CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
Communication Tools for Teachers: A Guide for Improving
Teacher-Parent Communication
A graduate project submitted in partial fulfillment of the requirements
for the degree of Master of Arts in Education,
Elementary Education
By
Yesenia Preciado
May 2014
ii
The graduate project of Yesenia Preciado is approved:
_____________________________________________
__________________
Gregory Knotts, Ph.D.
Date
_____________________________________________
__________________
Rosa RiVera Furumoto, Ed.D.
Date
_____________________________________________
__________________
Delphia Williams, M.L.I.S.
Date
_____________________________________________
__________________
Nancy Prosenjak, Ph.D., Chair
Date
California State University, Northridge
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ACKNOWLEDGMENTS
My journey as a graduate student now draws to a close. Throughout the past two
and a half years, I have experienced many ups and downs, both personally and
professionally; at times I did not think I would make it through to the completion of the
Curriculum and Instruction Program. Doubting my abilities and anticipating that I could
not complete my project on time, Dr. Nancy Prosenjak knew exactly what to say to
assuage my fears. She was instrumental in completing this project, guiding and
encouraging me throughout the entire process. Without her ongoing support and
encouragement, this project would not have been possible. I am sincerely and ultimately
grateful to have had Dr. Nancy Project as my graduate project committee chair.
I would also like to thank my other committee members: Dr. Gregory Knotts, Dr.
Rosa RiVera Furumoto, and Delphia Williams. Dr. Knotts first accepted me into the C &
I Program back in December 2012 and has now seen me through to its end; I am grateful
for his feedback and for also teaching me how to be a better teacher and student. I would
like to thank Dr. Rosa RiVera Furumoto for always believing in me, and for being such a
positive light and energy in my life. I am thankful for her continued support and
encouragement in all facets of my life; she is truly an inspiration! I sincerely appreciate
the feedback and thoughtful criticism of Del Williams; her feedback was extremely
helpful in completing this project. I would also like to thank Del for always supporting
my family and me beyond the academic realm.
Lastly, thank you to all the teachers who were wiling to share their classroom
communication tools. These teachers served as an inspiration in the development and
completion of this project.
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DEDICATION
First and foremost, I would like to dedicate this project to my life partner, wife,
best friend, and ultimate cheerleader, Frances Mikilani Me Aloha Lee Young. I am
forever thankful and incredibly appreciative of your patience, understanding, love, and
encouragement throughout this entire process. You were instrumental in the completion
of my Master’s Degree and I could not have done this without you! Aloha wau ‘ia ‘oe no
na kau a kau!
Secondly, I would like to dedicate this project to all my past, present, and future
students. Thank you for being my guinea pigs and inspiration to continue my journey as a
lifelong learner.
Thirdly, I would like to dedicate this project to two of my younger brothers,
David and Marco. Boys, you can do anything you set your heart and mind to; I am living
proof of that. I am sorry for not being there for you the last several years. Despite my
absence the two of you have always remained present in my mind and in my heart, and I
will always support you in your endeavors. I love you both!
Lastly, I dedicate this project to Marciano Preciado, my father. From a young age
you instilled in me the value of education and hard work. Without that foundation, I
would not be writing this today.
