Running Head: Communication & Collaboration Teaching Competency 1

Communication & Collaboration Teaching Competency

Samuel Black

Regent University

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Communication & Collaboration Teaching Competency

Introduction

A secondary school mathematics teacher was having trouble with her students group

work. Her class groups lacked independence, they were totally reliant on her. She wants to help

make these groups in her class more self-reliant, and more able to communicate and work

together to solve the mathematics problems rather than constantly feeling they cannot use each

other and what they know to work through sticky situations.

Students in these groups were for several reasons not learning from one another. In some

instances, one student would dominate the direction of the group conversations. Other members

of the group did not want to create conflict with the domineering personality, the teacher tried to

fix this by various means. In other situations, students in the group, either for lack of motivation

or pure ignorance they chose not to participate. This lack of participation by a few members in

the group really had negative drawbacks for the whole. These non-participatory students did not

contribute for two reasons, either they did not know the material and were frightened of

appearing ignorant or they knew the material and did not want to share their knowledge with the

group. The major question that this math teacher wanted to answer was how she could get her

groups to interact more meaningfully with one another. And at the same time have the students

who do know the material share this information with their classmates who need the help. One of

the reasons these students may not share what they know with their classmates is because they

may not know how to teach material to someone else. I felt the teacher should have students

periodically take turns teaching a small topic to the class; this way students get familiar talking

with one another. As well as they get comfortable asking questions.

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Artifacts Rationale

Parent Letter: Meet the Student Teacher

My fist artifact for communication and collaboration is the handy introductory teacher

letter. It is an excellent way to introduce oneself, start the dialogue and get the term off to a get

start. As I mentioned in my personal teaching philosophy. I am a firm believer in the power of

administration, teachers and parents working together to ensure the success of students in the

letter I introduce myself. Tell them my plans for the coming term. I thank them for allowing me

to instruct their child and I wish them well.

Parent Email: Progress Reports

I like this strategy by the teacher because it forces students to be involved with the

material. I don’t like seeing groupmates or students coasting through class not learning or

contributing to the session. Progress reports as my second article of communication and

collaboration is something, I think is helpful. If it wasn’t for report cards and progress reports.

Students would not tell parents about where their grades until July. This technique by the teacher

forces students to pay attention or they will be embarrassed when it comes time to talk to mom or

dad.

Theory to Practice Reflections

Communication is very vital in school. In the class, misbehaving students can try to

reduce an educator’s effectiveness at communicating instruction. “Highlight other students’ ideas

that are overlooked by the dominant student” (Quebec, 97). Sarah Fuentes suggests ways to

avoid this in the classroom through reinforcing the ideas of the neglected student. As a Christian

I think the goal of learning how to work with others is a noble one. A body needs to work as one
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to remain healthy and strong. These strategies of teamwork, responsibility, and selflessness are

important things that all people need to learn. A healthy environment in the classroom

encourages healthy discussion, questions, and teamwork. When students communicate with

parents, teachers and students it makes for a better learning experience.

I would also like to say that Jesus encouraged us saying, “What you do for the least of

these, you have done unto me.” It may not seem important to help those who are struggling but it

is. Jesus wants us to treat others as we would like to be treated and part of this is helping those

who maybe struggling in class. By doing this we demonstrate how real Christians are supposed

to act; we shine our lights into a dark place, spreading God’s love by helping our fellow man. A

communicatively rich classroom has lively discussion. Students are engaged with what the

teacher is saying; they are not afraid to be wrong. Other students if they know their material also

are not to aloof to explain something for their fellow student. This strategy has a double benefit

for the learning student and the more advanced learner. The struggling student increases in

understanding, as well as the advanced student’s expertise is increased by demonstrating their

knowledge to others, reinforcing what they already know, showing mastery.

Reference
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Quebec Fuentes, Sarah. Small-Group Discourse: Establishing a Communication-Rich Classroom

The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 05/2013,
Volume 86, Issue 3. Accessed 11/27/2018