Part 1: 

Identification of communication challenges

In this section you need to isolate and explain the challenges that the
case presents for maintaining relationships with all stakeholders
affected by the situation described.  Consideration should be given to
relationships between the teacher and the student/child who is central
to the issue and his/her parents/carers.  Other stakeholders may be
relevant to the discussion and these should be identified and discussed
as necessary.  These stakeholders may include other students/children
in the class group, school administration or colleagues e.g. the
principal and other teachers; and external specialists or specialist
support staff e.g. support teachers, medical specialists, etc. (Note that
not all of these stakeholders will be relevant to every case study so
you should focus on the facts presented in the example you choose.) 
You should identify specific information from the case study that
has informed your analysis of the communication challenges
and explain how and why these factors may affect the teacher's
ability to establish or maintain positive relationships that support the
child/student's learning, behaviour and social needs in the educational
setting.
Case Study 3 – Notes home
Identification of communication challenges
 Helen is only in her second year of teaching.
o Possible lack of experience with diverse families.
 Helen prides herself on the effectiveness of her open-door
policy and parent interaction.
o She has set preconceived notion the open-door policy will
establish good relationships with parents based on one
year of success.
 Tom’s mother has been to the school once and has not taken part
in Helen’s open-door policy since.
o Helen values getting to know the families through, almost
daily, interactions.
 Tom travels to and from school on the bus
o Making face to face conversation with Tom’s mother is
difficult.
o Helen feels the need to provide Tom’s mother with a daily
report.
 Written communication has been sent home via invitations,
information sheets, volunteer signup sheets, hand written notes,
newsletter.
o Helen has not received any form of reply.
 Helen believes in consistent connections between home and
school.
o Causing Helen frustration toward Tom’s mother.
 Other parents became a surrogate mother for Tom.
o Tom appeared unconcerned.
o Furthering Helen’s frustration
o Could cause a negative impact on Tom’s relationship
between other students ‘where is your mum?’
 Helen’s relationship with the teacher aide due to her outburst.
o Helen may not know the relationship between the teacher
aide and Tom and his mother.
o The teacher aide may find these remarks unprofessional.
 Helen’s relationship with Tom and his mother shown in her
outburst.
o Helen perceives Tom’s mother as rude, someone who
needs to be stood up to and a poor parent.
Part 2:  Consideration of culture and communication theory on
selection of strategies
In this section, you need to discuss aspects of the theory covered in
the course that are important considerations for negotiating a
satisfactory outcome in the situation described while maintaining
positive and respectful relationships with all stakeholders you identify
in Part 1.  This section will be an academic discussion supported by
references. 
You are expected to show knowledge and understanding of relevant
theories which may include: transactional process models of
communication; the impact of various types of noise associated with
intercultural communication; the relevance of cultural literacy for
effective interpersonal communication; relating styles and their
impact on problem solving and conflict resolution; self-awareness as a
fundamental aspect of effective interpersonal relationships, etc. 
You are expected to use the readings covered throughout the course
for this discussion (there is no need for independent research)
and draw conclusions about the way this theory can be applied to
guide selection of communication strategies that support learning and
maintain productive relationships with all relevant stakeholders.  It is
like a mini review of the literature that can be used to justify the
strategies you propose to resolve the conflict or problems presented in
your chosen case study.
Consideration of culture and communication theory on selection
of strategies.