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TABLE OF CONTENTS
Signature Page ………………………………………………………………………………………………. ii
Acknowledgements
……………………………………………………………………………………….. iii
Dedication ……………………………………………………………………………………………………. iv
List of Figures ………………………………………………………………………………………………. vi
List of Tables ………………………………………………………………………………………………. vii
Abstract ……………………………………………………………………………………………………… viii
Chapter 1: Introduction …………………………………………………………………………………….1
Chapter 2: Literature Review
…………………………………………………………………………….8
Descriptors of Communication ……………………………………………………………..11
Teacher Practices ………………………………………………………………………………..14
Parent Preferences, Practices, and Perceptions
………………………………………..21
The Role of Technology ………………………………………………………………………28
Chapter 3: Methodology …………………………………………………………………………………31
Chapter 4: Graduate Project
…………………………………………………………………………….35
Electronic Tools ………………………………………………………………………………….36
Paper Tools ……………………………………………………………………………………….57
Chapter 5: Conclusion
…………………………………………………………………………………….69
References
…………………………………………………………………………………………………….73
Appendix A
…………………………………………………………………………………………………..77
Appendix B …………………………………………………………………………………………………..82
Appendix C …………………………………………………………………………………………………101
Appendix D
…………………………………………………………………………………………………113
vi
Appendix E …………………………………………………………………………………………………121
Appendix F ………………………………………………………………………………………………….131
Appendix G
…………………………………………………………………………………………………136
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LIST OF FIGURES
Figure 3.1: Teacher Letter
Figure 4.1: ClassDojo Weekly Report
Figure 4.2: Jooner’s Sample Parent-Conference Sign-up
Figure 4.3: Jooner’s Sample Classroom Party Sign-up
Figure 4.4: ClassMessenger Student Message and Response
Figure 5.1: ABC Teacher-Parent Communication
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LIST OF TABLES
Table 2.1: Epstein’s Six Types of Parent Involvement
Table 3.1: User-Friendly and Educational Benefit Scale
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ABSTRACT
Communication Tools for Teachers: A Guide for Improving
Teacher-Parent Communication
By
Yesenia Preciado
Master of Arts in Education,
Elementary Education
This graduate project focused on ways to improve teacher-parent communication
through the use of various paper and electronic tools. The tools included in this project
are part of my own communication system, as well as those of colleagues who were open
and willing to share their time-tested and effective tools. Whether paper or electronic, the
tools included in this project can be used by teachers in their own classrooms to enhance
communication with parents, and each tool is ready for implementation.
Tools were described in terms of purpose, grade-level applicability, type of
communication (one- or two-way), frequency of use, and for electronic tools the
device(s) required to utilize the tool. Each was rated according to the user-friendliness
and educational benefit to the teacher scale developed for purposes of this project. The
tools were organized by purpose (i.e., beginning of the year, homework, behavior,
academic progress report, parent-teacher conference sign-up, etc.). The appendices
contain a variety of both electronic and paper tools, with several examples of each that
have been used effectively in classrooms. All communication tools included in this
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project are free of charge to ensure immediate implementation. The project concludes
with a discussion of implications and suggestions for teachers in designing,
implementing, and utilizing communication tools in order to improve teacher-parent
communication.
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CHAPTER ONE
Introduction
Scenario 1
9:10 a.m.: Teacher uses ClassDojo application on her phone to mark student for an off-task behavior.
10:30 a.m.: Student tells teacher, “My mom texted me that why was I off task!” Teacher smiles to herself
and thinks, I love technology!
Scenario 2
9:13 a.m.: Teacher uses ClassDojo application to mark a student for an off-task behavior. Student gets
upset and tells another student, “Shut up!”
9:14 a.m.: Teacher uses ClassDojo to take a point away from the same student, this time for foul language.
Student exhibits a negative attitude and yells to the teacher, “I hate this school!”
9:15 a.m.: Teacher uses ClassDojo to take a point away from the same student, this time for being
disrespectful.
10:00 a.m.: Student is called to office per parent request. The student’s parent, having logged into
ClassDojo, noticed the three consecutive negative behaviors. The parent has a talk with the child regarding
his behavior.
10:30 a.m.: Student returns to class, with a written letter of apology for the teacher. Teacher thinks, Do I
love technology?
These scenarios are not uncommon occurrences in my classroom, the two having
happened in the same week. The two scenarios provide a context for this project, pointing
out that immediate responses from parents may occur when teachers use communication
technology as part of the behavior management system. Thanks to recent advances in
technology, teacher to parent communication has taken a turn for the better. I can
communicate instantly with individual parents, groups of parents, or the entire class with
the touch of a button. Within nine years of teaching, I’ve gone from hand-written notes
and memos, to e-mails, websites, and text messages! However, these technological
changes also mean that parents have options for communicating instantly with me as
well.
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With increasingly busy lives, it can be quite challenging not only for teachers to
communicate with parents, but also for parents to communicate with teachers. Today’s
fast-paced society has schools, parents, and teachers responding to increased expectations
and economic pressures, with less time available, making face-to-face communication
between home and school almost nonexistent. However, cooperation and communication
between parents and teachers is key to maximizing children’s educational experiences
(Epstein, 1995; Welch & Tisdale, 1986). Educators must find the means possible to keep
the lines of communication open, thus enhancing teacher-parent relationships which have
historically shown a significant effect on student learning and achievement (Ames, et al.,
1995; Connors & Epstein, 1994; Henderson & Berla, 1995; Henderson & Map, 2002). If
teachers communicate clearly, effectively, and consistently with their classroom parents,
then parents will in turn reciprocate communication and feel motivated to take part in the
classroom (Ames, et. al., 1995; Graham-Clay, 2005). Effective communication opens the
door for involvement. Parent involvement affects student motivation. Therefore, teachers
have the greatest effect on both parent involvement and student motivation, a relationship
that all starts with communication.
