Communication Is Vital For Successful Development Of POS ✓ Solved

Communication Is Vital For The Successful Development Of Positive Pare

Communication is vital for the successful development of positive parent-teacher relationships. Please describe a student (real or imagined) who exhibits a difficult behavior in the classroom. Use your textbook and at least one scholarly resource to develop a self-management plan for the student. AND Describe how you would provide initial and ongoing communication about the self-management plan to the student’s parents. Why is your chosen communication strategy the most effective choice for the described student and his or her parents?

Sample Paper For Above instruction

Introduction

Effective communication between teachers and parents is essential for fostering positive relationships that support student development, especially when managing challenging behaviors. When students exhibit difficult behaviors, collaborative efforts centered around strategic communication can significantly influence outcomes. This paper describes a hypothetical student, Alex, who demonstrates disruptive behavior in the classroom, and outlines a comprehensive self-management plan rooted in behavioral theory. Additionally, it discusses an effective communication strategy for engaging Alex’s parents both initially and through ongoing updates, emphasizing why this approach is most suitable for this student and his family.

Description of the Student and the Behavior

Alex is a 10-year-old student who tends to become disruptive during instructional lessons. His disruptive behaviors include calling out without permission, getting out of his seat without permission, and sometimes arguing with peers or teachers. These behaviors interfere with Alex’s learning and the classroom environment. Underlying these behaviors are challenges related to attention deficits and frustration intolerance, which are common in children with ADHD (American Psychiatric Association, 2013). Historically, inconsistent disciplinary responses and lack of structured behavioral supports have exacerbated Alex's disruptive incidents.

Development of a Self-Management Plan

A self-management plan designed for Alex adopts principles from Self-Regulation Theory, emphasizing the development of personal control mechanisms through goal setting, self-monitoring, and reinforcement (Schunk & DiBenedetto, 2020). The plan involves three core components:

1. Clear Behavior Goals: Alex is encouraged to recognize specific behaviors he needs to improve, such as raising his hand before speaking and remaining seated during lessons.
2. Self-Monitoring Strategies: Alex will use simple checklists to track instances of disruptive versus appropriate behavior. For example, he marks each successful compliance with classroom rules.
3. Reinforcement System: Immediate feedback with a token economy is used, whereby Alex earns tokens for meeting behavior goals, which he can exchange for preferred activities or small rewards at the end of each day.

Throughout implementation, teachers provide direct guidance, demonstrating self-monitoring techniques and reinforcing positive behaviors consistently (Mooney, Ryan, & Clonan, 2005). The plan is tailored to Alex’s developmental level and incorporates frequent positive reinforcement to strengthen self-regulation.

Communication with Parents: Initial and Ongoing Strategies

Establishing transparent, collaborative communication with Alex’s parents is crucial for the success of the self-management plan. Initially, the teacher conducts a face-to-face meeting with the parents to introduce the behavioral concerns, explain the self-management plan, and discuss the goals and strategies involved. During this meeting, a detailed behavior chart and description of the reinforcement system are shared, along with evidence-based rationale for the approach.

Ongoing communication is maintained through weekly email updates and bi-weekly phone calls. These channels allow teachers to share progress data, discuss successes and challenges, and reinforce the importance of consistency between home and school environments. Teachers also invite parents to observe self-monitoring techniques during parent-teacher conferences or scheduled visits, fostering a shared understanding and commitment.

Justification of the Chosen Communication Strategy

The combination of initial in-person meetings supplemented by regular electronic updates is particularly effective for Alex because it balances personal connection with consistent, accessible communication. Face-to-face meetings establish trust, clarify expectations, and engage parents in collaborative problem-solving (Epstein, 2018). Weekly emails and calls ensure transparency and allow real-time adjustments, encouraging parental involvement and reinforcing strategies at home, which is vital for behavior change (Hattie, 2009).

This strategy is most suitable for Alex because it provides immediate access to progress information, accommodates busy family schedules with flexible communication modes, and fosters a supportive community around the student. It emphasizes partnership, which research shows enhances student outcomes and maintains motivation for behavioral improvements (Szente & Vendrák, 2013).

Conclusion

Effective communication is fundamental to establishing positive parent-teacher relationships that improve student behavior management. By developing a tailored self-management plan for Alex and engaging his parents through a combination of initial face-to-face meetings and ongoing digital updates, educators can foster a collaborative environment conducive to behavioral success. This strategic approach ensures consistency, accountability, and support, which are all necessary for reinforcing positive behaviors and promoting overall student development.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
• Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Mooney, P., Ryan, J. B., & Clonan, S. M. (2005). Strategies for teaching students with Attention-Deficit/Hyperactivity Disorder. Journal of Behavioral Education, 14(3), 171–188.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social-cognitive theory. Contemporary Educational Psychology, 60, 101830.
• Szente, J., & Vendrák, Z. (2013). Parent involvement in education: Strategies for improved engagement. Journal of Educational Research, 106(4), 273–289.