Effective Communication

Topics: Nonverbal communication, Communication, Education Pages: 6 (1879 words) Published: April 3, 2013
Good communication skills are essential for all early childhood educators. In particular, Childhood educators need to be able to connect with the child and have a strong teacher/parent partnership to be able to work together to achieve positive outcomes,punctuation they also need to understand how to effectively communicate with Parents that use English as their second language. Good communication skills, both verbal and non-verbal are an essential characteristic for early childhood teachers to be enable grammar them to teach Children small letter in their early stages of education, things that they will go on to use throughout their development of life. This sentence is disjointed To be able to effectively communication communicate with children who suffer from a disabilities disability or Mutism. Without effective communications skills it would be difficult for childhood teachers to pass on knowledge and skills to the children, that’s why Communication skills are vital for teachers who want to provide an effective learning environment for early childhood students. A good thesis statement. Relationships and partnerships are not something that just happens. Relationships and Partnerships between teachers and parents are something that have to build up and worked upon grammar in order to grow in strength and to become effective. Make sure sentences are clear Strong communication with parents is fundamental to in building this relationship/partnership. “Good communication with parents can build support for and strengthen the important work that educations are doing in the classroom.” be (U.S Department of Education & U.S Department of Health and Human Services, n.d, p. 13)  “Children thrive when families and educators work together in partnership to support young children’s learning.” (Early Years Learning Framework, n.d p.9). Link back to your thesis. Students will act and behave differently when they know that their teacher communicates with their parents on a frequent basis. Is this a good thing? There are many ways for the teachers to communicate with parents,. S some examples are; face to face communication, phone calls home monthly why monthly? to discuss concerns or to answer any questions the parent may have, Full stop here they teachers can also write a weekly or monthly newsletter to show the parents what the children have learned. Another example is that teachers can also use the school to home notebook technique on a regular basic to share information with parents. This works well particularly for children who have special learning needs or for children who have been struggling in certain areas, full stop the school to home book can be used to update them on the child’s progress. Newer and updated Technology no capital also holds promise to allow teachers further and more extensive communication opportunities “not limited by school hours or location” (Brewer & Kallick, 1996, p.181). your point here is not clear Keeping parents involved in their children’s progress is vital as Parents can influence their children’s academic progress by encouraging them or they are able address any concerns that the teacher may have with the student.

Parents are their children’s most important teacher therefore it is important for the teacher to have a strong relationship with the parents especially In no capital early education. Parents will know lots of valuable information about their children which as a teacher is useful and sometimes vital information to know to assist with identifying the best possible and most effective teaching methods for the child to obtain the best outcomes possible. Sentence needs restructuring By communicating frequently with parents, teachers are able to keep the parents up to date with what their child Is learning and the child's progress as well as any difficulties the child maybe experiencing or if there are any areas for improvement. This allows parents to then reinforce the skills and...

References: Cunningham, C. E., & McHoIm, A. (2001). COPEing with selective mutism: A collaborative school-based approach: Consultants manual. Cope Works: Hamilton, Ontario, Canada: Author.
Brewer & Kallick, (1996). Communicating with Parents: Strategies for Teachers, Retreived from
Hart, B., & Risley, T.R. (1995). Meaningful differences in the everyday experience of
young American children
Hart, B., & Risley, T.R. (1999). The social world of children learning to talk. Baltimore:
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Grellier, J., & Goerke, V. (2010). Communication skills toolkit: Unlocking the secrets of tertiary success (2nd ed.). Melbourne, Vic: Cengage
Tuner, K., Ireland, L
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