Helen Carter prides herself on her ability to maintain a sustainable

relationship through an open-door policy. As a second-year teacher
she maybe trying to improve her impression management by acting in
a way she believes will promote the image she requires (Kossen,
Kiernan, & Lawrence, 2018). Helen began her year with a respect
and openness to Tom’s mother (Deardorff, 2006). However, from the
lack of feedback and participation from Tom’s mother, Helen’s
requisite attitude depleted, showing no respect or openness for her
culture and did not seem to have the curiosity to discover what was
happening in Tom’s life (Deardorff, 2006). As Tom travels to and
from the school via bus Helen is not given an opportunity for
interpersonal, face-to-face communication with Tom’s mother
(Kossen, et., al. 2018). Although Helen has attempted a transactional
process model of communication due to the lack of feedback, the
communication process is more relative to the linear process (Kossen,
et., al. 2018). Resulting in Helen stereotyping Tom’s mother as
uncaring, by making assumptions about her lack of effort due to her
preconceived notion on parent engagement. Helen does not
demonstrate the knowledge, comprehension or skills in her self-
perception through not reflecting on the situation, thinking how the
lack of feedback can be otherwise interpreted and seeking
clarification from a supporting teacher (Deardorff, 2006; Kossen, et.,
al. 2018). Helen has also failed to take in to account Tom’s mother’s
circumstances, perception, ethnorelative view, and has prematurely
reached a conclusion restricting her flexibility to view Tom’s
mother’s perspective (Deardorff, 2006; Kossen, et., al. 2018). Helen
has failed to achieve a desirable internal and external outcome, by
concentrating on the lack of involvement from Tom’s mother rather
than evaluating ‘how can I change my communication?’ and ‘how can
I change my behaviour?’ (Deardorff, 2006). Furthermore, every
person’s culture is different, this impacts their communication skills
as difficulties arise in intercultural communication due to the belief
culture is something that other people have (K. Murray, August 30,
personal communication, 2018). Helen’s cultural literacy is not
accepting the possible differences in communication nor
acknowledging Tom’s mother’s values and beliefs (Kossen, et., al.
2018). Nevertheless, Helen’s interpersonal style seems to be
assertive; however, situational-aggressive as shown with her teacher
aide and her outlook on Tom’s mother (Kossen, et., al. 2018). The
other conflict shown is involving the teacher aide, Helen’s outburst to
the teacher aide has displayed very little respect and openness toward
her and does not know her relationship to Tom’s mother (Deardorff,
2006). Whereas, Tom’s mother may have a passive interpersonal
style, which is why she is reluctant to enter the school grounds or be a
situational-passive person and feels intimidated in the school setting
(Kossen, et., al. 2018). Furthermore, Tom’s mother may feel she has
a negotiator’s dilemma, where she feels unsettled that she does not
know Helen and conversely (Dwyer, 2013). Therefore, as the
intrapersonal conflict continues with Helen the relationship with
Tom’s mother will intensify.
Part 3:  Proposal and justification of strategies for responding to
the case study
This section should provide a comprehensive description of the
strategies that the teacher should use to communicate with
stakeholders to support the student/ child's learning, behaviour and/or
social needs and effective participation or engagement in the learning
environment. 
Each of the strategies should be described in sufficient detail for a
reader to visualise the interaction that would take place between the
teacher and selected stakeholders (child or student and his/her
parent/carer).  Each strategy should be accompanied by a thorough
explanation and justification of why the chosen strategies would be
effective in the given situation.  This will involve making links back
to the theory outlined in Part 2 as justification and support from
authoritative sources.
 For example: This strategy was chosen to overcome the aggressive
relating style evident in the parent's initial engagement with the
teacher.  As Kossen, Kiernan and Lawrence (2013) explain
aggressive relating styles are often characterised by a refusal to
listen to opposing points of view so providing opportunities for the
parents to air their grievances first allows the teacher an opportunity
for uninterrupted communication of his/her concerns.
Proposal and justification of strategies for responding to the case
study
Helens first point of conflict resolution should be with the teacher
aide. Helen requires an understanding of the powerplay which was at
hand along with recognition the teacher aide’s culture, beliefs and
values differ from her own (Kossen, et., al. 2018). Speaking to the
teacher aide face-to-face they need to analyse the issue and delve
deeper to define the conflict (DeVito, 2005). It will be necessary for
the teacher aide to state her feelings and interpretation of Helen’s
behaviour to encourage an assertive message (Verderber, Verderber &
Sellnow, 2014). Through acknowledging the privacy and
confidentiality breakdown between Helen and the teacher aide can
establish the teacher aids feelings, using confirming and supportive
messages (Adler & Rodman, 2003; Dwyer, 2013). Taking the needs
of Helen and the teacher aide into account, ensuring Helen takes an
empathetic outlook on her situation, and actively listening,
questioning, reinstating and providing supportive feedback (Adler &
Rodman, 2003; Kossen, et., al. 2018). Only through trialing the
resolution will denote if the resolution is viable (DeVito, 2005).
Furthermore, the teacher aide may have an insight in to Tom and his
mother’s circumstances, as the powerplay of the teacher-student
relationship can be rather different for the teacher aide (Kossen, et.,
al. 2018). Though mutual respect Helen and the teacher aide can
maintain a healthy professional relationship.

