Communication At Prab Raritan Gardens Essay

In order to establish and maintain interest there needs to be regular and reliable communication and sharing of information between the school and pupils families. Schools must create an effective partnership by providing an open and communicative environment with its wider community, forming a link between the classroom,

Communication isn’t just about talking. There are so many different elements to communicating in society. How a person gestures, the tone in an individual’s voice, an expression on a person’s face, how a person listens is all a part of communicating. As we all know, in order to communicate with one another we must be able to listen. I think in society people think that communication is all about speaking but in reality it is just a little piece to a bigger picture. In today’s society, listening seems to be a skill that is being neglected. Even though it is basically the first communication skill that we are exposed to, we have pushed it aside and chose speaking to dominate our lives. Researchers have discovered that fetuses can process incoming sounds during the last trimester of pregnancy, and that by 12 months children have learned sounds of and rules of their native language(Worthington, 3). This shows that children’s abilities to speak, read, write and reason are influenced highly by how well they are taught to listen. As parents we can all be teachers to our children so that they can grow up to be well-rounded communicators.

Circumstances within this case reflect levels of complexity in many aspects. It was a challenging situation for all parties involved. I’m sure a decision of this magnitude is very difficult, but I question the thoroughness in the execution of the action plan. Often times we miss the meaning of being culturally proficient. The Lindsey book, Cultural Proficiency: A Manual for School Leaders considers ways to foster policies and practices that provide the opportunity for effective interactions with the school members, staff and students alike and the surrounding community members (Lindsey, 2009, p.4). The book presents its historical context to tell of the effectiveness of addressing issues that emerge from cross-cultural contact. Some of the efforts derived from the desire to promote healthy interactions. Among those efforts have been desegregation, integration, race relations, cultural competence, and multicultural transformation (Lindsey, 2009, p.7). Cultural proficiency comes with an understanding of respecting the differences among all things living and all circumstances and departments in life. To begin the smooth transition of the school consolidation between SMS and RNS, communication and a culture should have been built starting with the associated area superintendent and Principal Jones.

All staff must act as role models and promote cultural diversity this helps reduce prejudice and discrimination and if staff are putting this in place then it will influence pupils to be tolerant of other cultures and with this helps the children understand the diverse society to which they belong. Pupils who understand cultural diversity will be more likely to participate and those of different cultures will feel more involved as they can help with the learning of their culture, with this it will help children in schools and outside in the wider society.

Positive relationship between teachers and pupils are necessary to provide a good environment for children to feel safe and happy enough to concentrate on their education. Effective communication has to cover social interaction between children and other children, adults amongst other adults at school as well. If there are any problems in that area the support for each other will be less effective and also information will be passed on more reluctantly. A positive relationship between adults working at school helps to build and maintain highly effective team that works together to provide the best learning environment for children. They will confidently share their thoughts and ideas without hesitation that somebody will listen to them without ignoring them or laugh about them. If the adult doesn’t follow the rule ‘firm and fair’ they will have problems to manage the behaviour of the children and they either lose the respect or they stop being cooperative during the lessons out of dislike. The consequences will have an impact on the whole learning environment. If the member of staff doesn’t listen properly the children will not feel understood and valued and they might get a lower self-steam because they get the impression that they are not important enough. The children will only learn that you have to be loud and aggressive to make adults listen to them, which would be a reward for bad behaviour. The impression that adults do not listen can also happen when

W. Edwars Deming, American engineer and management consultant, wrote “a bad system will beat a good person every time.” This quote demonstrates the necessity for a school administrator to establish a school culture that is inviting and characterized by collaboration. In order to intentionally create a welcoming and collaborative school climate, clear, frequent, and inclusive communication is fundamental. Families, staff, and community members should be afforded the opportunity to become involved in enhancing student learning, the decision making processes of the school, and meaningful school-based activities. Opening the lines of communication about possible involvement at a school promotes a good system, in which good people can thrive.

In this essay, I intend to reflect on a situation I encountered during my first community placement I had the opportunity to develop my communication skills not just theoretically but also practically, facing a real life environment. My placement made me aware of the importance of interpersonal and communication skills which are very important in the delivery of care. Throughout my nursing career, I will be encouraged to develop reflective practice skills and become a reflective practitioner. Reflection refers to a series of steps that you may take to question and explore an experience with the aim of learning from it. I will discuss the importance of communication in order to maintain a therapeutic relationship.