While I was growing up in the late 1980s and early 1990s, the only forms of
communication employed by my K – 12 teachers were either on paper, face-to-face, or
via telephone calls. Notes were the standard form of communication, but telephone calls
were a more urgent method, normally reserved for dire situations. As students progress
through the grades, teachers find maintaining communication with parents increasingly
difficult due to the large number of students that they teach. Teachers in middle and high
school typically communicate with parents only when there is a problem, whether the
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reason for the contact is academic or behavioral (Ramirez, 2001). Having been an
average student, I can still remember the one time a teacher contacted my parents. My
senior year of high school I took AP Statistics. Although I had earned an A during the fall
semester, my grade had dropped to a C sometime in the spring. When my teacher asked
why, I told her I had started working part-time and I would sometimes get home late and
not be able to do homework. She called my father and talked to him about her concern
over the drop in my grade. Getting a phone call from the teacher made my father realize
the severity of the issue, and I was no longer allowed to work on school nights. Having
graduated from high school almost 15 years ago, I do not remember most of my teacher’s
names; but I do remember the name of the teacher who called home.
Although some forms of communication still stand the test of time, teachers must
utilize a variety of tools from their teaching “tool belt” in order to meet the needs of
parents. As a teacher, I try to use a variety of innovative communication methods with
parents – some old school and some new. In gathering materials for this project, I have
seen the evolution of my own communication tools. I started out with the same methods
used when I was a student: handwritten notes, letters/memos, phone calls, and face-to-
face interactions with parents. However, there are inefficiencies in these types of
communications. I would get frustrated when I would find paper communications on the
school yard, left behind in the classroom, or stuffed inside a student’s backpack – unread.
Sometimes when I would call home, there would be no answer, a full voicemail inbox, or
worse, a disconnected phone number. I knew there had to be more efficient methods to
communicate with parents, ones that would not get tossed, crumpled, erased, or lost in the
abyss of a backpack.
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The tools I have acquired in the last nine years have been developed through my
own teaching experience, research, and/or interactions and discussions with other
teachers. In my experience, teachers tend to stay in their own world (the classroom), so
when an opportunity arises for teachers to learn from each other, the experience can be
quite eye-opening, especially for a newer, less experienced teacher. Three events in
particular changed my approach and view of teacher-parent communication: 1) a
professional development session presented by a group of first grade teachers at my
previous school; 2) teaching kindergarten; and 3) completing an action research project in
a university course.
The first event, the professional development session, made me realize how a
simple letter or form can open the doors for parents and improve teacher-parent
relationships. One form that was shared that afternoon that I remember in particular was
simply a blank page with instructions at the top to “write about what you would like me
to know about your child.” Some parents, the teacher commented, would not write much,
or at all; but others would fill the page, in which case the teacher gained very important
information regarding the child and his/her family.
The second event, teaching kindergarten, was a whole new experience altogether.
Having previously taught third grade for four years, I was not accustomed to the constant
contact and face-to-face communication with parents. Kindergarten parents have to walk
their child to the classroom in the morning and pick them up at the door at the end of the
day, so face-to-face parent communication became an everyday occurrence. Many of the
communication tools included in this project were created at that time to engage the
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handful of parents who could not be physically present everyday, and to enhance
communication of those who could.
The third event that changed my approach and view of teacher-parent
communication was the completion of an action research project in a university course in
the Spring of 2013. After having read a chapter in one of our textbooks in which a teacher
examined her communication practices, keeping track of how and how often she
communicated with her classroom parents, I decided to investigate my own
communication practices. As a result of my investigation, I found that most of my
teacher-parent communication was face-to-face, while the majority of my parents
preferred to communicate via e-mail and/or text messaging. In my literature review, I
found that teacher-parent communication is an area that has long been neglected by
teacher education programs and professional development, despite the research citing its
importance to student learning and achievement.
