrate insensitivity to the parents. The first quote is “To make sure you understand how my classroom will be run, I have written a disclosure document and made a copy for all of you.” The information provided in the disclosure statement may not be understood by all parents.
Another example of insensitivity is the assertion that "A website is a place you can visit using your home computer to get more information about our school and my class." This remark suggests that the teacher assumes the parents are unfamiliar with the concept of a website, whil
also presuming that they have access to a home computer. However, considering the background information, which mentions that many families are financially disadvantaged, it is improbable that they have a home computer.
As mentioned above, the two instances of insensitivity could have a negative impact on the parent-teacher relationship. According to Mendoza (2003), research indicates that the print materials provided to parents of young children are often written at levels that are too difficult for many of the intended audience to comprehend. If this is true, parents may feel frustrated by their inability to understand the information provided in the disclosure statement.
The teacher missed opportunities to be more considerate of the parents. Instead of assuming all parents had a home computer, she should have offered alternative methods for internet access. Additionally, she should have reviewed the disclosure statement during Back-to-School night to ensure that parents with disabilities or language barriers could access the information.
According to Mendoza (2003), visually impaired individuals do not find typical written materials useful, while Epstein (2001) emphasizes the crucial role of parents in their child's education. Effective communication between teachers and parents is essential and beneficial for students. To achieve this, as a teacher, I suggest implementing several practices. One approach involves sending monthly notes to update parents on their child's progress. Additionally, providing a take-home document for parents to share their ideas, questions, or concerns on a monthly basis would be helpful. It is expected that these practices emphasizing cooperation and collaboration between schools and families will elicit positive responses from parents (Epstein, 2001).
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