Building Parent/Teacher Relations Through Written Communication.

Autor/in	Henniger, Michael L.
Titel	Building Parent/Teacher Relations Through Written Communication.
Quelle	(1977), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Noninstructional Responsibility; Parent School Relationship; Parent Teacher Cooperation; Preschool Education; Preschool Teachers; Teacher Role; Verbal Communication; Writing (Composition) + Suchen Sie Ihr Suchwort? Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Lehrerrolle; Schreibübung
Abstract	Information about children's behavior in preschool and about the preschool program interests parents and provides them with useful information. Preschool teachers should make every effort to share their knowledge with parents whenever possible. How to communicate various types of information presents a major difficulty for teachers. Some information is personal (e.g., a child's misbehavior), whereas other information is public (e.g., the highlights of the week's activities). The use of a variety of written communications provides effective techniques for sharing these different types of information with parents. Written communications frequently take less teacher time and energy than do other methods of communication. Some teachers express themselves more clearly in writing than through other modes of communication, and thus often find writing a more effective method of communication. Parents benefit from written communication for various reasons. For example, they are better able to reflect on what is being said and they are able to schedule a time to read when they will not be distracted by their children. Types of written communication include notices, notes, letters, newsletters, pamphlets, and brochures. Each technique possesses strengths and limitations. For example, their one strength is that teachers can employ individual styles when using these techniques. When carefully planned, written communications help build more meaningful parent-teacher relationships. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01