Parents are a pivotal part of their children’s success. Teachers can enable or
disable parental involvement and support, therefore having a great effect on parents,
students, and schools. Although there have been recent laws requiring more parental
involvement in schools (Goals, 2000; NCLB), establishing and maintaining connections
with parents and involving them in the classroom is up to each individual teacher. The
first step in involving parents more fully in their children’s education is more
communication between teachers and parents.
This project is an effort to address the gross negligence of teacher-parent
communication in professional development and teacher education programs. The main
purpose is to promote awareness of the importance of teacher-parent communication and
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to help teachers become familiar with a selection from the vast number of communication
tools currently available. I have compiled a collection of communication tools for
teachers. These resources are gathered from my own personal collection, from tools used
effectively by colleagues, as well as those in the public domain. Many of these resources
can be found on the Internet or from various application stores and downloaded to cell
phones, computers, and tablets.
This project includes a review of the literature on teacher-parent communication,
which will highlight the following:
• Six types of parent involvement, which includes communication
• Effect of teacher-parent communication on student learning
• Avenues of communication
• Modes of communication
• Teacher perceptions
• Parent perceptions
• Barriers to communication
• Overcoming communication barriers
• The role of technology
Chapter three will review the methodology of the project, such as how and when
the tools were collected and/or designed, and what procedures were involved in the
design of the project. Chapter four will include over 50 communication tools that K – 12
teachers can use on a yearly, monthly, or weekly basis, each with a description and rating
on its user-friendliness and benefit to education. Chapter five will discuss the
7
implications of teacher-parent communication and give further advice for teachers in
designing, implementing, and utilizing communication tools. The appendices include a
selection of electronic and paper communication tools designed for varying educational
purposes in an effort to improve teachers’ communication practices.
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CHAPTER TWO
Review of the Literature
“It takes a village to raise a child” – African Proverb
Indeed, it continues to be the responsibility of the village: the family, school, and
community, to raise children. Epstein (1995) described the relationship between schools,
parents, and the community as “overlapping spheres of influence” that establish the
context in which children succeed in school and later in life (p. 82). Epstein emphasized
the importance of a partnership between schools, families, and the community,
suggesting that relationships between these three “spheres” enhanced student
achievement and encouraged families’ participation in their children’s education. These
three spheres – the school, family, and community – should overlap, and put the child at
the center of the relationship. This review of the literature will focus on one means of
improving family/school/community relationships: communication.
Parent Involvement
Research suggests that school-family partnerships may help to promote student learning
and success in school. In a meta-analysis of fifty-one studies, Henderson and Mapp
(2002) found that students whose families were engaged with school were more likely to
earn higher grades and enroll in higher-level programs, stay in school, and enroll in
postsecondary education, regardless of socioeconomic status or family background.
According to Constantino (2003), the home learning environment has an effect on
achievement that is three times as large as family socioeconomic status. Henderson and
Berla (1995) synthesized sixty-six studies on family involvement and found the following
student benefits: a) higher grades and test scores, b) better attendance and homework
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completion, c) fewer placements in special education, d) more positive attitudes and
behavior, e) higher graduation rates, and f) greater enrollment in postsecondary
education. Ziegler (1987, as cited in Constantino, 2003) stated that students whose
parents are aware of what their children are learning in school, who are in regular
communication with their teachers, and who help to reinforce schoolwork show higher
achievement all the way through secondary school. These findings stress the importance
of school-family partnerships, the degree of effect that parent involvement has on
schooling, and the role that each stakeholder plays in the life of a child.
Legislation on Parent Involvement
Recent legislation has required increased levels of parent involvement in schools.
The reauthorized Elementary and Secondary Education Act (ESEA), also known as the
No Child Left Behind Act (NCLB) of 2001, established parent involvement requirements
for schools and districts in Title I and Title II – Part D (Wisconsin Department of Public
Instruction, 2005). Title I of NCLB requires every district and school to develop jointly
with parents a written parent involvement policy. The parent involvement policy must
detail the ways the district will involve parents in school improvement plans, coordinate
and integrate parent involvement strategies such as limited English proficiency programs,
and identify barriers to parent involvement, especially to parents who have limited
English proficiency or who are economically disadvantaged. Additionally, a school-
parent compact must be developed that describes: the school’s responsibility in providing
high-quality curriculum and instruction, parents’ responsibilities for supporting children’s
learning, and the importance of ongoing parent-teacher communication. In order to
accomplish this, schools and districts are responsible for educating teachers,
10
administrators, and other school staff about the methods and value of reaching out to
parents. Schools and districts must also arrange conferences at school or at other
locations and at various times deemed more conducive to parent schedules, to maximize
parent participation.
