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between Parents and Schools:

'Communication involves both the sending of a message and the understanding of the message received ... Many factors influence the effectiveness of communication: language, literacy levels, listening skills, voice tone, cultural expectations, values and beliefs, and body language' (Bickart et al, 1999, p.224).

This indicates that there are many ways in which teachers can communicate with parents, and no just via the conventional newsletters and letters (Hayes, 2004). There are more personal ways in which communication can take place, which would make parents feel valued. This in turn would promote the approachability of the school.

However, there are various obstacles which need to be considered when creating good communication. Firstly language is a major consideration. Some parents find formal jargon threatening (Whalley, 2001). This may be because they do not understand the words being used, and can lead to feelings of intimidation. Therefore, whether it is verbal or written communication, the word choice needs time and care.

The most common form of communication is newsletter, memos, and letters. It is good that regular communication goes out to parents, however, some notices are taken home and forgotten about. Some parents do not look in the child's book bag, or the layout of the letter is overpowering (Kenway, 1998). In addition, Kenway (1998) asserts that at least 13% of adults are illiterate and innumerate. This is something that needs to be considered when deciding on a means of communication for the school. Therefore, what other form of communication can be implemented without parents feeling embarrassed?

Furthermore, Hayes (2004) stresses that the head creates the letter, and then sends them to the teachers to be distributed within the class. She states that some times the teachers forget to hand out the letters, which means that some parents from the other classes will receive notification but others will not. This was noted while on placement. A letter about Christmas dinner was supposed to be sent out, and a permission slip was supposed to be returned the following morning. It meant a delay in the planning and preparation of the dinner that was to take place in the school in two weeks time. Furthermore, the letters were full of text, which made the letters uninviting to read.

Recommendations:

Written material should be concise and easily readable.
Insert pictures.
Use bullet points where possible.
Use small words (Kenway, 1998).
Do not put all the information in the letter.
- Let parents know where to get all the information.
- Office.
- Website.
- E-mail.

For those who struggle with reading find their preferred method of communication.
An automated telephone message could be sent out, audiotapes made (Kenway, 1998).
The letter could be child friendly, and the children could read the message. It could be part of the child's evening reading activity.

Conclusion:

Parental involvement has been identified by many as a very beneficial tool in the education of children, and thus identified at the beginning of this study. This study has then gone a step further and identified whether or not the use of parental involvement is used to its best advantage. In addition, the study discussed the limitations of parental involvement and suggests recommendations to improve it's implementation.

Learn more about this author, Claire Beaumont.
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