OPENING SENTENCE. On commencement of Helen’s conquest to

resolve the intrapersonal conflict between herself and Tom’s mother,
she needs to discover a respect, openness and curiosity to Tom’s
mother’s situation and ensure she minimises her personal outlook
(Deardorff, 2006). To grasp a knowledge and understanding of
Tom’s mother, Helen will need to explore Tom’s school file to gain
an insight of Tom and his mother’s sociolinguistic, cultural,
relationship and employment status (Deardorff, 2006). According to
the Australian bureau of statistics (ABS) (2015) eighteen percent of
families are sole parent families, Tom’s mother might be a full-time
worker along with caring for Tom and unable to attend the schooling
functions, as Tom’s father is not mentioned. Furthermore, Black Dog
Institute (n.d) states twenty percent of Australians have a mental
illness of some description, Tom’s mother may feel anxious and
unable to leave the safety of her own home. The ABS (2017) advises
twenty-one percent of Australian’s spoke a language other than
English, where Tom’s mother may not have the comprehension of the
English language. Through this knowledge Helen may gain an
understanding of the mother’s situation, where Helen can begin an
audience analysis by researching any new-found differences and
writing personal notes in preparation to tailor her message to
maximise its effectiveness (Kossen, et., al. 2018). Furthermore,
though self-reflection Helen will need to establish what she feels her
conflict is with Tom’s mother (DeVito, 2005). Helen will require to
call the mother, to receive verbal feedback, opening the
communication with asking how she is and a positive statement
regarding Tom, showing the mother respect, openness and curiosity
(Deardorff, 2006). As the communication barrier is reducing Helen
will then ask for a meeting to further discuss Tom, giving her the
choice of coming to the classroom, meeting her elsewhere or a phone
call at a time of her convenience. On meeting with Tom’s mother,
Helen will need to ensure she is mindful of her body language, tone,
pitch and pace especially if she had discovered Tom’s mother is
bilingual (Kossen, et., al. 2018). To enrich the connection with
Tom’s mother Helen should open her conversation with an
introduction of herself and positive reflections on Tom’s behavioural
and academic achievements.

DeVito, J. (2005). Messages: Building interpersonal communication

skills. (6th ed.). Boston, MA: Pearson
Kossen, C., Kiernan, E., Lawrence, J. (2018). Communicating for

success. Melbourne, Vic.: Pearson Australia.

Australian bureau of statistics. (2015). 4442.0 - Family

Characteristics and Transitions, Australia, 2012-13. Retrieved

from http://www.abs.gov.au/ausstats/abs@.nsf/mf/4442.0

Dwyer, J. (2013). Communication for business and the professions:

Strategies and skills (5th ed.). South Melbourne, VIC: Pearson.
DeVito, J. (2005). Messages: Building interpersonal communication
skills. (6th ed.). Boston, MA: Pearson.
Department of Health (2018) Building partnerships between families
and early childhood staff. Retrieved from
https://www.kidsmatter.edu.au/families/role-
families/partnerships/building-partnerships-between-families-and-
early-childhood-staff
When families and staff work together they can exchange information
and can focus on meeting each child’s needs and supporting their
development.
 When children see positive communication between their parents or
carers and staff, they begin to learn it is important to build healthy
relationships

Adler, R. & Rodman, G. (2003). Understanding human

communication. (8th ed.). New York: Oxford.
Verderber, K.S., Verderber, R.F., & Sellnow, D.D. (2014).
Communicate! (14th ed.). Boston, MA: Wadsworth Cengage Learning.
Blackdog Institute (n.d) Facts & figures about mental health
Retrieved from https://www.blackdoginstitute.org.au/docs/default-
source/factsheets/facts_figures.pdf?sfvrsn=8

Australian bureau of statistics (2017) 2016 Census: Multicultural

Retrieved from
http://www.abs.gov.au/ausstats/abs@.nsf/lookup/Media%20Release3