I think the most important thing to remember is that people are people.  While professionalism is key to your effectiveness as an educator, empathy goes a long way in all forms of communication, among all of your audiences.  Active listening is something I try and model in my life as a whole.  People want to be heard, seen and understood.  In the classroom, good listening looks like me not jumping to conclusions about their behavior and or academic performance, but asking questions and providing a safe place for my students to explore the answer.  They have to trust me and I have to be trustworthy.  "When a teacher is willing to admit imperfection, there is more honesty in the classroom."  (Nath, Cohen, 2003).  One way I do this is to own my mistakes and sincerely apologize when I'm wrong (especially when I've hurt them as a result of my mistake).  Another way I show them that I am trustworthy is by being consistent and following through on what I say and giving clear, concise directions and expectations.  Cultivating an environment of trust allows my students to engage in healthy, cooperative learning. 

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  Group Processing is one of my favorite methods of communication with my students, we think critically (without risking embarrassment or being "wrong"), we give each other genuine affirmation, and we discuss the areas we need to improve (I lead the way on this one).  And maybe the most important part is building a rapport among our group before the new learning even takes place.  We are like a little family and I love it!

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  I work in an ethnically diverse district (which is why I chose it!) and I celebrate the differences with my students, with their parents and with my colleagues.  I am also sensitive to a variety of cultural norms represented among the ethnicities.  And this is where my learning really continues, I ask questions when I don't know what's appropriate (i.e. do I shake your hand?).  I explore their culture with them in conversation and it almost always strengthens our connection.  One of my classroom rules it to "Be Curious" and culture is a lifelong curiosity of mine.

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"Research has proven that students from all backgrounds---socioeconomically, culturally, ethnically and racially—perform better when there is more parent involvement." DEBRA JENNINGS, Executive Co-director of the Statewide Parent Advocacy Network

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Two things I want to try as new ways of opening the lines of parent communication (and keeping them open all year long):

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1) Send home an Interest Survey, not just for the student but also for the parent.  I want to gain insight into who they are and how that plays into how their child learns and grows (during their many hours away from home, doing life with me in the classroom).  

 

2) Mystery Reader.  I am going to ask my parents and/or guardians to volunteer to be our Mystery Reader at least once during the school year.  Every Friday, the students will get six clues as to who the reader is and then the guest will enter the room after the sixth clue (usually the child who's parent it is knows who it is by the four or fifth clue).  I hope that I can be consistent and pursue my parents' participation as our mystery readers.  The reason I will pursue this so diligently is because two things happen when parents enter the classroom: the child instantly feels valued and the parent instantly feels connected to the classroom experience.  Both are priceless.

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