The other section of NCLB that requires parent involvement is not as descriptive
and demanding as Title I. Title II, Part D – Enhancing Education through Technology,
requires school districts applying for these funds to have effective use of technology in
place for promoting parent involvement and increasing home-school communication.
Thus, NCLB has mandated a variety of intensive school-parent interactions, including
effective systems of communication.
Types of Parent Involvement
For purposes of this project, Epstein’s framework of six major types of
involvement will be utilized (see Table 2.1). Epstein’s work on parent involvement is the
most influential and often cited in education. According to Epstein (1995), parent
involvement is a multidimensional framework that includes parenting, communicating,
volunteering, learning at home, decision-making, and collaborating with the community.
Communication is only one form of parent involvement, yet it is the first stepping-stone
into the other five forms of involvement. In her six-type model of parent involvement and
“caring,” Epstein defined Type 3 Communicating as the design of effective forms of
school-to-home and home-to school communications about school programs and
children’s progress. Epstein argued that, “Communications should offer two-way, three-
way, and many-way channels of communication that connect schools, families, students,
and the community” (p. 86). Effective forms of communication should reach and engage
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all families in the best ways in order to truly establish a partnership with the teacher and
school. Examples of communication may include yearly conferences for every parent,
language translations as needed, regularly sending notices, memos, newsletters, and other
communications, scheduling phone calls, and giving clear information on school policies
and programs.
Table 2.1 Epstein’s Six Types of Parent Involvement
Type 1
Parenting
Type 2
Communicating
Type 3
Volunteering
Type 4
Learning at
Home
Type 5
Decision-
Making
Type 6
Collaborating
with the
Community
Refers to the
home
environment, and
making it
conducive to
learning. Schools
may offer
suggestions on
how to establish
a home
environment that
supports
learning, offer
parent education
courses, and
provide family
support programs
that assist with
health, nutrition,
or other services.
Refers to the one-
and two-way
dialogue between
parents, teachers, and
other school staff.
Schools engage in
communication
practices with parents
by designing
effective forms of
school-to-home and
home-to-school
communications
about the school’s
programs, as well as
each individual
child’s progress.
Involves the
recruitment and
organization of
parents in
helping in the
classroom,
supporting
school
functions, and
creating
structures to
provide all
families with
needed
information.
Refers to the
opportunities
to enhance
learning
outside of
school, such as
providing
access to
books or
computers,
visiting the
library, and
monitoring
homework.
Involves the
development
of parents as
leaders and the
inclusion of
parents in
school
decision-
making
groups, such
as the Parent
Teacher
Association
(PTA), or local
school board.
Involves the
identification and
integration of
resources from the
community to
strengthen school
programs, family
practices, and
student learning,
such as
establishing
partnerships with
civic, cultural,
health, recreation,
and other agencies
and organizations.
Modified by Preciado, 2014 (Epstein, 1995)
Descriptors of Communication
Subliminal Communication Signals
Teachers send visible and invisible signals everyday that parents both consciously
and unconsciously use to develop their “perceptual collage” that defines who teachers are
(Banach, 2007, p. 4). Each parent’s perceptual collage is complex, and results from
information obtained from individual teachers, other teachers, principals, administrators,
the media, and impressions of the school. In order to create a positive perceptual collage,
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teachers must understand the forces that influence parents’ perceptions and take charge of
communication related to the teacher and the classroom. Constantino (2003) states that
schools subliminally send signals to parents about the school culture within; from the
condition of the parking lot, sidewalks, landscaping, cleanliness of the main doors, to the
first encounter with staff in the main office, all of these communicate a message to
parents, whether it is positive or negative, as to whether parents are welcome or
unwelcome.
Avenues of Communication
Teacher-parent communication varies in its mode, frequency, and intent. Graham-Clay
(2005) described the various avenues of communication. She described communications
as being one-way or two-way. One-way communications include any form of written
communication, such as notes, newsletters, and school-to-home notebooks. One-way
communication is a “permanent product” (p. 119), meaning, once you write and send,
changes cannot be made. Also, one-way communication does not offer parents the
opportunity to respond immediately in the same way that a telephone call or face-to-face
communication would allow. In contrast, two-way communication involves interactive
dialogue between teachers and parents, such as that during a phone call or parent-teacher
conference. Graham-Clay concluded by stating that just as skilled as teachers are in
teaching, they need to be equally as skilled in communicating with the parents of their
students in order to create strong school-home partnerships and increase parent
involvement. Since Graham-Clay’s 2005 research, both one- and two-way
communications have been improved and enhanced with new forms of technology, such
as websites, blogs, and software applications. Although Voicemail, e-mail, websites, and
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other two-way communication systems are widely established in connecting schools to
homes, the telephone continues to have the advantages of familiarity, ease of use, and
access.