During my second preclinical experience at Westview Hills Middle School, I learned the importance of cooperation and collaboration among teachers at a school. I was able to observe team and department meetings during this experience. It became clear that it is important for teachers to work together in order to provide a positive atmosphere at a school and in a specific department. Although it became obvious that personalities and teaching styles were different throughout the school, the teachers still acted professionally and used each other as resources in

In terms of becoming a mediator and consensus builder the authors detailed the need for principals to possess relational leadership skills in order to be able to both facilitate groups and coach others on staff in the ability to facilitate their own groups, and stressed that the key to this is the ability to effectively participate in conflict resolution (Donaldson, Marnik, Mackenzie, & Ackerman, 2009). The authors suggested that conflict is part and parcel of school reform and that in addition to being able to deal effectively with conflict the successful principal needs to develop the ability for bringing about consensus within the group, noting that interpersonal and intrapersonal skills were as much or more important than knowledge (Donaldson, Marnik, Mackenzie, & Ackerman, 2009).

There are three teachers in the classroom, one does reading/lesson circle with a small group of students, another does arts and crafts, and one of them circulates throughout the room helping students with their work-plans. The teacher that circulates around the room all the time appears to be the head teacher and when a conflict arises she is the one to mediate it. The way that the teachers speak with the children is as if they are equals, they aren’t talked down to and the students give the teachers complete respect.

The high school where I currently teach consists of twenty-four hundred students from grades 10th through 12th. This school organization as many others is in the business of meeting educational challenges in the midst of innovative times in a noble attempt to prepare students academically for the demands of an ever-changing and knowledge driven work environment. There are several key factors that I observe in our school that have in some way hindered our progress in becoming an ideal learning organization. First, our school depends on the collaborative and communication processes

Everyone is responsible for developing positive relationships with parent and the community. This would include the administrators, certified teachers, teaching aides, secretaries, custodians, maintenance, and bus drivers. As in the video the principal talked about how it is important to make sure that all the staff felt like they were part of the team and was aware of what was happening in the school. The community sees any employee of the school district to be a trusted individual that should be able to explain and talk about what the school is doing. It is important for an administrator to have an open relationship with all staff where they feel like they can have input on decisions about school issues. No matter what their job title is they should feel like they are an integral part of the team. This in turn will allow all school employees to feel comfortable developing that positive relationships with the parents and community.

The principal must have knowledge and understanding of effective communication strategies when collaborating with staff, educators, and students (O 'Connor & Jackson, 2017). The teacher’s morale is ultimately impacted by the principal 's open-line of communication; therefore, the school environment affects how the principal is perceived by the teachers and staff morale can influence student learning. However, the principal should focus on developing a collaborative relationship among the teachers, which foster new ways of exchanging view points and ideas (Whyte & Karabon, 2016). The principal plays a major role in how effective the vision or goals are followed by subordinates. In other words, how the perception of the principal ethical and values are aligned with the teachers. Hence, collaboration in schools is, the result of teachers and principals working together for the end results, which are student’s high achievement in learning. When the skillful principals and the sagacious educators “walk the talk” effective leadership and the strategic guidance is a must in the collaborative community of succeed.

Though technology has made it easier for communication across distance, I find that maintaining communication depends on one’s own dedication to stay in contact. Having lived in Massachusetts, Colorado, and lastly, Oklahoma, I have gained many friends across the country. I have unfortunately lost some of my friends’ contact information. Regardless, for the purposes of this project I chose to talk to two of my friends in Massachusetts.

In the three communications I’ve written, text,email,and letter to insurance company. All of them had a different approach. Each written text were different people and they all had different responses. The background of the text I wrote to my friend was, my best friend I had known for years and we text every single day. The background of my email I wrote to my dad was tolerant because I not as close to my dad but, also, I should share how’s my life is going to him. In the letter, I wrote to my insurance company, it was urgent because I needed to tell them something needed to be done. They all come together as one whole story told in a different perspective.