Scenario 1
I would encourage parents to support state standards related to speaking and listening by requiring them to employ the same measures when dealing with their kids (CCSSI, 2019). I can also encourage the parents/guardians by challenging them to help their kids develop state standards relating to listening and speaking. I would collaborate with families through supporting families to take part in Listening and speaking activities to supports the kids in learning these standards that are vital in communication. I will communicate with families through open letters (Graham-Clay, 2005). The message can sufficiently explain the need for parents’ participation in helping the kids learn critical aspects of communication.
Scenario 2
Some of the strategies I would employ include encouraging the families to acknowledge the differences, celebrating diversity, and engaging the families in matters about their kids’ academics, social and personal development. Outside the classroom some of the strategies I would use to collaborate with families would request the families to join in students’ extracurricular activities, give tasks to the students to be undertaken together with family members at home and asking families to participate in school meetings. I will communicate with the families through the phone and ask for face-to-face communication (Graham-Clay, 2005). Today it is easy to reach the parent through the phone to set up a face to face meeting that will ensure family engagement.
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Scenario 3
The best way to communicate school policy in cyberbullying through school meetings where both the students and parents are present and also use the online school platforms such as blogs, social media to reach students. The plan is to discipline who are found engaging in cyberbullying and warning students from engaging in such activities. Parents have a responsibility to follow-up on the activities of their kids in the online media. I would develop a plan in which teachers would work in collaboration with families to encourage good behavior in students. I would communicate with families through letters to provide a secret plan to manage their kids’ social media (Graham-Clay, 2005).
Scenario 4
Encouraging the members of the different cliques to participate in group or team works, I would also help students to have multiple circles of friends, promote empathy and inclusion (Kirk, 2006). Parents at home can support from home through encouraging their kids to create various friends, discourage the kids from indiscriminative behaviors such as segregation and racism, parents educating the kids on the importance of love among themselves and others. The communication approach to use with the families is to use a messenger app that can be applied as a reminder (Graham-Clay, 2005). The reason for this approach is to remind the parent to teach their kids how to love and include others in their lives.
Scenario 5
I would encourage students in my class to talk about peer pressure and write their experiences with peer pressure. By doing so, it is easy to make peer pressure positive in the classroom. I would also require parents to talk about peer pressure with their kids at home. Such an approach can help teachers or the parents to learn the kind of peer pressure the kids are facing, and it is easy to develop measures of dealing with the problem. I would communicate with parents about the peer pressure in the classroom and school through the mail and ask the parents to watch out for certain behaviors. The correspondence is an effective means of communication between teachers and parents (Graham-Clay, 2005).
References
Common Core State Standard Initiative (CCSSI) (2019). English Language Arts Standards » Speaking & Listening, » Grade 3. Retrieved from http://www.corestandards.org/ELA-Literacy/SL/3/ Graham-Clay, S. (2005). Communicating with parents: Strategies for teachers. School Community Journal, 15(1), 117-129. Kirk, A. N. (2006). Kick the Cliques: Activities to Promote Positive Relationships Among Girls in the Classroom. Retrieved from https://ed.psu.edu/pds/teacher-inquiry/2006/kirkabigail.pdf