In addition to one-way and two-way communication, Thompson and Mazer
(2008) identified the medium of communication as being either rich or lean. Rich media
communications are those that allow for a variety of communication cues, such as natural
language and the capacity for immediate feedback. The richest media would be face-to-
face communication (FTF). Lean media are described as written documents. Findings by
Thompson & Mazer suggested that parents and teachers prefer FTF communication for
negative messages, while e-mail or other lean media are better equipped for neutral or
positive messages. Findings also suggest that teachers use a combination of modes for
effective teacher-parent communication.
Banach (2007) stated that communication methods range from formal to informal.
Formal communications are written documents, print or electronic, that are scheduled and
one-way, such as a monthly newsletter or web-site posting. These types of messages are
generic and impersonal, usually written for reasons of time and energy. According to
Banach, formal messages are more likely to be ignored, rejected, analyzed, or criticized.
Informal communications are usually oral, two-way, and unscheduled. Examples of
informal communications would be a telephone call to or from a parent, or an impromptu
meeting before or after school. Informal messages are likely to be received, accepted, and
understood. There are also semiformal communications, which can be a combination of
both formal and informal, such as parent committees, meetings, or small group
discussions, and also a combination of letters and one-to-one exchanges with parents.
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These three types of communication constitute Part One of Banach’s ABC Inventory of
Teacher-Parent Communication: a) formal methods, b) semiformal methods, and c)
informal methods. Teachers must use a variety of communication methods in order to
meet the needs of parents.
Modes of Communication
Traditional methods, or modes, of teacher-parent communication include phone
calls, notes home, and face-to-face communication (FTF). Due to advances in
technology, the face of communication as we know it is changing and evolving, even at
the classroom level. Teacher-parent communications may now include electronic mail (e-
mail), classroom web pages, blogs, and text messaging. Thompson & Mazer (2008)
concluded that parents now prefer to communicate with teachers via e-mail over more
traditional methods of communication. Some advantages that e-mail has over more
traditional methods of communication, such as phone calls, include its asynchronous
nature. Teachers are able to e-mail parents at any time, without having to worry about
interrupting a family’s dinnertime or calling when no one is home. Similarly, Tobolka’s
action research project (2006) suggested that electronic communication provided parents
with more knowledge about daily school activities, and students’ interest in their work
also improved.
Teacher Practices and Perceptions
Banach (2007) offered a caveat for teachers: effective communication is not
another thing to do; it should be the essence of what teachers do. Teaching not only
includes classroom interactions between teachers and students, but also a full range of
professional responsibilities employed by educators. Domain 4C of Danielson’s
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Framework for Teaching (2007), which is now being used by school districts in their
teacher evaluation systems, calls on the importance of teachers communicating with
families. Student learning is enhanced when families are involved and informed.
According to Danielson, teachers need to provide: 1) information about the instructional
program; 2) information about individual students; and 3) engagement of families in the
instructional program. Within these three “elements,” there are four levels of
performance: unsatisfactory, basic, proficient, and distinguished. A “distinguished” level
of performance is described as follows:
a) Teacher provides frequent information to families, as appropriate, about the
instructional program. Students participate in preparing materials for their
families;
b) Teacher provides information to families frequently on student progress, with
students contributing to the design of the system. Response to family concerns
is handled with great professional and cultural sensitivity;
c) Teacher’s efforts to engage families in the instructional program are frequent
and successful. Students contribute ideas for projects that could be enhanced
by family participation (p. 100).
It is nearly impossible to be a good teacher unless you are also a good
communicator. In a survey of over 100,000 parents, students, and teachers, Banach
(2007) revealed opinions about “good” teachers and “good” schools. Some opinions
expressed about good teachers and schools were that a good teacher is competent, has a
caring attitude, takes an individual interest in each student, makes comments about each
student’s work, and keeps parents continuously informed about their child’s progress or
